Creating Lesson PlansA Performance Test

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Learning Objective

This storyboard outlines a performance test designed to expose adjunct instructors to group activities they may be unfamiliar with and test their ability to apply their learning in their own classroom.

This performance test supports learning objective #2 for adjunct instructors: Given examples of successful learning activities,

the instructor will create and lead group assignments that support stated course

learning objectives.

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This is Dr. Miles, a new adjunct instructor teaching Intro to American History.

She wants to create an interactive group lesson to teach her students about the causes of the Civil War.

How should she do it?

Overview of Structured Academic Controversy Lessons:

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Structure of an SAC Lesson:

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A guide to structuring an SAC Lesson would go here, including:

o Divide the class into groups of four, and divide groups into Team A and Team B.

o Give each Team A and Team B unique perspectives from which to argue about the controversy. Have them research their perspective.

o Give each team a chance to argue its perspective. o Switch sides. Have each team understand the

alternative perspective.o Have the teams come to consensus about

controversy.o Follow up as a class with a more nuanced view.

Choosing a Controversy:

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Dr. Miles has to choose a central question as the basis of the lesson.

Which do you think would make the best choice?

Was Abraham Lincoln racist and did this affect his decisions?

What impact did the Mexican American War have on the lead up to the Civil War?

How did the sectionalism of the economy impact the war?

Learners will choose an answer and receive feedback.

Choosing a Controversy:

Which do you think would make the best choice?

Was Abraham Lincoln racist and did this affect his decisions?

What impact did the Mexican American War have on the lead up to the Civil War?

How did the sectionalism of the economy impact the war?

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Correct Feedback: Great choice. Simple, controversial statements make the best choices for SACs. They make a great basis for debate.Incorrect Feedback: This statement does not have two clear positions from which to debate and is unlikely to arouse students’ passions. Is there another choice that could arouse better controversy?

Dividing Up Groups

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When dividing the class into groups, Dr. Miles ______________ take a show of hands to determine whether student should be on Team A or Team B.

Should Should Not

Drag the correct box into the blank above.

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When dividing the class into groups, Dr. Miles ______________ take a show of hands to determine whether student should be on Team A or Team B.

Should Not

Correct Feedback: That’s right. It’s important for students to suspend their personal beliefs in this exercise, so they should be not be divided according to them.Incorrect Feedback: That’s incorrect. . It’s important for students to suspend their personal beliefs in this exercise, so they should be not be divided according to them.

Prepping the Debate:

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Dr. Miles gave her students homework to read documents that they can use as evidence in the debate.

She ________________ briefly go over the documents in class before the debate begins.

Should Should Not

Drag the correct box into the blank above.

Prepping the Debate:

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Dr. Miles gave her students homework to read documents that they can use as evidence in the debate.

She ________________ briefly go over the documents in class before the debate begins.

Should

Correct Feedback: Correct. Going over the documents as a class will help students understand the main ideas and allow them to dig deeper in their analysis.Incorrect Feedback: That’s incorrect. Students may have a difficult time understanding documents on the first reading. Going over the main ideas in class will allow them to dig deeper in the analysis they do on their own.

The Debate:

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One of Dr. Miles’ students approaches her before the debate and tells her that she is uncomfortable making such a strong argument.

She _____________tell her that it’s acceptable to take a more nuanced approach if she’s more comfortable with it.

The Debate:

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One of Dr. Miles’ students approaches her before the debate and tells her that she is uncomfortable making such a strong argument.

She _____________tell her that it’s acceptable to take a more nuanced approach if she’s more comfortable with it.

Correct Feedback: That’s correct. Part of the the goal of this assignment is to understand that historical sources can have multiple legitimate interpretations. For the assignment to work, students must argue strongly for their assigned perspective. Incorrect Feedback: That’s correct. Part of the the goal of this assignment is to understand that historical sources can have multiple legitimate interpretations. For the assignment to work, students must argue strongly for their assigned perspective.

Follow Up:

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After the students have completed the debate in groups, Dr.

Miles ______________ bring the class back together and lead them through a more nuanced interpretation of the topic they’ve been debating.

Follow Up:

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After the students have completed the debate in groups, Dr.

Miles ______________ bring the class back together and lead them through a more nuanced interpretation of the topic they’ve been debating. Correct Feedback: Yes. After the debate, the professor should revisit the argument with the class so that they can take away a more nuanced perspective and understand the importance of historical interpretation. Incorrect Feedback: That’s incorrect. After the debate, the professor should revisit the argument with the class so that they can take away a more nuanced perspective and understand the importance of historical interpretation.

Want More Lesson Planning Inspiration?

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Return to the beginning and chose another lesson.

Take Me Back to the Start

Adapted in part from Claudia Khourey-Bowers,

Pedagogy in Action: The SERC Portal for Educations from

Carleton University.