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Engaging Students in the Learning Process Through Innovative Lesson Design

Learn how to design lessons that cater to different learning styles, enhance student engagement, and promote critical thinking. This guide provides practical strategies and examples for creating effective lesson plans.

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Engaging Students in the Learning Process Through Innovative Lesson Design

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  1. Engaging Students in the Learning Process Through Innovative Lesson Design By: Cindy McKinney & Jon Mielke cindymckinney94@yahoo.com jon.mielke@in.lcms.org

  2. Defining Learning Styles • Terminology creates confusion - researchers identify learners in different terms (Pitts, 2009) • Identifying a child’s learning style enhances the learning environment for all students (Guild and Garger, 1998) • Easy to use and score user friendly tools

  3. Learning Styles Preference Indicator • Analytic – part to whole pattern of learning (sequential, step-by-step) • Prefer to learn • Quiet, well-illuminated room • Strong emotional need to complete tasks • Like to learn alone or one-on-one w/teacher • Need highly structured assignments • Global – whole to part pattern of learning (master concepts first & then concentrate on details) • Prefer to learn • Concentrate better with distractions • Prefer frequent breaks and work on several tasks simultaneously • Like to work with peers

  4. Learning Styles Preference Indicator • Student Number of A Responses Number of B Responses Tom 13 2 Stephanie 10 5 Alice 10 5 Flanagan 9 6 Jill 9 6 Julie 9 7 Lori 8 7 Brandon 8 7 Jackie 7 8 Courtney 7 8 Carol 6 9 Mary 6 9 Tamara 5 10 Judy 5 10 Shea 3 12 Laura 3 12 Sam 3 12 Jodi 2 13

  5. Learning Styles Preference Indicator • Analytical Learners • Get bogged down in the details • Global Learners • Over simplify and give one sentence summations • Integrated Learners • Need little differentiation

  6. Lutheran South Unity School Fort Wayne, Indiana Curriculum Coach-Cindy McKinney cindymckinney94@yahoo.com

  7. How do we design lessons to meet the needs of all learners?

  8. Why isn’t the textbook good enough? • Fosters dependency on textbook to determine focus of learning • Extra resources are great-but rarely used • Assessment methods are almost always paper/pencil and offer little direction on improving instruction • Appeal primarily to visual learners

  9. Elements of an Effective Lesson

  10. Original LSUS Template • Unpacking Section • essential questions • prior knowledge • level of learning • Engagement Section • key components (activate, acquire) • brain-based activities • Understanding Section • key components (apply, practice, formative, summative, closure, reflection, homework) • brain-based activities

  11. Current LSUS Template • Unpacking Section • aligns with IDOE curriculum frameworks • includes a performance task • Engagement Section • Incorporates CWT look fors (Teachscape) • contains tech integration option • Understanding Section • Focuses on Bloom’s levels of understanding • Reflection questions on back

  12. Post Lesson Reflection 1. Was the instructional objective met? How do I know students learned what was intended? 2. Were the students productively engaged? How do I know? 3. Did I alter my instructional plan as I taught the lesson? Why? 4. What additional assistance, support, and/or resources would have further enhanced this lesson? 5. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

  13. Textbook Rationalizations…… • “They might miss an important skill if I skip around in the book.” • “If I cover the book, I know I have covered the standards.” • “But they lay it out so easily for us to do.” • “I learned in school that way-why can’t I teach that way?” • “Students are more compliant when we use our textbooks-it’s easier”

  14. Core Strategy • Start where the teacher is and build lesson plan around that concept, activity or focus

  15. First GradeLanguage Arts • Origin of lesson came from Reading With Meaning (Debbie Miller) • 15 minute Read Alouds (M,W,F) • Focus was comprehension strategy-making connections • Modeled using Crysanthemum • Students applied strategy using Now One Foot, Now the Other • Small group project

  16. See It In Action-Judith Sabel

  17. See It In Action-Judith Sabel

  18. See It In Action-Judith Sabel

  19. Seventh GradeLanguage Arts • Origins of lesson-desire to present standards-based lesson without basal • Focus on summarizing • Small group practice • Individual practice later on

  20. See It In Action-MaryAnn Oberholtzer

  21. See It In Action-MaryAnn Oberholtzer

  22. Final Thoughts • Start where the teacher is and build lesson plan around that concept, activity or focus • Robust lessons include clear objectives, engaging activities and critical thinking components • Small steps-not all day, everyday but everyday, once a day

  23. Final Thoughts Plan the Work Work the Plan

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