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Modules
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Planning for Effective Undergraduate
Learning/Teaching
Written
by Eileen Anderson
“There
are neither enough carrots nor enough sticks to improve
undergraduate education without the commitment and action of
students and faculty members. They are the precious
resources on whom the improvement of undergraduate education
depends.”
- Arthur W.
Chickering and Zelda F. Gamson
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New faculty members
are often surprised by the amount of controversy going on in
the area of lesson planning and evaluation. New
professors are hired, after all, for their training and
expertise in content areas. Expectations today,
however, are that they also bring with them the know-how to
present their specialties to students effectively. The
challenge on campuses now is for new faculty members to think
of themselves as educators as well as specialists
in their fields.
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CONSIDER:
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Do you see yourself as an educator
or a content specialist or both? In which of
these two areas do you feel more competent? As an educator?
As a content specialist?
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At the heart of all
the research into best practices in undergraduate
education is the concept of research-based planning
for effective learning. Making use of this research,
professors systematically and carefully plan for the
productive use of instructional time. Your plans may be
elaborately detailed and impeccably typed – or at times they
may be handwritten on a scratch pad. Regardless, to be
effective, you will need to make effective, research-based
decisions about your objectives, as well as the strategies
and methods you will use.
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Perhaps
the most widely used research-based process for planning
instruction today is the work of the eminent educator, Dr.
Madeline Hunter. Her research is widely implemented
today at all levels of education. When
designing instruction following her model, professors
use each of several elements in a particular order though not
all elements need be included in each plan.
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The
Hunter Decision-Making Model for Planning Direct Instruction2
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1.
LEARNING OBJECTIVE
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The
planning process begins by deciding on your instructional
objectives. This is determined by your knowledge of
your syllabus and your student group.
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2.
ANTICIPATORY SET
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This
is a short, motivating activity that is used to focus your
group’s attention on a new topic and to help them recall
prior knowledge or experiences related to the topic. It can
be used as a transition or review as the session
begins.
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3.
LESSON OBJECTIVES
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The
purpose for your planned learning activities
is shared with your group. Students at all levels need to
know what they will be learning and how they
will demonstrate what they have learned.
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4.
INPUT
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This
is the time for your presentation and explanation of the
main concepts and skills to be developed in the session.
The variety of teaching techniques you might use today is
endless and includes all manner of media and other
strategies.
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5.
CHECK UNDERSTANDING
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You
will often use multi-level questioning drawn from Bloom’s
Taxonomy at this time to help you develop student
understanding and adjust your instruction as needed.
Reteaching may also be necessary.
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6.
GUIDED PRACTICE
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Here,
your students have the opportunity to demonstrate how well
they have internalized their understanding of the topic. A
variety of “hear, see, do” opportunities are
most important at this time. Plan to give immediate
feedback and reteach if necessary.
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7.
INDEPENDENT STUDY
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This
time is included to help your students solidify skills and
knowledge once they have demonstrated their understandings.
It is important for college professors to save time for
independent study since for the most part, students will be
on their own if clarifications are needed until their next
scheduled session with you.
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2Hunter, Madeline, Enhancing
Teaching, 1994, pp.67-85
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Research-based
Preparation and Planning
The
task of systematic preparation for teaching, or lesson
planning, is never going to be a popular one. There is
only so much time available to each of us! However, the
most effective faculty members will make the time to
plan for managing learning experiences. Effective,
research-based planning involves much more than making
arbitrary decisions about “what am I going to teach today?”
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CONSIDER:
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Have you a favorite time to do
your preparation? Immediately after class? Some time
after teaching a class? Just before teaching the next
session in your course? Other? Why does that time for
planning seem to be most effective and useful for your
teaching?
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It
is also important to note that even professors who develop
highly structured and detailed instructional plans rarely
stick to them precisely as written. It often happens that
precise preparation brings with it the freedom of flexibility
and options for spontaneity. Your research-based plan is a guiding
principle to be applied as appropriate during actual
classroom interactions. It is in those moments when
adaptations are necessary and well-developed plans are set
aside that the act of teaching rises to the level of artistry.
It
is also noteworthy that Dr. Madeline Hunter’s decision-making
principles allow for much originality in planning
instruction. She did not insist that seven or eight or nine
“steps” must be in each plan. (Over-enthusiastic
disciples are responsible for these excesses.) However, when
applied with flexibility and wisdom, many colleges still find
the essentials of her research as a reference point for
evaluating the teaching on their campuses.
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Principles
of Effective Learning and Teaching1
• Encourage contact between students and faculty. (This
is the most important factor in student motivation and
involvement.)
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Develop cooperation among students. (Good learning is collaborative and social,
not competitive and isolated.)
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Encourage active learning. (Leaning is not a spectator sport. Students
need to talk about what they are learning.)
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Give prompt feedback. (Frequent
feedback focuses learning.)
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Emphasize time on task. (Students
need help with time management and expectations)
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Communicate expectations. (Expect more and you will get more.)
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Respect diverse talents and ways of learning! (Provides for the variety in learning
styles.)
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Topics for Discussion
On-Line
Of the research discussed in this session, what
strikes you as the most persuasive reason why research based
planning should be a priority for professors seeking excellence in
the outcomes of their courses?
Please prepare to present your point of view on
WebCT.
More Related Web Sites
http://www.adprima.com/lessons2.htm
http://www.hope.edu/academic/education/wessman/homepage.htm
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