{"id":960,"date":"2014-02-16T19:25:58","date_gmt":"2014-02-16T19:25:58","guid":{"rendered":"http:\/\/ctl2.uwindsor.ca\/lorie\/?page_id=960"},"modified":"2020-10-30T18:05:12","modified_gmt":"2020-10-30T18:05:12","slug":"lesson-plan","status":"publish","type":"page","link":"https:\/\/ctl2.uwindsor.ca\/lorie\/?page_id=960","title":{"rendered":"Sample Lesson Plan"},"content":{"rendered":"
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Online Education Lesson Plan – First Class – 2010<\/h1>\n

This is a sample of the style of lesson plans I use throughout my teaching.  They follow a very similar pathway, adapted from the Instructional Skills Workshop model using Bridge In, Outcomes, Pre-assessment, Participation, Post-Assessment and Summary<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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Module 1.1: Initiation, Overview and Introductions<\/b><\/h2>\n

This lesson will be a virtual class designed to help the student get oriented to the resources available for online education components at the University of Windsor.  Students will leave the session after completing several hands-on exercises, knowing their peers better, as well as knowing where to turn for their questions.<\/td>\n

<\/td>\n<\/tr>\n
Bridge-In\/Ice-breaker<\/strong><\/td>\nI can . . .
\nI have . . .
\nI want . . .You will work in pairs (in break-out rooms) to discover the ending to those statements from your partner.  Then, you will come back to the whole class and introduce your partner and the answers to those statements. E.g. \u201cI can <\/b>run a marathon and play the piano.\u201d \u201cI have <\/b>just finished my PhD.\u201d \u201cI want <\/b>to go skiing in the Rockies next year.\u201d<\/td>\n		<\/td>\n<\/tr>\n
Objectives<\/strong><\/td>\nUpon completion of this class, you will be able to:<\/p>\n
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  • interact within a virtual environment in a multi-modal fashion<\/li>\n
  • discuss elements found within the course syllabus<\/li>\n
  • determine appropriate types of questions to ask students regarding their ability to complete an online course, and discuss the custom results arising from this class<\/li>\n
  • discuss what on-campus resources are available for faculty for technology and pedagogy<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/tr>\n
Pre-Assessment<\/strong><\/td>\nPre-class online readiness survey to be completed.  Prepare an online scavenger hunt resulting in a quiz about student\u2019s exposure and use of the LMS or other previous online experiences.<\/td>\n<\/td>\n<\/tr>\n
Materials needed for class<\/strong><\/td>\nWhiteboard panel for break-out rooms for ice-breaker prepared. <\/strong>Updated PPT loaded with survey results and updates for the session<\/strong><\/p>\n

Email group to copy out Syllabus ahead of time<\/strong><\/td>\n

<\/td>\n<\/tr>\n
Readings<\/strong><\/td>\nRequired:<\/strong>
\n<\/b>None for before class.<\/td>\n		<\/td>\n<\/tr>\n
Lecture<\/strong><\/p>\n

(Part 1-60 min)<\/strong><\/p>\n

9:30-10:30<\/strong><\/p>\n

(NB & LS)<\/strong><\/p>\n

 <\/strong><\/td>\n

Lecture Presentation & Activities<\/strong><\/p>\n
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  • Welcome and introduction (LS, NB ~5 minutes)<\/b><\/li>\n
  • How to use the virtual classroom (NB ~5 minutes)<\/b><\/li>\n
  • I can, I have, I want ice-breaker (Nick prepare rooms of pairs into breakout rooms LS ~ facilitate 10 minutes)<\/b><\/li>\n
  • Syllabus quiz and quiz tool description (LS ~ 15 minutes)<\/b><\/li>\n
  • Introduce Course, CLEW Site, Syllabus, Syllabus exercise online etc. (LS & NB ~5 minutes)<\/b><\/li>\n
  • Discussion of OE Syllabus in detail (~5 min per module ~ 20 minutes, LS Mechanics, Competencies, NB Interactivity, Design Elements & Future, both last week and assessment)<\/b><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
10:30-10:40<\/b><\/p>\n

(10 min)<\/b><\/td>\n

BREAK<\/td>\n<\/tr>\n
(Part 2-50 min)<\/b><\/p>\n

10:40-11:30 <\/b><\/p>\n

 <\/strong><\/td>\n

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  • Survey Results (Pre??\/self) (LS~ 10 minutes)<\/b><\/li>\n
  • Resources for Students & Faculty (PPT) (NB ~10 minutes)<\/b><\/li>\n
  • Discuss \u201cLesson Zero\u201d with online resources for the course (why is it helpful? LS ~5 minutes) ( mention those who may have only used page 1 summary rather than the full explanation of the task on the following pages)  <\/b>Important in online education work as a student, to read fully any instructions.  Use the Content Conundrums Forums if things are unclear.<\/li>\n
  • Add to Google Doc the \u201cWays of Being Together.\u201d Discuss the limitations of the tool (Wiki and Google Docs).  Will be assimilated later by NB & LS. (NB ~15 minutes)<\/b><\/li>\n
  • \u00b7       <\/strong>Closing discussion \u2013 Next steps \u2013 Assignments 1 and Final Project Discussion, Summary of what was covered in session (LS & NB ~ 10 minutes)<\/b><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Learning Activities<\/strong>
\n(Not graded) <\/em><\/td>\n		\n
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  • I can, I have, I want icebreaker to share with the group<\/li>\n
  • Online scavenger hunt quiz for items in the syllabus<\/li>\n
  • Google Docs group development activity \u201cWays of Being Together\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Assignments for week 2<\/strong><\/td>\n\n
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  • Individual comments on Google Doc to enhance or build on group efforts<\/li>\n
  • Individual course goals document by Feb. 13<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Summary<\/strong><\/td>\n\n
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  • Recap the support available, tool use and where to find help on using them.<\/li>\n
  • How to travel through the course<\/li>\n<\/ul>\n
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    • \u00b7      <\/strong>Review sources for online support, technical issue resolution, using the Forums to support each other<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Supplementary notes to remind the class about<\/strong><\/td>\n\n