Lesson planning includes a number of interrelated components. I have selected the following components to research; Characteristics of Learning, Creating a positive learning environment, Motivational Techniques, Assessment and Media. I sought out articles or websites, and will use these to improve delivery of my lessons.
Characteristics of Learners
1. Learning styles:
As a learner, I think of myself as a visual rather than an auditory learner, and have been guilty of thinking that I learn best when material is presented in a format that suits my “style”. In their article on “The Myth of Learning Styles”, Riener and Willingham, propose that “…no evidence suggests that catering to those preferences will lead to better learning.” I chose this article as I think novice educators can be influenced to deliver material a way that is not ideal. I would use this research to ensure I utilize a combination of methods when delivering course content. (101)
2. Creating a positive learning environment:
Lectures given in large amphitheatres by professors who didn’t know my name provide me with less than fond memories of my university days. No one paid any attention to classroom dynamics. In her report for the Canadian Society for the Study of Higher Learning, Evans-Harvey lists “…paying attention to the dynamics of class discussions” as a necessary element for creating a positive environment. I chose this article because I think you can understand a lot by paying attention to dynamics of students, not just their words. I would ensure I looked out for this in my classroom. (97)
3. Motivational Techniques
As a guest lecturer in an International Marketing class I was asked to speak on budget allocation. Relevance, according to Keller “..must be established by using language and examples that the student is familiar with”. I introduced the concept of modeling and showed how by applying a “Return on Investment” model to a multi-million dollar budget you can forecast and allocate a budget fairly to multiple markets and/or programs. To engage and make relevant, I would allocate fictitious budgets to student pairs and ask them to use the model to allocate their budgets to a set number of markets. (99)
4. Assessment
In my limited experience as a teacher I find it challenging knowing whether students have understood the content that you’ve delivered. Regardless of delivery method, some students provide feedback, head nodding, eye contact, but many don’t. I like the assessment technique called “Open-ended questions” as presented in Moersch’s A-Z Information Assessments. After presenting a particularly challenging concept, budget allocation for example, I would ask each student to provide an open-ended statement challenging the concept, and would use these questions to start the following class. This would allow for me to assess their comprehension of that concept. (96)
5. Media
In the field of marketing, media is ever-changing. A few years ago, the majority of a budget was spent on traditional media now most is spent online and on social media. In the Teaching at the University of Manitoba Handbook, we learn that using online learning “…learners are guided to explore content and ideas, and engage actively in conversation with each other, and often, members of the larger discipline”. I enjoyed this article as it reflects how as a marketing instructor I would encourage curiosity in my students, and then engage in discussion about the changing face of marketing and advertising media. (103)
Characteristics of Learners
1. Learning styles:
As a learner, I think of myself as a visual rather than an auditory learner, and have been guilty of thinking that I learn best when material is presented in a format that suits my “style”. In their article on “The Myth of Learning Styles”, Riener and Willingham, propose that “…no evidence suggests that catering to those preferences will lead to better learning.” I chose this article as I think novice educators can be influenced to deliver material a way that is not ideal. I would use this research to ensure I utilize a combination of methods when delivering course content. (101)
2. Creating a positive learning environment:
Lectures given in large amphitheatres by professors who didn’t know my name provide me with less than fond memories of my university days. No one paid any attention to classroom dynamics. In her report for the Canadian Society for the Study of Higher Learning, Evans-Harvey lists “…paying attention to the dynamics of class discussions” as a necessary element for creating a positive environment. I chose this article because I think you can understand a lot by paying attention to dynamics of students, not just their words. I would ensure I looked out for this in my classroom. (97)
3. Motivational Techniques
As a guest lecturer in an International Marketing class I was asked to speak on budget allocation. Relevance, according to Keller “..must be established by using language and examples that the student is familiar with”. I introduced the concept of modeling and showed how by applying a “Return on Investment” model to a multi-million dollar budget you can forecast and allocate a budget fairly to multiple markets and/or programs. To engage and make relevant, I would allocate fictitious budgets to student pairs and ask them to use the model to allocate their budgets to a set number of markets. (99)
4. Assessment
In my limited experience as a teacher I find it challenging knowing whether students have understood the content that you’ve delivered. Regardless of delivery method, some students provide feedback, head nodding, eye contact, but many don’t. I like the assessment technique called “Open-ended questions” as presented in Moersch’s A-Z Information Assessments. After presenting a particularly challenging concept, budget allocation for example, I would ask each student to provide an open-ended statement challenging the concept, and would use these questions to start the following class. This would allow for me to assess their comprehension of that concept. (96)
5. Media
In the field of marketing, media is ever-changing. A few years ago, the majority of a budget was spent on traditional media now most is spent online and on social media. In the Teaching at the University of Manitoba Handbook, we learn that using online learning “…learners are guided to explore content and ideas, and engage actively in conversation with each other, and often, members of the larger discipline”. I enjoyed this article as it reflects how as a marketing instructor I would encourage curiosity in my students, and then engage in discussion about the changing face of marketing and advertising media. (103)