Picture This: My Lesson Comments by Macquarie University Teacher Education Program TEP students, 200

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Picture This My LessonComments by Macquarie
University Teacher Education Program (TEP)
students, 2006
Hi! My name is Dolly!
But I didnt even get an interview !

• Leanne Cameron
• School of Education
• Macquarie University, Sydney
• Leanne.Cameron_at_mq.edu.au

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In this session

• Define and review the purpose of lesson plans
• Share the TEP students comments about how LAMS
  helped them develop effective classroom
  activities

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Question 1

• What do I mean by lesson plan ?

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Question 2

• What is the point of writing a lesson plan?

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Their textbook says

• Ensures teachers are better prepared for
  instruction
• Enables them to consider different options
• Assists with evaluating the lesson
• Helps build-up their confidence
• (Marsh, 2004)

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My students ask

• Does writing a lesson plan really make my
  lesson any better in the classroom?
• To them, written lesson plan paperwork
• But LAMS real lesson

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TEP students said LAMS learning design
facilitated

• Planning all aspects of their lesson
• Previewing their lesson from the learners
  perspective
• Providing a visual overview of the lesson
  identifying the learning styles addressed
• Creating a standardised template of activities
  that could be easily modified
• for future re-use

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• Student comments
• in more detail

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1. LAMS helped students plan all aspects of
their lesson

• It visually showed me what was available to use
  and thus allowed me to trial things I may not
  have realised I could use and see more suitable
  activities
• I wouldnt have thought about using Chat,
  Forums, etc. I found LAMS helpful for new ideas.

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• The detail helped me organise my ideas on how I
  wished the lesson to go, but also provided me
  with what kind of activities could be used.
• Completing the detail is a time-consuming process
  but did not seem as tedious as completing the
  written lesson plan.

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2. LAMS allowed preview of their lesson from
the learners perspective

• Whilst creating the sequence you are viewing it
  from an authors perspective, whilst when you
  preview the sequence, you are seeing it from a
  learners perspective. After all, we are
  creating these sequences for learners to use. So
  this is vital.

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3. LAMS provides a visual overview of the lesson

• It gives you a visual perspective of how your
  lesson varies and whether you might have too much
  of one activity or not enough of another. I
  think the colours are a really clear indictor of
  the composition of the lesson.

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4. LAMS creates a standardised template that can
be easily modified for future re-use

• I really liked the way my sequence turned out.
  It could be used in more than one way. With a
  minimum of adjustments I could use this sequence
  in a number of different ways.
• The advantage is you can be more confident it
  will run exactly the same as last time so you can
  fix the bits that didnt work and re-use the
  bits that did.

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Lesson designers want learning design tools that
will support the following

• The ability to adapt designs responsively
• The ability to collectively author and share
  designs
• Explicit representation of underlying approaches
  or pedagogies to support
• their own personal development.

Beetham (2006)
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Koper, R. Olivier, B. (2004)
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Conclusions

• LAMS is an excellent scaffold for lesson design
• Allows students to visualise the activity mix
• Enables them to experience the lesson as a
  learner
• Creates a standardised template
• facilitating re-use
• Produces more than documentation so students will
  do it