How might I teach (content area) to (group of students) by using (a stage of the design thinking process) in an engaging way?
Users and Implementation scenario
How might I adapt and/or refine the current iteration of my innovation (prototype) - the digital lesson plan - so that it better supports my current students in their EFL studies?
My users
18 to 22 year old EAP (English for Academic Purposes) students with a low intermediate level of English
Scenario
working in a traditional classroom setting with access to a computer, a digital projector (with remote control), whiteboard; students have access to a traditional textbook, mobile phone (100% of students own a smartphone) and network connectivity (free wireless available via institution but not robust enough; most students resort to using their own data plan); online messaging utility - remind.com - used for delivery of digital handout and 24/7 communications
The Digital Lesson Plan
Description
- a digital document (usually in pdf format) which presents the following information
- Week, day, language focus
- Announcements
- given to class to note key items that they should not forget
- may be class, department, institution in focus
- Objectives for today’s lesson
- Based on course pacing schedule
- Review
- review / reinforce objectives from previous class
- present activities that address these objectives
- New
- present objectives for today
- present activities that address these objectives
- format
- Heading and subheadings used
- Cornell notes format is used (indenting) to model note taking
- all key verbs (action words) are formatted to be in bold and red in colour
- hyperlinks to relevant online resources are added
- student activities / engagement are added
- instructor / admin responsibilities
- Online attendance
- Pacing schedules
- Key support materials (textbooks, syllabi, rubrics)
- Devised some years ago when both my students and I had access to a fully networked environment
- Originally to make it easier, faster to project content and sequence of methods in class
- text
- Images
- Video
.. in a desired, predetermined sequence
- Has gone through many iterations over the years
- Some simplification
- No longer includes a table of contents at top with bookmarks to areas within the lesson plan (too time consuming to build each time with little return on the investment)
- Some complexity added
- Seeking ways to
- Embed sound files, instructional videos, etc.
- .. but I've never pursued prototyping that has been informed by end users (students and sometimes teachers) other than myself
- Students are given access to the document via online messaging system (Remind.com) that supports both computer and smartphone access
- all students have smartphones .. but not all have access to computers
- connectivity issues
- Institutional wireless network is NOT robust or reliable enough
- As a result, most students access the digital lesson plan using their own data plans (no complaints)
- Observed student behaviour
- Students have the digital lesson plan open while in class
- Some use it as a reference when work has been delegated to them
- they want access to examples (on the lesson plan or links provided to them)
Rationale
- Why I use / create a digital lesson plan
- planning
- helps with planning lessons
- Can review and reuse past work; edit, adapt and improve upon it (ensure continuity)
- provides me with quick access to support resources while I’m designing the lesson plan (i.e. pacing schedules, rubrics, attendance, support resources)
- becomes a learning object for me
- leverages my time
- allows me to revise, reuse
- yet ensures a standard / quality of work (every lesson plan covers the basic requirements of - announcements, objectives, methods being used to address objectives, and links to resources to support objectives; can be adapted in accordance to the general needs of students )
- facilitates sharing / collaboration
- Invites collaboration with another instructor (work on a lesson plan together)
- Helps a replacement instructor when I am sick or need to be absent (quickly sent via email to temporary instructor, management, even the students - prior to the actual class)
- In the classroom
- Organization
- presented to students in class via digital projection
- saves me time on the whiteboard
- Can supplement the projected image / text with whiteboard marker work
- Easy to clean up (limited whiteboard use)
- Facilitates quick and easy access to specific resources
- Provides me with immediate access to relevant resources (links)
- Why I think my students benefit from the digital lesson plan
- Clarity of purpose
- Multi modal - hear me, see it on board
- Emphasis on main points made
- Immediate access to resources
- Support resources are a click away (links)
- Can embed pictures, video, audio, web sites, links
- Model of note taking
- Students see me constantly modeling Cornel method of note taking
- Support late / absent students
- Ss can catch up on class objectives, activities via the lesson plan
- Support learning / studying
- Ss can use the lesson plan as a study tool to complete assignments (access to models, examples), preparation for exams
- Ss can adapt the lesson plan to include notes, links of their own (resources that they find interesting, useful to support their learning)
Current prototype
- What specific elements of this solution do you like? Why?
- saves me time
- immediate access to planning resources
- reusable
- reflects my values (openness, transparency, clarity of purpose)
- What specific elements of this solution do you dislike? Why?
- text rich
- needs to be more multi modal so it reaches all students
- takes time to build up a body of work that can be re-used
- may discourage creativity , spontaneity
- May be hemming me into one form of pedagogy that is more teacher / content centered
- Would you consider using this solution? Why or why not?
- continue to use the solution
- Benefits (organization, transparency) outweigh costs (time)
- What do you find intuitive about this solution versus confusing?
- Clear purpose
- Provides a natural framework for designing lessons
- How might you improve this solution idea?
- Invite student collaboration in ways to enrich the lesson plan
- addition of examples, multimedia examples that they found useful
- Adapt the process for delivery via a wiki (?)
- Get more feedback from students
- on how it is useful to them
- Current problems being faced by students (how the strategy can help with that)
- What facets of the solution do you want to know more about?
- How students use it
- How useful it is to students
- How it can be more useful to students
Tips on INTERVIEW PROCESS
- Begin by sharing the problem you identified from the user interview.
- Rationale for using the approach
- Saves me time
- Makes lesson purpose clear
- Gives student
- Clear idea of the purpose of class
- access to everything in class … and outside of class
- Next, explain that you’ve created a prototype, or first draft, of a solution idea. You are seeking honest, constructive feedback on this draft so you can improve it. Remind them that they are a partner in this design process.
- Inviting them to partner with me on how to improve this product
- Give your prototype to the user. Allow your user to examine your prototype at their own pace and, ideally, without interruptions (2-3 minutes). As they engage with the prototype, record their reactions and questions. You may be tempted to explain your design decisions at this point, but try not to.
- Invite their review of
- a printed example
- My rationale
- My focus
- Student focus
- Take 1 minute to describe your solution idea in a little more detail, only after the participant has had a chance to examine it. Ensure your user has a basic understanding of your solution idea. Avoid going into every facet of the design.
- Describe in more detail .. but keep it simple
- Ask your user prepared feedback questions and take notes.
INTERVIEW PROCESS - QUESTIONS
Learning English
- What makes learning English in the classroom most difficult?
- What do you constantly struggle with when learning English?
- What mode of english is most difficult - reading, writing, listening, speaking
- What do you do to study outside of class
- What do you wish you had more of / less of to help you study and improve your English
The lesson plan concept
- What was your reaction the first time you saw the digital lesson plan
- How often do you use it
- When do you use it outside of class
- Where do you use it outside of class - on phone .. on computer .. with friends .. with family?
- Why do you use it .. most of the time
- What is most useful about it
- What do you wish could be there but isn’t
The design format
- Is it clear
- What do you like or appreciate about it
- What could be done to make it clearer to you
- How could it be improved to help you with your studies
- Links to other resources
The content
Links to attendance, assessment sheets, listening resources
- How often do you use them
- How useful are they
- What.. do you wish could be there but isn’t
INTERVIEW PROCESS - RESPONSES
- Focus group with 4 female students in one of my classes - 19 April 2017
- What do you wish you had more of / less of to help you study and improve your English
- Practice with Vocabulary word forms - these are difficult to learn / know
- Writing - so many elements to do at the same time
- Read and speak more
- Review the grammar more often
- Include exercises .. and then links to answers (self directed studies)
- What was your reaction the first time you saw the digital lesson plan
- At first we did not understand what it means or what it was used for
- Completely new to them
- Good idea
- Helps remind us of what we do or did in class
- When do you use it outside of class
- Yes
- How? To refer to it for (Study Skills / Research) Project
- reminds us of what we need to do (many details) & how
- practice new vocabulary
- Using it mostly on the phone (during and outside of class)
- Sometimes on computer
- Can be used on the phone (no hesitation in response)
- Often copying the link(s) and sending / sharing them with friends in other classes (unsolicited response)
- Which parts of the digital lesson plan do you use the most?
- Announcements (immediate response, without hesitation)
- What do we need to do today
- What might we forget to do .. and it reminds us
- Writing class
- References to grammar
- Request for more
- Examples
- Rules
- Is there anything else that you would like to see there but is not there now?
- links to practice exercises
- Video
- Could be used to introduce a reading / writing topic
- Games between boys and girls
- Competition (yet cultural issues here; needs clarification)
- With technology “we” can work in groups (needs to be clarified - examples .. past experience of the girls? But I sense it refers to them being divided into groups based on gender (permissable)
Overall tone of students?
- Very positive, very supportive
- Realized once again of the importance of creating a supportive, non threatening environment, that encourages students to open up. Quality of feedback reflects this.
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