LESSON PLAN

Date: October 2, 2017

Lesson Title: Instruction and Engagement: The IE model of effective teaching in the 21st
Century
Unit of Study: Faculty Teaching in Higher Education In the Classroom
Course: Faculty Roles & Responsibilities (HIED 66660/76660), Fall 2017
Observing Instructor: Dr. Tara Hudson, Assistant Professor of Higher Education
Background Information: Grouping of Students:
Barr and Tag (1995) provide paradigmatic framework of Whole group instruction
instruction and learning and the different tenets to creating a Groups of 3-4
classroom environment for college/university students to do the
following:
Receive the gleaned information from the instructor
and/or the students classmates
Remember from instruction Covered or uncovered
material as addressed collectively or individually through
teacher- or self-instruction and recalling information
through a means of memorization
Prior Knowledge
Reflect from engagement Intra- and interpersonal
Needed:
communications of the student revolving the subject
Barr & Tagg (1995)
material
React The students response to instruction and/or
material as presented through the curriculum.
The use of resources in creating not only a learning, but engaging
classroom culture is imperativenot only to induce interaction
with other and the material, but also to enforce inclusivity of
different types of learners through various means of instructional
material (i.e. technological integration) and strategies (i.e. mini-
groups, reflective writings, short-timed responses).
Learning Objectives: Assessment:
CLO (per syllabus) Students will be able to: Group activity
1. Describe the various roles and responsibilities of faculty referencing readings for
members and explain how these differ by type of institution and class
faculty appointment
2. Reflect on ones personal career aspirations and beliefs related
Materials/Resources:
to a faculty career and the roles of faculty
Laptop/Desktop
4. Demonstrate skills associated with faculty roles and
Projector
responsibilities, including presentation skills,
Personal Cell Phone
collaboration, professional writing, self-reflection, and
or laptop
critical evaluation
Lesson: NOTES:
2:15 PM - 2:20 PM [5 min.]
Dr. Hudson leads class by addressing the agenda of the day:
Welcome and housekeeping (2:15-2:20)
Intro Activity Poll Everywhere (2:20-2:30)
Guest Speaker (2:30-3:15)
Break (3:15:3:25)
TIP of the Day (3:25-3:35)
Evans Instruction (3:35-4:15)
Dr. Hudsons Instruction (4:15-5:00)

2:20 PM 2:30 PM [10 min]

Dr. Hudson and Evan collaborate to enter the topic of the day Faculty
Roles Teaching in the Classroom.
2:20 PM 2:25 PM [5 min.]
Dr. Hudson: So, today, as it states in the syllabus, we are talking about
faculty teaching and what the means in the college/university context.
Evan: And you addressed at the beginning of the course as to why you
are in this courseso wed like for you to think just about todays topic
and respond to the following question: What is it about
college/university that you are interested in learning today?
[Students will be directed to respond to the Poll Everywhere on the
screen, limiting to one response per student. Students will provide
qualitative responses through small texts (i.e. How to teach well at the
college level; strategies to effective teaching; balancing all that a prof
does).]
2:25 PM 2:30 PM [5 min.]
[As responses are entered and are shown live on the screen, Dr. Hudson
and Evan will be reading what students have shared.]
Evan: So it looks like there are a lot of things on your minds about what
and who is the professor in the classroom and what translates into
[identify themes].
Dr. Hudson: It seems that this is going to be a fruitful class today,
which is why we have our guest speaker [insert name here] who is here
to discuss with us [insert reason for guest speaker].

2:30 PM 3:15 PM [45 min.]

Guest speaker

3:15 PM 3:25 PM [10 min.]

Break
[Evan distributes one notecard to each student by putting them at their seat.
Each card will have an interjection that puts students into groups of three
(one group of four): (3) HEY! (3) WHAT?! (3) MAN! (3) WELL! (3)
WOW! and (4) DARN!]
3:25 PM 3:35 PM [10 min.]
Beginning of Evans Lesson
3:25 PM 3:27 PM [2 min.]
Welcome back from break everybody. I hope youve taken the time to
answer your emails, check your Facebooks, and get to know one of your
fellow classmates. I want to take some time today to go into deeper
detail about one of the agents within higher education with whom you
have had interaction: faculty.

3:27 PM 3:42 PM [15 min.]

Pre-Notecard and Poll Everywhere Activities
With your pink note cards, I would like for you to take 2-3 minutes to
provide your definition of university or college instructor in the classroom.
[Students take 2-3 minutes to write down that definition. Evan prepares Poll
Everywhere for students to which students will respond to four questions
for 4 minutes.]
Poll Everywhere Questions (Yes/No):
1) I have had a professor who knew my name.
2) I have felt like a statistic in at least one course during my post
secondary education.
3) I have, at one point, wanted to become a teacher.
4) I have told myself at least once, I could teach this course better
than the professor.
[Based on the responses (Yes or No), follow-up questions will be asked for
anyone who would like to share an experience in all four questions,
affording students 8 minutes to share personal stories (1-2 students per
question).]

3:42 PM 3:52 PM [10 min.]

Mini-Group Notecard Discussion of Ultimate Definitions
[Students with the same interjection on the back of their pink notecard will
get into a small group in their designated areas as directed by Evan.]
Evan: Now that you are in your groups, I would like for you to share your
personal definitions of a university or college instructor in the classroom.
Once you all have shared, combine what you have written with your group
thoughts to make the ultimate definition, one that you could see in the
dictionary or one that you would tell someone should they ask you for the
definition.
[Evan will walk around the room to ensure discussions are oriented towards
the established goal. Once the group confirms that they have a definition, a
representative from the group will write it on the dry erase board.]

3:52 PM 4:03 PM [11 min.]

Collaborative Discussion on Ultimate Definitions
3:52 PM 3:56 PM [4 min.]
Evan: Thank you to all the groups work in making these qualifying
 ultimate definitions; before we attack these, I want to revisit our friends
Barr and Tagg, authors of the article that we read in class titled From
Teaching to Learning: A New Paradigm for Undergraduate Education.
From the article, there were two types of paradigms. Does anyone
remember what one of those paradigms was called?
[Evan will write Instruction or Learning on the dry erase board.]
And the other paradigm?
[Evan will write the remaining paradigm on the dry erase board.]
So, for the Instruction Paradigm, name off some characteristics that
make it up.
[Evan will write 4-5 defining characteristics as shared by the students for
both categories.]
3:56 PM 4:03 PM [7 min.]
Evan: So, for each of the defining features between Instruction and
Learning, where would HEY!s definition fall under? WHAT?!s
definition? MAN!s definition? WELL!s definition: WOW!s
definition? DARN!s definition?

4:03 PM 4:15 PM [12 min.]

Wrap-Up
[Students reflect on all activities implemented into the lesson.]
Reflection Questions:
1) What are some observations that you made from this lessons
instruction?
2) What did you find engaging about todays lesson?
3) What is your take on effective teaching?
Blooms Taxonomy: Multiple Intelligence:
Knowledge Linguistic
Understanding Logical/Mathematical
Application Spatial
Analysis Musical
Synthesis Bodily/Kinesthetic
Evaluation Interpersonal
Intrapersonal
Naturalistic
Modifications:

Personal Notes/Reminders/Homework/Other Considerations:

The above reaching template is an adapted form of lesson planning from the University of Torontos Ontario
Institute for Studies in Education (OISE) as available by Algonquin College.
(http://www.algonquincollege.com/profres/files/2013/11/Lesson-Plan-B-Accessible-Revised-Dec.pdf)