senor 11:34 BOPPPS Mol for Lesson Planning . @(./pome.html) =Menu Implementing Active Learning BOPPPS Model for Lesson Planning Reflection Take a look at the BOPPPS model for lesson planning, and choose one active learning approach that you could use effectively in each element of BOPPPS. Hint: Active learning is most frequently used in the Bridge, Pre-Assessment, Post- Assessment, or Participatory Learning, but really creative instructors have also used active approaches to communicate lesson outcomes to students, or get students involved in providing a summary of the lesson. hitps:lwww.queensu.calteachinganclearning!modules/actve!t8_boppps_model_for_essor_planning html ussenor 11:34 BOPPPS Modsl for Lesson Planning anning @ Teaching Support Centre Bridge In V, ee Instructor... ee = gains learner attention - builds motivation - establishes relevance Learners find out... a - what's in it for me? - why does this matter? - why should | learn this? Ideas for Bridging -Introduce the topic with a funny video or audio cli share a relevant story Fe * a statement that specifies in UTCOMEAS™ siresstrbte way whatthe learner will know, value or be able to do by the end of the lesson Instructor. - clarifies what the learner will "get out of" the lesson - streamlines the planning process to focus on the outcomes é Learners find out... “Learning is enhanced when students are aware - what will be expected of me? of the mastery expectations for their courses.” | (Marsh, 2007) hitps:lwww.queensu calteachinganclearninglmodules/actve!18_boppps_model_for_essor_planning html 2ssenor 11:34 BOPPPS Modal for Lesson Planning ont Stem Action Verb Learning Statement Introduce the learning Identify the ability that will - Specify what knowledge, skill or outcome be measured (in relation to _value will be demonstrated and -Provide a timeline for knowledge, skill or value) how this will be achieved (context) achieving the outcome 9. ilustate, define, compare, @., By the end ofthis lesson, e.9.,By the end of this esson/ arrange, sketch, create, indicate, learners willbe able to identity module course/ program coordinate, assess, advocate, all &components of BOPPPS participants wll be able to. evaluate by reviewing this infographic. Pre-Assessment Instructor finds out.. - what do learners already know? 4 - do I need to adjust the depth and pace of learning? - what are my students interested in? - which students could act as resources in the class? Learners... - recall prior knowledge - gain confidence by reviewing prior knowledge - assess own strengths and areas for improvement Ideas for Pre-Assessments * - Survey, quiz or poll learners at the beginning of the | I lesson Instructo! - carefully plans a participatory learning activity that allows students to engage with the learning outcomes - communicates expectations clearly - plans level and type of instructor facilitation to maximize student learning Learners... - are actively involved in achieving the ‘outcomes of the lesson - improve understanding and deepen learning by connecting with, testing, exploring, and mentally manipulating ideas Idaac far Particinatary | aarning “nm hitps:lwwn.queensu.calteachinganclearning/modules/active!18_boppps_model_for_essor_planning html 35snort t34 BOPPPS Model fr Lesson Planing recast saruupawry ecarnmny - Pose a question and ask learners to Think-Pair-Share, or assign a problem or case study for learners to work through Post-Assessment Instructor finds out... - what did the learners learn? - were the desired outcomes accomplished? - are there any gaps in understanding? Learners find out... -am | getting it? - what do | need to work on? Ideas for Post-Assessments - Ask learners to submit a 1-minute paper in reponse to questions, such as: -What was the most important thing you learned today? -What questions remain unanswered? Summary Instructo! - concludes and wraps up learning experience - provides a sense of closure and completion, or sets up learner for future lessons Learners... - appreciate how the lesson ties in with the course, or the bigger picture (their discipline, their experience, etc.) - reflect on whether outcomes were met - review material immediately Ideas for Summarizing ° = Recap main points - Play a clip showing application in the real world Say References & Resources On teacher presence in participatory learning: Ekmekci, 0. (2013). Being there: Establishing Instructor Presence in an hips: queensu.cateachingardlearingimoduleslacive!18_boppps_radel for lesson_planning hm! a5senor 11:34 BOPPPS Model fr Lesson Planing ‘Online Learning Environment. Higher Education Studies; 3 (1) 29-38. On video length: Guo, Philip. ‘Optimal Video Length For Student Engagement’. edX 2015. Web. 20 Apr. 2015. https://www.edx.org/blog/optimal-video-length-student-engagement BOPPPS Model: Pattison, P, & Day, RW.C., Eds. (2008). Instructional Skills Workshop Handbook for Participants. The Instructional Skills Workshop International Advisory Committee, TAG, UBC: Vancouver. (ISBN: 0-9781360-0-4) On learning outcomes: Marsh, Patricia A., What is Known about Student Learning Outcomes and How does it relate to the Scholarship of Teaching and Learning? International Journal for the Scholarship of Teaching and Learning, Vol. 1, No. 2 (July 2007). Examples and Learning Statement sections adapted from: BOPPPS Online Lesson Planning by Beth Hundey, copyright 2015 Teaching Support Centre, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareA\like 4.0 International License http://creativecommons.org/licenses/by-ne-sa/4.0. & TeachingySupport Centre 8. 17_implementing_active_learning_in_classroom.htm! ) © (19_how_do_they_do_it.html) hitps:lwww.queensu.calteachinganclearning!modules/actve!t8_boppps_model_for_essor_planning html 35