Description

Lesson planning is not always a popular topic amongst educators. The diverse approaches to lesson planning makes it almost impossible to promote one standard with new and seasoned educators. I therefore embed multiple means of expression within discussions on curriculum development and lesson planning so that educators find their own rhythm. This process is facilitated by showcasing specific examples or approaches so that they may select a few tools that mirrors their teaching style.

In this example, I ran a session on lesson planning by engaging participants in a series of activities that would later be identified by the various steps within BOPPS. My approach in this instance was to showcase how one can use visual prompts within slides decks as queues to trigger specific learning sequences. The imagery within the slidedeck was therefore not meant to showcase the lesson content but rather frame how I would transition from one section of the lesson to another.

What worked?

The visual element works both via in-person or virtual sessions as it helps sustain the pace in longer sessions. I have used this strategy in shorter sessions (10-15mins) but also re-framed it for larger instructional sequences within a full lesson (3hours) by also incorporating key breaks.

What didn’t work?

There is a delicate balance that must be stuck within active learning as it requires both good preparation but also an openness that promotes nimble modifications. My earlier lessons were too rigid with time stamps and I failed to prepare myself to alter my in-process approach which did little to respond to the needs of participants. I would later refine my approach by striking a unique balance that suits my style and passion for constructivism.  

How would I continue to use this practice?

While I might not use BOPPS in every instance, I have always appreciated the Bridge-In component and utilize it within my daily practice. It serves as an emotional tether that helps connect the various sections of a lesson or presentation and provides the audience with some context.

Reference

Description

The CEP program is an example of a larger curriculum development initiative that I led during my time working in the Ontario college sector. I was not only the Associate Dean and Dean responsible for this program but also the primary developer/instructor. I began the curriculum development process by leveraging the expertise of various subject matter experts within teaching and learning as well as conducting a literature review of academic developmental practices in vocational education. The culmination of these efforts turned into a multi-year program that that supported new faculty in their teaching journey by exploring concepts of curriculum alignment, digital technology, student success models, inclusive pedagogies, Indigenous knowledge, and innovative teaching practices.

What worked?

The program curriculum was designed to be delivered as a hybrid cohort model by switching between in-person and online sessions. The structure worked well as it was delivered to faculty in their first two years of full-time employment which enabled a lot of just-in-time teaching support. The unique combination of theory and practice was complemented by external activities such as classroom observation activities, research projects, and leadership development opportunities.

What didn’t work?

The logistics of classroom observations became challenging as more and more faculty were asked to participate in classroom observations. As a smaller college, opportunities became more scarce so I decided to flip the model by empowering new educators to be observed by peers. We utilized a few different peer mentorship models but integrated trust as a key component of the practice. The leadership development activity and research project would later evolve into a more formal scholarship of teaching and learning initiative. This transition was the eventual end goal as the institution was slowly embracing the importance of scholarship within the teaching/learning sphere.

How would I continue to use this practice?

The development process that I used to create, modify, and evolve the program continues to be employed to this day in other initiatives. I also made a strategic decision to ensure these materials contained a Creative Commons license so that I could more easily promote future discussions on open pedagogy. This was important as digital portfolio (such as this one) are challenging to share in an environment that does not embrace all forms of open pedagogy and collaboration.

Reference

Sample of year one of CEP in the 2023-24 Academic Year