Instructional Notes
Introduction

Obviously, instructors will modify lesson ideas for their specific students and courses.  These notes explain some suggested strategies for lesson activities.

Lesson Components

Lessons employ a variety of instructional strategies.  The varied activities help students develop and demonstrate their Global Workforce Skills.  Student responses also provide the instructor with opportunities for formative and informal assessment in each lesson.

Learning Objectives:  Clarify content/skills goals and how students will demonstrate their mastery (e.g. “identify,” “compare,” etc.)

Introduction/Hook:  A short opening activity engages the students and segués into lesson, with a clear link to objectives.  It may be a question, non-textual image (film clip), or other prompt to which students respond.  As seen in some of the examples, the hook might ask students about an aspect of the “Pre-Assignment.”

Conclusion:  Requires students to engage in higher-level thinking about what they have learned, such as:  summary; comparison to their earlier ideas about the topic; application of learning to new scenarios.  Students demonstrate whether they have attained lesson objective(s), which involves GWP skills.

Questioning

  • Advance preparation of key questions and important responses helps provide focus and reminders for the instructor, especially when student responses take unexpected turns.  Some suggestions are included.
  • Yes/no questions are avoided – or followed with “why?” or “explain.”

Sample Discussion Modes

Some individual students may be reticent to participate in whole-class discussions.  They may be helped by writing ideas in advance and/or beginning discussion with a smaller group.  A few strategies are suggested here.

1.  Write and share

  • Ask students to write a short response to a question or task.
  • Solicit (or call on) students to share their response
  • Collect responses and read a few, either identifying writers or not [this can give the instructor a chance to praise responses, including of less-confident students]

2.  Anonymous write and share

This variation can help students feel more comfortable with potentially personal or sensitive topics and may reinforce for students the variety of perspectives.  An example:

  • Hand out scrap paper to each student.  Instruct students to write an anonymous response:  “What are three health issues that concern you?”
  • Collect and redistribute papers.  Ask students to read aloud the goals on the paper received.  [*Students can also be assigned to small groups to begin comparing and categorizing responses before sharing with the whole class.]  List issues on the board, tallying repeat answers and asking students to help categorize responses.
  • To the class:  What are some of the common answers?  What might account for this?

3.  Pair share à small group or whole class discussion

  • Have students discuss responses with a neighbor (or two), then move to wider discussion

4.  Small group “prepare to share” à whole class presentations/discussion

Small groups can offer a productive mode of discussion, though some students could move off-task, not participate, or dominate.  Below are possible steps for a highly-structured implementation, which can help provide accountability and fuller participation by all.  Over time a class may understand these expectations, and steps may be omitted or not spelled out.

  • Divide students into groups (instructor may pre-determine members)
  • Assign or have students choose roles.  These could include:  facilitator/timekeeper; scribe/reporter; presenter(s).
  • Assign a set time for groups to “prepare to share” with the whole class and clarify the expectations and time allowed for presentations.
  • Require a brief report with group member names (and perhaps roles) and short responses to the task.  [For longer spells of group work, students could be asked to note contributions of different group members.]