How
can I create an introduction for my lesson?
The purpose of the lesson introduction
is to prepare students for the lesson by gaining their attention,
informing them of the lesson objectives, and reviewing their
prior knowledge and experiences that are relevant to the lesson.
Additionally, the lesson introduction gives students an expectation
for the lesson and prepares them to use strategies that will
help them learn the lesson content.
Use the following links to help you
develop an introduction for your lesson.
How
can I gain my students' attention?
How
can I present and explain the lesson objectives?
How
can I provide an overview of the lesson?
How
can I discuss safety issues?
How
can I stimulate students' prior knowledge and skills?
How
can I establish relevance and answer students who ask "What's
in it for me(WIIFM)?"
What
activities can I use throughout the entire lesson, starting
with the introduction?
Where
can I go to learn more about lesson introductions?
How
can I gain my students' attention?
Why
should I try to gain my students attention?
What
are some approaches for gaining the students' attention?
What
kind of media and student materials can I use to gain the
students' attention?
How
can I present and explain the lesson objectives?
Why
should I present and explain lesson objectives?
What
are some approaches for presenting and explaining objectives?
What
kind of media and student materials can I use to present and
explain the objectives?
How
can I provide an overview of the lesson?
Why
should I provide an overview of the lesson?
What
are some approaches for providing an overview?
What
kind of media and student materials can I use to provide an
overview?
How
can I discuss safety issues?
Why
should I discuss safety issues with the students?
What
are some approaches for demonstrating the importance of safety?
What
kind of media and student materials can I use to discuss safety
issues?
How
can I stimulate students' prior knowledge and skills?
Why
should I try to stimulate students' prior knowledge and skills?
What
are some approaches for stimulating students' prior knowledge
and skills?
What
kind of media and student materials can I use to stimulate
students' prior knowledge and skills?
How
can I establish relevance and answer students who ask "What's
in it for me (WIIFM)?"
Why
should I try to establish relevance and answer "What's
in it for me (WIIFM)?"
What
are some approaches for establishing relevance for the students?
What
kind of media and student materials can I use to establish
relevance for the students?
Why
should I try to gain my students' attention?
There can be many distractions in any normal classroom environment,
especially when students have access to computers or some
other kind of technology. Therefore, it is important to use
some kind of technique or device to gain the students' attention
for learning the task. It is essential to
gain the attention of the students so they will be
focused on the lesson and motivated to learn.
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What are
some approaches for gaining the students' attention?
Below
are suggestions to use in your lesson for gaining students'
attention:
- Ask an interesting question that
relates to the lesson objectives.
- Begin the class with a role-playing
activity involving some part of the objectives for the lesson.
- Tell interesting "sea stories"
that relate to the lesson objectives.
- Provide a rapid stimulus change
by the use of a fast paced visual display. For example,
present images in PowerPoint and only present each image
for a few seconds and then advance to the next image.
This will gain the
students' attention, and create an interest to find out
what the image was.
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What
kind of media and student materials can I use to gain students'
attention?
There are several media and student
materials that can be useful when gaining students' attention.
The following table contains suggestions for how you can integrate
media and student materials into your lesson.
| Suggested
IMM |
Description
and Example(s) |
| PowerPoint
or Overheads |
PowerPoint or overheads can be
used to present images and text to gain the attention
of the students.
Example:
Present PowerPoint slides that flash images rapidly
to gain students' attention.
|
| Videotape |
Videotape can be used to illustrate
real-life actions which help students see the relevance
of the skills to be learned by showing how others actually
use those skills on the job.
Example:
Present a videotape of a situation where students' would
have to use the current lesson content. This will gain
the students' attention while allowing them to see the
relevance of the lesson content.
|
| Suggested
Student Materials |
Description
and Example(s) |
| Handouts
of Scenarios for Role-Playing |
Handouts of scenarios for role-playing
can be used by students to engage in a role-playing
activity. This will help gain the attention of the students.
Example:
Provide students with
handouts of scenarios for role-playing and have them
use it to engage in a role-play in class.
|
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Why
should I present and explain lesson objectives?
When you present and
explain the lesson objectives in terms that the students understand,
you will help build their confidence in learning the material.
If students know what is being taught, they will be more willing
to approach the learning goals with interest, and perhaps
even see how their own personal goals relate to the learning
goals of the class. Explaining the lesson objectives also
allows students to create an expectation for the lesson. It
can be easily combined with gaining their attention, therefore
focusing the students' attention on the learning goal. Explaining
the lesson objectives also gives the students a sense
of control, and allows them to recall prior information that
will be relevant to the material.
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What
are some approaches for presenting and explaining objectives?
Below are suggestions
to use in your lesson for presenting and explaining objectives:
- Present each objective in simple
terms that will be easily understood by the students.
- Present the objectives with accompanying
diagrams, pictures, photographs, or other aids.
- Present the objectives and then
have students restate the objectives in their own words.
Students can paraphrase the objectives orally or in writing.
Note: If you have students
paraphrase the objectives in writing, they can take notes
on the same sheet of paper. This way, the lesson objectives
and students' notes will be together. Guidelines for note-taking
are included later in this How-to under the following
link: What
activities can I use throughout the entire lesson, starting
with the introduction?
- For objectives that involve skill
application and motor skills, state the objectives verbally
and then show an example of the desired skill. This approach
provides students
with a clear picture of what they will be able to do after
successfully completing the lesson.
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What
kind of media and student materials can I use to present and
explain the objectives?
There are several media and student
materials that can be useful when presenting and explaining
the objectives. The following table contains suggestions for
how you can integrate media and student materials into your
lesson.
| Suggested
IMM |
Description
and Example(s) |
| PowerPoint
or Overheads |
PowerPoint or overheads can be
used to present images and text to explain the lesson
objectives. This helps focus students on the learning
goals.
Example:
Present PowerPoint slides with text stating and explaining
the lesson objectives.
|
| Suggested
Student Materials |
Description
and Example(s) |
| Handouts
of Lesson Objectives |
Handouts
of the lesson objectives can be used by students to take
notes on how the objectives relate to the learning goals
of the course while you are presenting them.
Example:
Provide students with handouts of the lesson objectives
and ask them to take notes on it while you are explaining
how the objectives relate to the learning goals of the
course.
|
| Handouts
of Photographs or Pictures |
Handouts of photographs or pictures
that accompany the lesson objectives can be used by
students to gain context for the objectives.
Example:
Provide students with handouts of pictures that show
someone performing the desired task beside each lesson
objective.
|
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Why
should I provide an overview of the lesson?
Providing an overview helps
students develop an expectation for the lesson and what they
will be
learning. They can then begin to think of strategies to help
them achieve the lesson content.
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What
are some approaches for providing an overview?
Below are suggestions to use
in your lesson for providing an overview:
- Present a graphic organizer (such
as a frame, spider map, hierarchy map, or Venn diagram)
or an advance organizer. Use it to preview the lesson and
to show how the content of the lesson relates to the rest
of the course.
- Give a verbal introduction to the
lesson that includes a brief outline of the material.
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What
kind of media and student materials can I use to provide an
overview?
There are several media and student materials that can
be useful when providing an overview. The following table
contains suggestions for how you can integrate media and student
materials into your lesson.
| Suggested
IMM |
Description
and Example(s) |
| Graphic
Organizers |
Graphic organizers can be used
to present an overview of the current lesson in relation
to previous and future lessons.
Example:
Present a graphic organizer that provides an overview
of the current lesson in relation to previous and future
lessons.
|
| PowerPoint
or Overheads |
PowerPoint or overheads can be
used to present a brief outline of the lesson. This
will allow students to create expectations for the lesson.
Example:
Present a brief outline of the lesson in PowerPoint.
|
| Suggested
Student Materials |
Description
and Example(s) |
| Handouts
of a Graphic Organizer |
Handouts
of a graphic organizer that presents an overview of the
current lesson in relation to previous and future lessons
can be used by students to see how the lesson relates
to the entire course.
Example:
Provide students with handouts of a graphic organizer
that presents an overview of the current lesson in relation
to previous and future lessons. Instruct them to refer
to it during the overview.
|
| Handouts
of a Partially Completed Outline |
Handouts of a partially completed
outline of the lesson can be used by students to take
notes on while you give the lesson overview and throughout
the lesson.
Example:
Provide students with handouts of a partially completed
outline and have them fill it in as you lecture.
|
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Why
should I discuss safety issues with the students?
Discussing safety issues is
a critical part of Navy instruction. By bringing up safety
in the introduction, students will immediately be cued to
the safety issues involved in the lesson. Including safety
information
in the introduction is also a way to focus students' attention
on learning the task.
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What
are some approaches for demonstrating the importance of safety?
Below are suggestions to use
in your lesson for demonstrating the importance of safety:
- Give an example of what can happen
if proper safety procedures are not followed. This will
allow students to see the importance of the safety procedures.
- Tell interesting "sea stories"
related to safety issues in the lesson.
- Have the students share their experiences
related to safety with the class.
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What
kind of media and student materials can I use to discuss safety
issues?
There are several media and student
materials that can be useful when discussing safety issues.
The following table contains suggestions for how you can integrate
media and student materials into your lesson.
| Suggested
IMM |
Description
and Example(s) |
| PowerPoint
or Overheads |
PowerPoint or overheads can be
used to present examples of safety issues using real
images, graphics, or text to emphasize the importance
of safety.
Example:
Present PowerPoint slides showing a dangerous activity
and point out the important safety issues.
|
| Videotape |
Videotape can be used to present
a scenario demonstrating what can happen if proper safety
procedures are not followed. This will emphasize the
importance of following proper safety procedures.
Example:
Present a videotape of a scenario where proper safety
procedures were not followed and the negative results
that occurred.
|
| Suggested
Student Materials |
Description
and Example(s) |
| Handouts
of Photographs or Pictures |
Handouts
of photographs or pictures that illustrate proper safety
procedures can be used by students to take notes on or
for reference throughout the lesson.
Example:
Provide students with handouts of pictures that illustrate
the steps in a safety procedure for them to refer to
throughout the lesson.
|
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Why
should I try to stimulate students' prior knowledge and skills?
Stimulating students' prior
knowledge and skills ties into many of the issues mentioned
in previous steps. At this point, you want students to retrieve
knowledge from their long term memory. Thinking about what
they already know about a particular content area will help
them learn the knowledge and/or
skills specified in the new objectives presented in the current
lesson. Recalling information that incorporates a particular
K-level will help them progress to higher K-levels.
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What
are some approaches for stimulating students' prior knowledge
and skills?
Below are suggestions to use
in your lesson for stimulating prior knowledge and skills:
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What
kind of media and student materials can I use to stimulate
students' prior knowledge and skills?
There are several media and student materials that can
be used when stimulating prior knowledge and skills. The following
table contains suggestions for how you can integrate media
and student materials into your lesson.
| Suggested
IMM |
Description
and Example(s) |
| PowerPoint
or Overheads |
PowerPoint or overheads can be
used to present graphic organizers or text that relates
the new information to previously learned information.
Example:
Present a partially completed graphic organizer in PowerPoint
and guide students in completing it.
|
| Suggested
Student Materials |
Description
and Example(s) |
| Handouts
of Blank, Partially Completed, or Completed Graphic Organizers |
Handouts
of blank, partially completed, or completed graphic organizers
can be used by students to fill in during a lesson or
later for review.
Example:
Provide students with handouts of a partially completed
graphic organizer and have them fill it in during the
lesson.
|
| Handouts
of a Lesson Summary |
Handouts of a lesson summary
from a previous lesson can be used by students to help
recall prior information and to establish new learning
goals and relate them to previous information.
Example:
Provide students with a handout of a lesson summary
for a previous lesson and review it with them to help
recall prior information.
|
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Why
should I try to establish relevance and answer "What's
in it for me (WIIFM)?"
Establishing relevance helps
students attach value to the learning objectives. This point
is concerned with how information is presented to students.
Overall, relevance is used to show why the knowledge and/or
skills that students are learning is important to them.
This helps motivate them to learn and to think about how they
can apply what they are learning.
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What
are some approaches for establishing relevance for the students?
Below are suggestions to use
in your lesson for establishing relevance:
- Discuss the learning objectives
in terms of the Course Mission Statement.
- Explain how the lesson content can
be applied to real world scenarios and future tasks.
- Have students explain the learning
objectives in their own words and discuss how the material
is relevant to them.
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What
kind of media and student materials can I use to establish
relevance for the students?
There are several media and student materials that can
be useful when establishing relevance. The following table
contains suggestions for how you can integrate media and student
materials into your lesson.
| Suggested
IMM |
Description
and Example(s) |
| PowerPoint
or Overheads |
PowerPoint
or overheads can be used to present text or case studies
to establish relevance.
Example:
Present PowerPoint slides with text that relates the
lesson objectives to the Course Mission Statement.
|
| Videotape |
Videotapes can be used to present
real-world applications of the information to be learned.
Example:
Present a videotape that shows a scenario of how the
lesson content is used in a real-world setting.
|
| Suggested
Student Materials |
Description
and Example(s) |
| Handouts
of Case Studies |
Handouts
of case studies involving real-world scenarios can be
used by students to review how the lesson content can
be applied.
Example:
Provide students with handouts of case studies involving
a real-world application of the lesson content and have
them review and discuss the case studies.
|
| Handouts
of Lesson Objectives |
Handouts of the lesson objectives
can be used by students to take notes on how the objectives
relate to the Course Mission Statement.
Example:
Provide students with handouts of the lesson objectives
and have them take notes on it as you
explain how the objectives relate to the Course Mission
Statement.
|
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What
activities can I use throughout the entire lesson, starting
with the introduction?
When
presenting new information to students, there are some activities
you can use in the beginning of the lesson and continue using
throughout the lesson. Use the following activities along
with the other introductory information. Be sure to inform
the students about the goals behind the activities, guidelines,
and expected due dates.
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Note-taking
Note-taking
is an essential part of learning. However, many students do
not know how to take notes effectively or in ways that will
aid in learning. Note-taking serves three major purposes:
establishing main ideas, encoding information (through repetition),
and review. There are several techniques that can be used
in taking notes. These techniques depend on the material and
how it is being presented to students.
When taking notes from
written texts, students should:
- Delete unimportant information
- Delete repetitive information
- Substitute a main event for a series
of small actions when possible
- Create a topic sentence
When taking notes from
lectures, students should:
- Distinguish between general categories
of information and the details within the categories
- Abbreviate words
- Paraphrase information in their
own words
- Use an outline format
As with all notes, it
is especially important with lectures to go over notes as
soon as possible after taking them. At this point students
should organize the information so that it represents accurate,
processed material rather than just raw input.
There are two subcategories
of note-taking. They are (1) underlining or marking text and
(2) making notes in the margin.
Both of these subcategories
may not be as effective as the prior note-taking tactics,
but they are more effective than just passive reading or listening.
Pause
Stop the lecture for a few minutes so students can review
their notes and formulate questions or ideas about the lesson
content.
Notes
Sharing
In the beginning, middle, and end of a lecture, pause to allow
students to exchange and compare their notes so that they
can see another perspective or way of arranging material.
Journal
Entries
Have students keep course journals in which they record chapter
summaries, homework questions, and individual ideas and questions
about the lesson content. Provide feedback at least three
times during the course. In large classes, be selective when
reading the journal entries.
Ask students to mark their three best entries; read those
and three others at random.
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Where
can I go to learn more about lesson introductions?
Gagne, R. M., Briggs, L.
J., & Wager, W. W. (1992). The Principles of instructional
design. Fort Worth: Harcourt Brace Jovanovich College
Publishers.
Gagne, R. M., & Medsker, K. L.
(1996). The conditions of learning: Training applications.
Forth Worth, TX: Harcourt Brace College Publishers.
Smith, P. L., & Ragan, T. J. (1993).
Instructional design. New York, NY: Macmillan Publishing
Company.
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