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Sample Lesson Plan: Academic Writing
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Academic Writing:
Sample Lesson Plan
Topic: Research Questions
Overview
This two-hour module introduces students to research questions as part of the academic research process:
What it is.
Why it matters.
Which place it has in the process.
How to form one.
Learning Outcomes
The learning outcomes for this lesson fall under three categories.
Learning Outcomes
Knowledge
By the end of the lesson, students will:
Knowledge
- Articulate the difference between open and closed questions and why it matters
- Explain of the role research questions play in a research project
- Elaborate the methodology for formulating a research question
Skills
By the end of the lesson, students will:
Skills
- Recognize research questions (explicit and implicit) in an abstract
- Perform the first step of the methodology for developing a research question
Attitudes
By the end of the lesson, students will:
Attitudes
- Value the importance and necessity of developing a research question as part of a research project
Learning Objectives
The behavioral learning objectives for this lesson fall under three categories.
Learning Objectives
Knowledge
During the lesson, students will:
Knowledge
- Identify open and closed questions; explain the difference between open and closed questions
- Identify various parts of an abstract, including the research question; describe the relationship of a research question to the other elements of the abstract (this exercise relies on recall of previous knowledge)
- Describe the methodology of formulating a research question
Skills
During the lesson, students will:
Skills
- Analyze abstracts; identify explicit research questions; formulate implicit research questions
- Brainstorm preliminary ideas, following the methodology for designing a research question,
Attitudes
During the lesson, students will:
Attitudes
- Self-report changes in attitudes and expectations regarding the research question and its role in the research process
Assessment
In-Class Activities
Objectives are executed and outcomes evaluated during the in-class activities, which also serve as applied practice for students.
They include:
In-Class Activities (cont.)
Class quiz: Review - Students as a class are prompted by the professor to recall previous knowledge from previous sessions; involves defining, listing, describing
In-Class Activities (cont.)
Class quiz/Socratic questioning: During presentation of new material, students as a class are prompted by the professor to identify definitions and examples of open and closed questions. Students explain why research questions must be open and why they cannot be closed.
In-Class Activities (cont.)
Partner discussion (think-pair-share):
In pairs, students analyze an abstract and identify various elements. They identify explicit and formulate implicit research questions. They describe how the research question relates to the other parts of the abstract or paper (this exercise implicates recall of previous knowledge)
In pairs, students brainstorm topics and preliminary ideas for their research question, with feedback/interaction from their peers and personalized, guided feedback questions from the teacher. Students revise their ideas according to feedback. Students report their partner's ideas to the class. Class-wide feedback is provided.
In-Class Activities (cont.)
Small group discussion: In groups, students create a systemic plan for how they will organize the work of formulating a research question between this class and the deadline. They agree on a plan as a group and share with the class.
In-Class Activities (cont.)
Class-wide discussion: Students will self-report changes in attitudes and expectations regarding the process of research and the research question's role within it, following guided questions from the teacher.
For the teacher:
- Visual presentation
- Outline of lesson plan/"lecture" notes
- Answer keys
- Computers (one for projection, one for notes and to be reactive to any students who may engage through Teams)
- Projector
- HDMI Converter
- 5-6 authentic academic articles, including abstracts (uploaded to online platforms)
- Access to internal LMS, Moodle, Microsoft Teams
Materials
For the student:
- Computer
- Access to internal LMS, Moodle
Warm-Up/Review: 10 mins
Class quiz: Serves to recall previous information. Students are prompted to:
- Define academic writing (as it is defined for the purposes of this course), describe the purposes it serves, in general and for themselves and their future professions
- List the characteristics of academic writing and the four stages of the research process. Briefly describe each stage of the process
- Identify an example of academic writing
Presentation of new material: Definitions (25 mins)
Follows an active format, where students are prompted to engage during the presentation by the professor.
I. Research question definition (includes open vs. closed questions)
II. Role of the research question in the research project
III. Place of the research question in the research process
IV. Relationship of the research question to other elements of the research project and its associated paper
Practice/Assessment: Definitions (25 mins)
I. Class quiz: Identify definitions and examples of research questions and open vs. closed questions.
II. Partner discussion (think-pair-share): The research question in context. Identify, extrapolate the research question as part of an abstract; relate the research question to other elements of an abstract; analyze an abstract
A more detailed description of the in-class practice can be found in the "Assessments" portion of this presentation, under "Overview" on the home page.
Presentation of new material: Methodology (20 mins)
Follows an active format, where students are prompted to engage during the presentation by the professor.
I. Overview: Methodology
II. Details: Initial Brainstorming Process
III. Traps to Avoid
III. Examples to Emulate
Practice/Assessment: Methodology (25 mins)
I. Pair discussion. Brainstorm and revise preliminary ideas for research questions.
II. Small group discussion: Create a systemic plan for preparing a research question by the deadline, including details of methodology to be followed.
A more detailed description of the in-class practice can be found in the "Assessments" portion of this presentation, under "Overview" on the home page.
Conclusion (15 mins)
Activity: Class-wide discussion. Students will self-report changes in attitudes and expectations regarding the process of research and the research question's role within it, prompted by guided questions.
Presentation. The professor will:
- Briefly summarize the new material learned and recall its relationship to previous material
- Remind students of the importance of the material for the class requirements, degree requirements, and for themselves and their future profession
- Remind students of upcoming assessments: deadline, requirements, expectations
- Direct students to resources for review and practice of the material learned and for preparation of the assessment
- Check for understanding and give the opportunity to answer questions
- Briefly mention the next lesson's material and its relationship to this material