SHAKE IT UP! DEVELOPING CREATIVE LESSON PLANS
by Miriam Rosalyn Diamond

One faculty member plays a Jeopardy-style game with her students in the pre-exam review session. Another develops a Chemistry problem that reads like a spy novel. A third has found a way to integrate acting games into religious studies classes. Yet another has students write bumper-sticker slogans to articulate what they've learned that day. What do these instructors have in common? They have found creative ways for having students explore and interact with the class material.

     You might wonder how how one develops creative lesson plans. It takes a little time, some supportive peers, and permission to allow yourself to do some wishful thinking. There are a few steps that can help you with this process:


1. Articulate goals for your class

As a result of participating in your class, you may hope that your students reach specific levels of understanding and skill. Examples of these types of goals are "...recognize a specific type of problem and know the steps to take to resolve it", "...be able to describe how, when and why a particular process occurs", or "... be able to summarize the three basic theories and apply them to cases they encounter."

     Additional objectives for creative lessons may include "be motivated to explore the subject matter from different angles", "engage with the material in a more active way", and "have fun while learning". (It has been documented that material is more likely to be recalled when it includes all of the senses and occurs during times of emotional engagement. Enjoyment - and humor - are examples of this engagement.)


2. Keeping your goals in mind, brainstorm ways of teaching this subject matter

This is where peers can help. Get together and have a "no-holes barred" brainstorm session. Consider how you would teach the subject matter if money, time, transportation, and materials were not obstacles. Would you invite Einstein to the class? Organize a tour of archeological digs in China? Visit a session of Congress, or get inside the mind of J.K. Rowling as she writes the newest Harry Potter book? Make a long list of what you wish you could do to teach the material in an optimal - even if fanciful - way.

     Put the list away for a day or two. Let the ideas germinate in the back of your mind. Then return to it, and consider how you can creatively make one or two of these approaches work in your class. (Once again, peers can be an invaluable resource. Find some with a "can-do" attitude who can help you think things through.) Maybe someone can role play Einstein. Perhaps you can re-create the archeological dig using web technology, or by physically transforming your classroom. Perhaps you can re-enact a pivotal or current Congressional session. Remember that metaphor can be a very strong way of conveying concepts. Consider some metaphors you can use to engage students and help them understand some of the more abstract aspects of your subject matter.


3. Think about the background/ material you will need

Perhaps you would like training on the use of virtual reality programs. Or a TA who can help run the lesson plan. Maybe - for one week - you can re-arrange class meeting times to be able to re-create the dinner time of centuries ago - or to have students build their concept of the Moon-based community. Think about ways to make your idea workable, and make modifications as necessary.


4. Draw upon your students' talents and contributions

Your students should be the key part of this experience. Ask them to help design the virtual-reality web page, or prepare the classroom to foster a particular experience. Assign them roles to research and represent, from people from a particular era, to historical events - or even scientific phenomena. This can be a learning experience they will not forget!


5. Assess!

Plan a means of getting feedback on the effectiveness of this method in helping students master the subject matter. You could construct exam questions on the material, survey students about what they feel they learned, or assign reflection papers based on the experience. Compare the level of understanding of the "creative-experience" students with former classes who were exposed to the material in a more traditional format. See what worked, and why.

     By granting yourself the freedom to approach class material in novel ways, you can keep your course exciting and memorable for your students, while it stays fresh and interesting to you.

     As inspiration to get you started, here is an excerpt from the winner of a Chemistry class' poetry writing competition:

So come on base be nimble, base be strong May my reaction not take long... Then I picked up my notes again As I once more looked at the page My hands were clenched in fists of rage. "But you forgot its pKa!" I heard my good friend say As substitution takes effect My product's again incorrect... I can't remember if I cried When my mistake I realized An ester hid itself inside The day my project died...

(from Yevgeniya Nusinovich's "American Pi Bond", after Don McLean's song "American Pie".)

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Miriam Rosalyn Diamond Assistant Director, Center for Effective University Teaching