| What is the objective of your lesson? What do you | | | | students who think globally without losing those who |
| want your students to be able to do? Entire segments | | | | are sequential and ordered. |
| of undergraduate work in education are devoted to | | | | Experiments have shown that people who tend to use |
| teaching the composition of an educational objective. | | | | one side of the brain more than the other find it difficult |
| However, in the day-to-day effort to engage our | | | | to "switch" when necessary. However, when the |
| students, we can get so caught up in a great activity | | | | weaker side of the brain is stimulated and encouraged |
| that we forget to first drop anchor with a solid | | | | to cooperate with the stronger side there is a great |
| objective. We can develop better lessons that engage | | | | increase in ability and effectiveness. The implication for |
| all of the different types of learners in our classrooms | | | | teachers is clear. Creating HIPA structured plans not |
| if we drop that anchor and develop lessons that teach | | | | only reaches more students, it also provides practice |
| to the nexus. | | | | using both modalities. |
| Nexus? What does that mean? | | | | Get HIPA Deep |
| Research has indicated that 50% of the general | | | | To create a HIPA formatted lesson, begin with the end |
| population prefers left-brained learning activities. That is, | | | | in mind. Write a strong educational objective. Use any |
| they work best with content that is logical, rational, and | | | | objective-writing format that you prefer. If you don't |
| sequential. The other 50% work best with perceptions, | | | | have one yet, here's the format we use at the Insight |
| patterns, images, feelings, and emotions. They are | | | | Learning Foundation: |
| right-brained and deal best with the whole picture. | | | | The learner will (insert verb and skill here) by (plan for |
| Most left-brained learners can take information | | | | assessment). |
| presented in right-brained ways and transfer it left. | | | | Once you know where you are going, pick a place to |
| Right-brained learners, however, have great difficulty | | | | start. This is your hook. A hook emotionally engages |
| internalizing material presented from a left-brain | | | | your students. Dare to be different; catch them off |
| point-of-view. Teaching to the nexus is literally | | | | guard! Build your instruction piece next. Follow it with |
| facilitating a meeting of the minds: left meets right. | | | | practice and repeat as often as is appropriate for the |
| HIPA | | | | content. It is entirely possible for your lesson to have 4 |
| Hook. Instruct. Practice. Assess. These are the four | | | | mini-instructions each followed by short practice. Finally, |
| components of a lesson plan designed to teach to the | | | | your students are ready for assessment ... and |
| nexus. If the hook (emotional engagement for | | | | success. |
| students) and practice components right-brain oriented, | | | | Teaching to the nexus will make you a better teacher |
| then instruction and assessment should be rooted in | | | | and your students' better learners. Here's what I say to |
| the left-brain. By consciously alternating right and | | | | my clients: "Where right meets left, students meet |
| left-brain components in a lesson, teachers can reach | | | | success. |