#  Sequencing materials to build student energy and excitement 

 



##  Sequencing materials to build student energy and excitement 

Tapping into the energy in the classroom to make real-time decisions for keeping students engaged, curious, and challenged may prove more effective than blindly following a scripted lesson plan. In this video, Paola Arlotta describes how she uses advance planning and in-the-moment data from students to know when is appropriate to increase the level of difficulty or reveal surprises in the content.

*Profiled:* [*Paola Arlotta*](https://prod-instructionalmoves.drupalsites.harvard.edu/paola-arlotta)*, Professor of Stem Cell and Regenerative Biology, teaches "Got (New) Brain? The Evolution of Brain Regeneration" to 22 students at Harvard College.*



 

 

 

       ![bg](/sites/g/files/omnuum10466/files/styles/hwp_21_9__1920x825/public/instructionalmoves/files/arlotta2-edit.jpg?itok=tQ86Cni3) 

 

 



 

 



 



 

 

 



 

 

 

 Classroom Considerations Relevant Research Related Resources 

## Classroom Considerations

 

 

 Studies in expertise suggest instructors prioritize depth over breadth as this approach supports deeper learning ([Morphew et al., 2015](https://eric.ed.gov/?id=EJ1076691); [Bransford et al., 2000](https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition))

 A sense of autonomy and some control over course content are important components in student motivation ([Deci & Ryan, 2000](https://www.jstor.org/stable/1449618))



 



 

 

 

## Relevant Research

 

 

- Student affect (student emotions in the learning context), specifically confusion, was positively correlated with student learning of introductory computer literacy ([Craig et al., 2004](http://www.tandfonline.com/doi/abs/10.1080/1358165042000283101)). This is consistent with the concept of “desirable difficulties,” where conditions that challenge students support both long-term retention and transfer ([Bjork & Bjork, 2011, p. 56](https://psycnet.apa.org/record/2011-19926-008)).
- In their review of student attention during lecture, Wilson and Korn advise instructors to take into account individual differences in student attention, suggesting that in-the-moment student data should inform how instructors introduce content ([2007](http://www.tandfonline.com/doi/abs/10.1080/00986280701291291))



 



 

 

 

## Related Resources

 

 

- An article in *[The Chronicle of Higher Education](http://www.chronicle.com/blogs/profhacker/lesson-planning-for-the-university-classroom/22899)* describes a method for lesson planning that allows instructors to be more dynamic and flexible
- In another [Instructional Moves video](/making-adjustments-fly-keep-lectures-%E2%80%9Corganic%E2%80%9D), Brett Flehinger describes how he adjusts his lectures and questioning when one student has made a leap in understanding, but the rest of the class is not yet all the way there



 



 

 

 

 

 

 



 

 See also:- [ Arlotta, Paola ](/instructors/arlotta-paola)
- [ Lecturing Interactively ](/modules/lecturing-interactively)
- [ Engaging Students ](/sub-modules/engaging-students)
- [ How can I plan for an engaging class session? ](/sub-modules/how-can-i-plan-engaging-class-session)
- [ Harvard College ](/school/harvard-college)