LESSON PLANNING An introduction & overview. Lesson Plan Type of plan depends on learning...

LESSON PLANNING

An introduction & overview

Lesson Plan

• Type of plan depends on learning required– Eg skill v knowledge v facilitation

• 2 functions– A strategy or plan for teaching– A series of cues

Learning Outcomes• Must identify learning aims &

objectives

• Aim of lesson – Why lesson / course / session is being

done

• Objectives of the lesson– What do you want the students to be able

to do by the end of the lesson

Aims & Objectives

The rational and

justification behind the

learning

SMART!

SMART

•Specific•Measurable•Achievable•Realistic•Timely

SESSION PLAN AND LEARNING OUTCOMES

NAME: Julie Spendlove and Alison Purdy

DATE & TIME: 5th April 2005 09.30 – 12.00

VENUE: Group Room 4, Pikes Lane Centre, Bolton

SESSION TITLE: Planning Teaching Sessions

GENERAL OBJECTIVE: To provide an introduction to the planning and delivery of a teaching session

SPECIFIC LEARNING OUTCOMES:By the end of the session the student will be able to:1.Discuss the preparation needed to deliver a teaching session2.Write specific aims and objectives 3.Discuss Blooms taxonomy in relation to learning outcomes4.Write a lesson plan and learning outcomes around the delivery of their own ‘foundation stone’.5.Have an awareness of learning contracts6.Select appropriate presentation skills to deliver their ‘foundation stone’.

NUMBER AND BACKGROUND / EXPERIENCE OF STUDENTS: 5 students - Mixed background & experience lifelong learning facilitators

TIME LEARNING OUTCOME

TUTOR ACTIVITY STUDENT ACTIVITY ASSESSMENT RESOURCES

09.30 Welcome & Introduction Ice-breaker / Warm up – Initial game

ALISON

ListenParticipate in ice-breaker

09.40 2 Aims & Objectives JULIE

Listen Flipchart & pens

09.45 1 What do you need to prepare to deliver a teaching session?

ALISON

Brainstorm ideas Feedback from brainstorm

Flipchart & pens

09.55 2 & 4 What are SMART objectives?How do we write objectives?What are the benefits of writing a session plan?

JULIE

ListenDiscuss

Questions & Answers Flipchart & pensHandouts

10.05 3 Discuss Blooms Taxonomy ALISON

ListenDiscuss

Questions & Answers

10.15 2 Introduce task – set 3 SMART objectives relating to own ‘foundation stone’

JULIE & ALISON

Participate in activity Feedback from groupwork

Flipchart & pens

10.25 COFFEE

10.40 4 Students to look at own ‘foundation stone’ and devise session plan including learning outcomes to deliver back to group – individually at first

ALISON

Participate in task Feedback from task Flipchart & Pens

10.55 4 Share & develop ideas within groupJULIE & ALISON

Work in group Feedback within group

11.05 Feedback to remaining groupJULIE & ALISON

Groups to feedback Through feedback

11.20 5 Learning Contracts – what can they include – when would you use

ALISON

Listen Share ideasDiscuss

Questions & Answers Flipchart & Pens

11.35 6 Presentation Skills recap including assessmentJULIE

Listen Share ideasDiscuss

Questions & Answers Laptop & Projector

11.50 Any questions and recapJULIE & ALISON

Discuss Opportunity for questions

Questions & Answers

12.00 CLOSE

• Time– Helps to keep you to time

• Learning Outcomes– Ensures all outcomes are achieved

• Tutor activity– Specifies teaching strategies including key questions

• Student activity – What the student will be doing – try and change

activities regularly approx every 15 mins

• Assessment– Assesses students learning

• Resources– A check list and prompt for resources

Benefits of Lesson Planning

Preparation

• Know your students.– “one size does not fit all!”

• General Objective / overall session aim.

• Learning outcomes / objectives.

Objectives / outcomes

• S• M• A• R• T

Blooms Taxonomy• 3 types of learning• Cognitive

– Knowledge and intellectual skills.

• Affective– Emotions e.g enthusiasm, motivation,

attitudes.

• Psychomotor– Motor skills

• The learner will list the different learning styles.

• The learner will explain the different learning styles.

• The learner will justify the value of LLL.

Learning contract

• What can the learner expect from you?

• What do you expect from the learner?

Presentation Skills

Effective Presentations

Presenter

EnvironmentResources

Environment

• Room layout• Temperature• Lighting• Relaxed

atmosphere• Music

Resources

• Use effectively• Vary teaching aids

through the session• Flipchart• Whiteboards• OHP• PowerPoint• Handouts• Audio-visual

Flipchart

• DO

– Write in large letters

– Be concise– Use for

brainstorming– Pre-prepare

• DON’T

– Clutter with too many words

– Flip pages

Overhead Projector• DO

– Use bullets– Keep concise– Prepare

professionally– Use large font– Watch spelling

• DON’T

– Leave on too long– Clutter– Avoid

handwritten – Skip points

PowerPoint

• DO– Prepare equipment– Know how to use– Use bullets– Keep concise– Check background– Use clipart

• DON’T– Use unless confident– Overkill – ‘Death by

PowerPoint’

Presenter

• Confident• Enthusiastic• Knowledgeable• Prepared /

Structured• Clear & concise• Good pace• Time management

• Group interaction• Use of anecdotes• Approachable• No barriers• Good voice

projection• Eye contact• Dress

BODY LANGUAGE

YOUR BODY CANNOT KEEP A SECRET!!

• Posture– Can indicate how you feel

• Appearance – Will have an impact

• Dress – Be Smart

• Facial– Your face is a window

• Eye contact– Maintain but don’t concentrate on one

person

Nervousness

EVERYONE SUFFERS FROM NERVES!!

Common reasons for nerves• Fear of failure• Fear of appearing foolish• Fear of breakdown• Sense of inferiority• Isolated

Nerves can be good but must be controlled

Controlling Nerves• Prepare

– Identify main points– Plan & structure– Prepare notes & teaching

aids

• Know your subject – be informed

• Know your objectives• Know your audience• Practice

Delivery

• Influences impact– Good voice & pace– Humour– Eye contact– Avoid fidgeting– Be natural – be yourself!– Good preparation is MORE than half the

battleRELAX & BE CONFIDENT