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