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: 5 th April – 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 session 2.Write specific aims and objectives 3.Discuss Blooms taxonomy in relation to learning outcomes 4.Write a lesson plan and learning outcomes around the delivery of their own ‘foundation stone’. 5.Have an awareness of learning contracts 6.Select appropriate presentation skills to deliver their ‘foundation stone’. NUMBER AND BACKGROUND / EXPERIENCE OF STUDENTS: 5 students - Mixed background & experience lifelong learning facilitators

TIMELEARNING OUTCOME TUTOR ACTIVITYSTUDENT ACTIVITYASSESSMENTRESOURCES 09.30Welcome & Introduction Ice-breaker / Warm up – Initial game ALISON Listen Participate in ice-breaker Aims & Objectives JULIE ListenFlipchart & pens What do you need to prepare to deliver a teaching session? ALISON Brainstorm ideasFeedback from brainstorm Flipchart & pens & 4What are SMART objectives? How do we write objectives? What are the benefits of writing a session plan? JULIE Listen Discuss Questions & AnswersFlipchart & pens Handouts Discuss Blooms Taxonomy ALISON Listen Discuss Questions & Answers Introduce task – set 3 SMART objectives relating to own ‘foundation stone’ JULIE & ALISON Participate in activityFeedback from groupworkFlipchart & pens 10.25COFFEE 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 taskFeedback from taskFlipchart & Pens Share & develop ideas within group JULIE & ALISON Work in groupFeedback within group 11.05Feedback to remaining group JULIE & ALISON Groups to feedbackThrough feedback Learning Contracts – what can they include – when would you use ALISON Listen Share ideas Discuss Questions & AnswersFlipchart & Pens Presentation Skills recap including assessment JULIE Listen Share ideas Discuss Questions & AnswersLaptop & Projector 11.50Any questions and recap JULIE & ALISON Discuss Opportunity for questions Questions & Answers 12.00CLOSE

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 battle RELAX & BE CONFIDENT