1. Lesson Planning (1)
Cate Clegg
(A.E.T. Wk7)

2. Aims For learners to gain an understanding of:
The structure of a lesson
The process of developing and delivering a lesson using this structure

3. Learning Outcomes
List the initial considerations when planning a lesson
Explain the differences between aims and learning outcomes
Plan a lesson using the 3-part structure

4. Requirements for a successful lesson
Preparation and planning
Structure
Rapport with your learners
Ask learners what they think makes up a successful lesson and discuss
Will be going through preparation & planning and structure in more detail during session
Rapport – need to build/create rapport from the start (meet & greet)
Use names
Make eye contact
Use personal experience & expertise
Never talk down to your learners
You are there to facilitate learning

5. Initial Considerations
Location
Facilities available
Make-up of group: background, individual needs, size
Entry behaviour – knowledge/experience
Terminal behaviour – depth of knowledge or mastery of skills
Ask learners what they would take into consideration
Black screen & write up answers on whiteboard/flip
Run through slides after boardblast and compare
Location – where, how set up? Environment – heat, noise, disruption, H&S, access, maps for joining instructions
Facilities – equipment – available/working? What do you need to provide?
Group make up – size, background, any information you can find out beforehand about experiences, individual needs?
Entry behaviour – what is their experience/quals? What development do they need?
Terminal behaviour – what do they need to know/do – performance shortfall (will determine lesson content)

6. Initial Considerations
Aims & Learning Outcomes
Teaching & learning methods
Assessment methods
Budget & resources
Aims & Learning Outcomes – determine FIRST
Teaching & learning methods – presentations, demonstrations, instruction, discussion, facilitations, case-study, group-work, role play, practicals etc
Assessment methods – what are you assessing and how will you be doing this
Budget & Resources – what’s available? What do you need?
How are you going to create a ‘Learning State’?

7. Aim
A broad statement of intent indicating the overall purpose or goal of the lesson Where we’re going
Only 1 or 2 aims per session – what are you going to provide for your learners?
Aims may already be agreed by someone else

8. Learning Outcomes A specific set of well defined activities
that a learner needs to achieve
What the learner should be able to do at the end of the learning experience
How we’ll get there
Learning Outcomes or Objectives
Desired outcomes should be OBSERVABLE
Learning outcomes should be linked to the AIMS
Use ACTION VERBS and link to domains of learning

9. Learning Domains Cognitive Affective Psychomotor
Introduce domains – head, hands, heart (to help remember)

10. Planning a lesson Aims and Learning Outcomes
Devise lesson content and separate into manageable ‘chunks’ (Key areas)
Put key areas into logical sequence
Decide on best learning method for each key area
Decide upon suitable learning resources
Aims and Learning Outcomes – should be FIRST
Logical sequence – simple to complex; known to unknown
Learning methods – taking into account inclusive learning, learning styles, etc
Learning resources – refer back to Resources session (what might they consider?)

11. Planning a lesson Build in activities for assessing learning
Build in reviews at suitable intervals
Consider how lesson will be evaluated
Prepare notes, teaching materials and lesson plan
Activities to assess learning – how do you know ‘transfer of learning’ has taken place? (Knowledge checks (written/oral), games/quizzes, practicals, case studies/scenarios, etc
Reviews – check learning throughout (e.g. through questions/feedback)
Lesson evaluation – how will you know aims and learning outcomes have been met

12. Making a cup of tea Aim For the learner to gain knowledge and
understanding of the correct procedure
for making a cup of tea safely
Check which domain?

13. Learning Outcomes
At the end of the lesson, the learner will be able to:
Identify various types of tea
Correctly state the procedure for boiling water
Correctly state the sequence of actions for making a cup of tea
Correctly identify the health and safety issues involved

14. Boardblast Types of tea Where from Tea leaves Milk and sugar
Milk in first
Utensils
Tea bags
Safety
Allow to stand
Milk jug
Sugar bowl
Cup
Saucer
Mug
Boiling water
Ways of boiling water
Sequence
Why drink tea?
Effects
Tea pot
Warm
Tea cosy
Board/padblast and link areas

15. Prioritise M Boiling water M Types of tea Where from Tea bags
Ways of boiling water S
Safety M
Tea leaves
Sequence M
Milk and sugar S
Allow to stand S
Why drink tea? C
Milk in first C
Effects C
What MUST you cover (link to Objectives) – essential to learning
What SHOULD you cover – enhance learning
What COULD you cover (extras) – nice to haves
Cup
Tea pot C
Sugar bowl
Saucer
Utensils
Tea cosy
Warm
Milk jug S
Mug

16. Key Areas M Boiling water M Types of tea Where from Tea bags
Ways of boiling water S
Safety M
Tea leaves
Sequence M
Milk and sugar S
Allow to stand S
Why drink tea? C
Milk in first C
Effects C
BLUE = background
RED = preparation
GREEN = procedure
BLACK = safety
GOLD = extras
Cup
Tea pot C
Sugar bowl
Saucer
Utensils
Tea cosy
Warm
Milk jug S
Mug

17. Sequence Key Area Types of tea (M) Background Why drink tea? (C)
Preparation
Boiling water (M)
Ways of boiling water (S)
Utensils (S)
Sequence – Slide 1 of 2
Link to objectives:
Background = Objective 1
Preparation = Objective 2
Procedure = Objective 3
Safety = Objective 4
Check any questions?

18. Sequence Procedure Safety Extras Sequence (M) Allow to stand (S)
Milk and sugar (S)
Safety
Safety (M)
Tea pot/warm – tea cosy (C)
Effects (C)
Milk in first (C)
Extras