1. Office of Medical Education
Lesson Planning
Office of Medical Education

2. Why do it? The purpose of a lesson plan is to communicate
Each part of a lesson plan should fulfill some purpose in communicating the specific content:
the objectives,
the learning prerequisites,
what will happen,
the sequence of learner and faculty activities,
the materials required,
and the actual assessment procedures.

3. Lesson Plans
Lesson plans are the "maps" of what we want to accomplish during a class period.
Faculty develop and prioritize learning goals and objectives based on the College of Medicine Goals and Objectives and academic medicine subspecialty goals and objectives (e.g. COMSEP, APOG, AAIM)
All planning begins with faculty considering what they want their students to accomplish during the lesson.
Each lesson plan is designed to move the learners through a complete course of study on a particular topic.

4. Input ----> Process ----> Output
Input refers to information about:
the learners for whom the lesson is intended,
AV or physical materials,
other required resources
This information also includes:
understanding prerequisites learners have grasped
the objectives of the lesson.
the estimated amount of time it will take to implement the lesson.

5. Input ----> Process ----> Output
Output refers to the description of what students are supposed to learn
Output is the use of performance assessments, which allow learners to demonstrate knowledge and skills in the content area.
Did the student learn what they were suppose to learn?
How will the learning be measured?

6. Input ----> Process ----> Output
The process is the actual plan
What do the faculty and learners do during the lesson.

7. Step 1 Establish objective(s) for the lesson.
An objective is a description of what learners will know or be able to do after instruction.
Objectives should be observable and measurable.
Assess how the objective fits with the College of Medicine Goals and Objectives
Assess how the objectives fit with the subspecialty organization academic component

8. Measurable Objectives
Measurable objectives contain three parts:
The conditions under which the desired result is to be performed
An action verb that identifies an observable behavior
The criteria (standards) for determining how well and when the behavior is to be performed
Given a stethoscope and normal clinical environment, the medical student will be able to diagnose a heart arrhythmia in 90% of effected patients.

9. An observable, measurable Goal
An observable, measurable Goal. State this goal as an action verb, such as install, type, describe, and state. Words like "know," "understand," "appreciate," & "inform" are not appropriate terms for tasks because they cannot be measured. More specific verbs are e.g. "At the conclusion of this lesson you will be able to:”
list , identify, state, describe, define, solve, compare and contrast , or operate …
Conditions under which the task should be performed. This describes any situations that should be considered when measuring the goal, such as the availability of information when users perform a task.
Level of acceptable performance. This describes the extent to which the objective must be achieved to be considered complete, such as without errors.

10. Step 2 Collect materials-make special arrangements.
What materials are to be used during the lesson by both the faculty and the learners
Are there any special arrangements needed, e.g. contacting a guest speaker, a patient, setting up a T1 link, determining small group activities.
Does the syllabus include up-to-date preparatory (e.g. reading) materials.

11. Step 3 Develop anticipatory set.
The faculty starts class with a short activity or prompt that focuses the learners’ attention before the actual lesson begins and is used when learners enter the room.
A handout posted on the web (New Innovations) or given to students at the door, a review question written on the board, a case study, and/ or a pretest covering reading assignment are examples of anticipatory set.

12. Step 4 Establish the objectives.
Explain to the learners why they need to learn the material,
What they will be able to "do“ with the material,
How they will demonstrate their learning

13. Step 5 Decide on input.
Decide on the concepts and skills the faculty will impart to the learners, i.e. the "stuff'' the learners need to know in order to be successful.
May be delivered through lecture, self directed learning activities, or small group activities.

14. Step 6 Model Show enthusiasm for learning
Show in graphic form or demonstrate what the learners should be able to do after the lesson (e.g. how to diagnose and treat a particular disease entity)

15. Step 7 Follow me.
Include guided practice where the faculty leads learners through the steps necessary to perform the skill
Use the trimodal approach –
heard the presentation
seen the presentation
apply the presentation to a patient care scenario.

16. Step 8 Check for understanding.
Use a variety of strategies to determine level of learners’ understanding
Post test
Case studies –paper/virtual
Student/ group presentations

17. Step 9 Provide opportunities for application.
Provide opportunities for independent practice
Encourage learners to apply the new concepts and skills to patient care situations.

18. Step 10 Provide closure. Provide a review or wrap-up of the lesson
Ask the learners to demonstrate what they have learned

19. Step 11 Assess learners.
Monitoring student learning, both formally and informally: e.g. examinations, observations, discussions.
Use assessment results to diagnosis whether or not teaching methods are effective.

20. Bibliography http://www.effectiveteaching.com/

21. The end Please proceed to the post test Download the post test
Complete the post test
Send the post test to
Dr. Sandra Oliver
407i TAMUII

22. Post Test Question 1
Which of the following is an example of a poorly written objective?
In this course you will learn how to operate the defibrillator and properly defibrillate a patient.
Given a stethoscope and normal clinical environment, the medical student will be able to diagnose a heart arrhythmia in 90% of effected patients.

23. Post Test Question 2 An anticipatory set serves :
A. To determine the learners’ level of understanding
To focus the learners’ attention before the class begins
As the stuff learners need to know
To monitor student learning