module 2a lesson plan basic instructional skills

1

Module 2 Structuring The Learning Process

ckby/BasicTTT/18Jul08/Rev6 2

Course outline (Day 1)

Module 1 Creating the right learning environment

a. physical environment

b. emotional environment

Module 2 Structuring the training process a. Developing Learning Objectives

b. Developing Lesson Plans

1st Day Agenda

• Kick Boxing

4

Agenda

Module 2 Structuring the training process

a. Developing Learning Objectives 1.30 – 3.00

Tea Break 3.00- 3.30

b. Developing Lesson Plans 3.30 – 6.00

a. Physical Environment - Infrastructure

b. Emotional Environment - Mood

1st Module

Module 2.1 Learning Objectives


Business Issue Business Goals

Required Knowledge,

Skills & Attitude (KSA) to achieve

business goals

Required subject matter and

learning delivery strategy to

develop required KSA

Instructional Goals &

Objectives

Course Content &

Instructional Strategy

Needs Analysis

Course Design & Development

Impact Evaluation Test Instruction

Training Delivery

Specify

Entr

y L

evel/

Pre

-requis

ites

7

Exercise Flex Your Mind


Lesson plan example (part 1)

TITLE:

Basic Instruction Skills For New Trainers Lesson Plans

WRITTEN BY:

Cornelius Koh

COURSE GOAL:

Address the need for non-training professionals to develop training programs that will help address their business needs & to teach the training programs effectively

OBJECTIVES: CORRESPONDING PERFORMANCE OBJECTIVES

At the end of this lesson, the participants will be able to develop a lesson plan. Using the blank lesson plan formats, develop a lesson plan for the course that you are teaching. The lesson plan will contain all the required information and the teaching strategy

SESSION TIME:

1 hour

PAX SIZE:

Min: _5_ pax Max: _15_ pax

AIDS/ EQUIPMENT:

Overheads + OHP Blank Lesson Plan formats Flipchart + markers

TEACHING STRATEGY:

1. Show & Tell 2. Exercise 3. Feedback

PRE-REQUISITES

No pre-requisites

TARGET AUDIENCE

New employees in the Training & Development field

New Trainers who have little or no experience in instructional skills

Any other persons interested in developing skills for training adults

TARGET AUDIENCE PROFILE & LEARNING PREFERENCE

Language preferred – English

Little or no experience in teaching / training

Want training to be hands-on

Don’t like technical jargons

Provide simple and practical templates

POTENTIAL ISSUE Pax may not bring along their training materials. Alternatively, use the first part of this training program as exercise material


Activity /

Timing

(Minutes)

Content

(what to be taught)

Training

Technique

Trainee Activity

Aids Required

Lesson Plan Intro

15 minutes

Objective #1

Lesson Plans

What is a lesson plan?

Why use a lesson plan?

Using a lesson plan

Lecture & Discussion

Listening & Discussion

Lesson plan ppt slides

Flipchart & marker

Participants bring own laptop

Forms A & B

Lesson Plan Exercise

60 minutes

Objective #1


Application Exercise

Open Discussion

Feedback Session

Do exercise

Discussion

Receive feedback

Participant’s Training Materials


Forms A & B



TITLE:


WRITTEN BY:

Cornelius Koh

COURSE GOAL:




SESSION TIME:

1 hour

PAX SIZE:


AIDS/ EQUIPMENT:


TEACHING STRATEGY:


PRE-REQUISITES

No pre-requisites

TARGET AUDIENCE












• Goals vs Objectives

• Why do we need objectives?

• How to write objectives?

• Exercise: Writing Objectives

Goals

• Goal is the general intent of the course – the business purpose the course was delivered (address the business issue)

• Example:

Understand the Talent Management System of Line Managers

Objectives

• Learning objectives should be expressed as outcomes of the training for the participants

• and make use of action verbs (for example, ‘‘At the end of this session, participants will be able to . . .’’).

• The outcomes can be specific skills, knowledge and attitude acquire by the course participants

How to write learning objectives

• Normally expressed in the following manner:

– At the end of this course, you will be able to

• Write learning objectives for the course you are developing

• Write corresponding performance objectives for each learning objectives

• Determine whether your objectives are measurable / observable

Why Performance objectives?

• Performance Objectives enables learners to be assessed to determine whether they have achieved the learning objectives

How to write performance objectives

• Components of a performance objective

– Performance: Measurable behaviours /action verbs- develop, select, assemble, perform (No 6, Green Book)

– Condition: tools - MS Power Point, ISO, lean

– Standard: How well – 30 minutes, 40 kilos


• Example

Given a car with a flat tire, a spare tyre, and a lug wrench (conditions), change the flat tyre (performance) according to the manufacturer’s instructions and specifications in fifteen minutes without injury or damage (standard)


• Example

Given a computer with MS-PowerPoint and a sample presentation (conditions) the student will be able to launch PowerPoint, use the AutoContent Wizard to create a presentation with the same format and content (performance) as the sample presentation within 30 minutes (standard)


Examining the bulls-eye

• What is the purpose of writing performance objectives?

• What is the most difficult thing about writing performance objectives?

• What are the things you need to be aware of when writing performance objectives?

1st Module

Module 2.2 Lesson Plan

Learning Objectives



Activity /

Timing

(Minutes)

Content

(what to be taught)

Training

Technique

Trainee Activity

Aids Required

Lesson Plan Intro

15 minutes

Objective #1

Lesson Plans



Using a lesson plan




Flipchart & marker


Forms A & B


60 minutes

Objective #1



Open Discussion

Feedback Session

Do exercise

Discussion

Receive feedback



Forms A & B



Lesson plan is a tool to help the trainer determine how to teach a particular topic


– Learning objectives & related content

– Duration of lesson & timing of activities

– Required training aids & equipment

– Teaching method & strategy for lesson


Structure of a learning activity

– Opening

• Pax get a general feel of the topic to be discussed

– Focus the topic

• Learn details about topic without straying

– Closure

• End the topic & reinforce learning

– Transition

• Link previous topic with the next one


– Opening

• Pax get a general feel of the topic to be discussed

– Focus the topic • Learn details about topic without straying

– Closure • End the topic & reinforce learning

– Transition • Link previous topic with the next one

Training Technique (Teaching Methods)

Teaching

Method

Purpose Dos Don’ts

Lecture /

Presentation

Present

information

Use examples and illustrations

Use visual aids

Intersperse with activities or

exercise

Don’t go more than 15 mins

without an activity or exercise

Discussion Allow

participants to

share experiences

and to learn from

each other

Encourage everyone to participate

Initiate discussion with a leading

question

Guide discussion by expertly asking

pertinent questions

Conclude discussion with some

type of summary

Monopolize the discussion

Allow one or two participants

to dominate

Stop without coming to

closure

Brainstorming Generate lots of

ideas in short

period of time.

Stimulate

creativity

Review ground rules before

beginning

Encourage everyone to participate

Use a second person to record ideas

if the first recorder is overwhelmed

Discuss ideas until

brainstorming is completed

Discount or belittle any ideas

Training Technique (Teaching Methods)

Teaching Method Purpose Dos Don’ts

Case Study Simulate real-

world situations

Provide clear directions

Provide sufficient information and

background

Highlight factors or variables that are

pertinent to teaching points

Point out similarities between case

and participants’ situation

Ensure there is sufficient time to

adequately complete

Spend valuable time

debriefing points that may

be interesting but are not

relevant to the topic

Role-play Simulate real

world situation

Give participants adequate

information to play their role

Give participants a minute or 2 to plan

their responses

Ensure participants can be seen and

heard by the rest of the class

Ask for volunteers

Force individuals to

participate if they are

reluctant

Continue role-play after

teaching point has been made

Make fun of any participants

Games / Activities / Exercises Encourage

participants to

learn for

themselves and

each other

Provide clear information

Clearly describe expected outcomes

Make sure there is sufficient time to

complete

Adequately debrief

Prolong unnecessarily

Understanding


Did you really learn your lesson?

• What was the most difficult thing about creating a lesson plan?



• What adult learning principles are being incorporated into the lesson plan?



• Will your lesson plan suit the needs and learning style of your target audience?


Issues in building lesson plans

• Performance Objectives Missed out in many lesson plans

• Many lesson plans don’t contain activities that will test for transfer of learning

• Many lesson plans may not put the Adult Learning Principles into practice (e.g. use only on lectures but no exercises, practice sessions, quizzes etc)

• Lesson plans did not contain – Opening activity – Closing activity

Creating the right learning environment



1st Module

Module 1


• Recognition

• Participation

• Achievement

• Personal Growth

Adult Learning Needs

participants feel comfortable and safe Results of comfortable and safe

environment

• try out new ideas,

• learn from others,

• explore new viewpoints,

• change attitudes and behaviors

• respects everyone’s viewpoints, and


• Self-Concept

• Experience

• Readiness to Learn

• Time perspective

53

Principles of effective learning

Recency

Appropriateness

Motivation

Primacy

2 way communication

Feedback

Active Learning

Multi-sensory Learning

Exercise



1st Module

Module 2.1 Learning Objectives



TITLE:


WRITTEN BY:

Cornelius Koh

COURSE GOAL:




SESSION TIME:

1 hour

PAX SIZE:


AIDS/ EQUIPMENT:


TEACHING STRATEGY:


PRE-REQUISITES

No pre-requisites

TARGET AUDIENCE












Activity /

Timing

(Minutes)

Content

(what to be taught)

Training

Technique

Trainee Activity

Aids Required

Lesson Plan Intro

15 minutes

Objective #1

Lesson Plans



Using a lesson plan




Flipchart & marker


Forms A & B


60 minutes

Objective #1



Open Discussion

Feedback Session

Do exercise

Discussion

Receive feedback



Forms A & B

Review

63

Module 3 Presentation

64

Thank You

module 2a lesson plan basic instructional skills

Business

objectives learning

lesson plan example

lesson plan intro

b lesson plan exercise

lesson plan lecture

teaching training

writing objectives

training programs