December/January 2007 Volume 16 Issue 1
A lesson plan should be prepared by the instructor who is going to use it. He/she should follow a suggested format. A separate plan is prepared for each and every lesson, be it a lecture, practical lesson, a demonstration, etc. Using keywords or phrases in arranging material in the plan will “key” your mind and voice to perform. There is no ideal length for a plan; it must be as long as you think you and your learners need it to be.
Keep it simple and uncluttered. Large print will make the plan easier to follow. The use of contrasting colour for important key points will also contribute to an easy-to-follow plan.
Learning Outcome:
At the end of this session, the learner will be able to create a lesson plan, using a suitable format, that will outline a training session(s) to be delivered by an instructor or instructors.
Introduction:
Primarily, the introduction should answer the question “Why should I learn this?” The main purpose of the introduction is to motivate learners and prepare them for learning. Your personal experiences may be relevant in developing this part of the lesson plan. Life safety is always a concern for people, so your experience in this field will likely be of interest and could be included. Another way to motivate is to pose a question which the students cannot answer but will provoke thought. If this technique is used you must ensure that the question posed is answered in the lesson. Relating an incident which illustrates the value of the knowledge being taught can also provide interest. The incident may be departmental or an article in a magazine, but its source is immaterial. If it fits, and will serve the purpose, use it.
The introduction is also used to tie your lesson to past or future lessons. If facts learned earlier bear a relationship to this lesson, they should be restated in the introduction. By the same token, if this lesson presents a base of information for future lessons, this should also be stated here. While it cannot be said that a good introduction will make a poor lesson satisfactory, it is safe to say that an adequate lesson can be made more effective with a strong introduction.
At the end of this session, the learner will be able to create a lesson plan, using a suitable format, that will outline a training session(s) to be delivered by an instructor or instructors.
Presentation:
The presentation section is where the new material of the lesson is laid out. It consists of four distinct parts, each having its own purpose:
1)Lesson Outline
The key points you wish to teach are laid out in a logical progression. The key points should be accented in some way and supportive material added to cover the key points. The trick is to put in just enough material to key your mind so that no important points are missed, and not so much that the plan becomes cluttered and/or difficult to follow.
As previously stated, present the information in a logical sequence. For example, if teaching the parts of the S.C.B.A., follow the airflow from the cylinder to the exhalation valve.
The lesson outline should occupy about three-quarters of the page width, starting at the left-hand side. This is usually the largest section of the plan and may run several pages.
2)Training Aids Required
Occupies the right quarter of the page width and is separated from the teaching outline by a vertical line.
In this section, we place directions to the instructor. These may include instructions to display a training aid, remove a training aid, print on the chalkboard or personal reminders to the instructor such as “raise your volume, “look at entire class”, etc.
A training aid reminder should appear opposite the appropriate place in the lesson outline. For example, the time to present the regulator is when you are teaching facts about the regulator to the class. Personal reminders can be located as needed.
3)Summary
Is at the end, but is still part of the lesson outline. It is a reminder to summarize your key points. During your presentation some learners may have had doubt on some point but did not want to question you at that time. The summary will refresh their memories and, if they are still in doubt, provides an opportunity for them to question you following your summary.
4)Questions
Located at the end of the presentation section. It is a reminder for the instructor to ask the learners if they have any questions following the summary.
Application and Test:
This section allows the instructor to test whether the class has understood the lesson he/she has taught. The testing will consist of questions the instructor asks individuals in the class pertaining to the key points in the lesson. It is wise to write the questions and answers into the plan since they may be difficult to recall at a future session.
Assignment
This section tells students what you expect them to do with the material taught. The assignment may be further study for an exam, preparing for future lessons, practice of a skill or simply to put the techniques to use in the future.
Every lesson must have an assignment. If you do not expect the students to apply what was taught, why did you teach it?
References
Will occupy one-half page width of the page. This section is a list of the publications or experiences used in preparing the lesson. This information can be invaluable when revising the plan or in refreshing your memory.
Teaching Aids Required
This section occupies the right one-half page opposite the references section and is separated from it by a vertical line. It is simply a list of all of the training aids required to teach the lesson. It can help when gathering aids for lessons. Rather than having to look through the whole plan, all required aids are listed in one small section.
Estimated Times
Each main part of the plan has an estimated time indicating how long you think it will take you to cover the information in that particular part. This is an approximation and will remind you of your timing as you deliver the session.
File All Plans
When your plan is completed and used, file it carefully for future use. If new information becomes available, revise the plan, indicate the revision date and update the references. With minor changes, a teaching plan will be usable for many years.
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