Transcript LESSON PLANNING - Bolton PCT

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: 5th April 2005
VENUE:
09.30 – 12.00
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
LEARNING
OUTCOME
TIME
09.30
TUTOR ACTIVITY
STUDENT ACTIVITY
Welcome & Introduction
Ice-breaker / Warm up – Initial game
Listen
Participate in ice-breaker
ALISON
ASSESSMENT
09.40
2
Aims & Objectives
09.45
1
What do you need to prepare to deliver a teaching
session?
ALISON
Brainstorm ideas
Feedback from
brainstorm
Flipchart & pens
09.55
2&4
What are SMART objectives?
How do we write objectives?
What are the benefits of writing a session plan?
Listen
Discuss
Questions & Answers
Flipchart & pens
Handouts
Listen
Discuss
Questions & Answers
Participate in activity
Feedback from groupwork
Flipchart & pens
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 task
Feedback from task
Flipchart & Pens
Share & develop ideas within group
Work in group
Feedback within group
Groups to feedback
Through feedback
JULIE
3
Discuss Blooms Taxonomy
10.15
2
Introduce task – set 3 SMART objectives relating to
own ‘foundation stone’
JULIE & ALISON
10.40
10.55
Flipchart & pens
JULIE
10.05
10.25
Listen
RESOURCES
ALISON
COFFEE
4
4
11.05
Feedback to remaining group
JULIE & ALISON
JULIE & ALISON
11.20
5
Learning Contracts – what can they include – when would
you use
ALISON
Listen
Share ideas
Discuss
Questions & Answers
Flipchart & Pens
11.35
6
Presentation Skills recap including assessment
Listen
Share ideas
Discuss
Questions & Answers
Laptop & Projector
Discuss
Opportunity for questions
Questions & Answers
11.50
Any questions and recap
12.00
CLOSE
JULIE
JULIE & ALISON
Benefits of Lesson Planning
• 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
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
Resources
Environment
Environment
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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
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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
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Prepare equipment
Know how to use
Use bullets
Keep concise
Check background
Use clipart
• DON’T
– Use unless confident
– Overkill – ‘Death by
PowerPoint’
Presenter
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Confident
Enthusiastic
Knowledgeable
Prepared / Structured
Clear & concise
Good pace
Time management
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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
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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