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Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skills
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Module 2a lesson plan basic instructional skills

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  • 1. 1 Module 2 Structuring The Learning Process
  • 2. 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
  • 3. • Kick Boxing
  • 4. 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
  • 5. a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 2.1 Learning Objectives
  • 6. ckby/BasicTTT/18Jul08/Rev6 6 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 SpecifyEntryLevel/ Pre-requisites
  • 7. 7 Exercise Flex Your Mind
  • 8. ckby/BasicTTT/18Jul08/Rev6 8 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
  • 9. ckby/BasicTTT/18Jul08/Rev6 9 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 Lesson Plan Exercise Application Exercise Open Discussion Feedback Session Do exercise Discussion Receive feedback Participant’s Training Materials Participants bring own laptop Forms A & B
  • 10. ckby/BasicTTT/18Jul08/Rev6 10 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
  • 11. ckby/BasicTTT/18Jul08/Rev6 11 • Goals vs Objectives • Why do we need objectives? • How to write objectives? • Exercise: Writing Objectives
  • 12. 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
  • 13. 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
  • 14. 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
  • 15. Why Performance objectives? • Performance Objectives enables learners to be assessed to determine whether they have achieved the learning objectives
  • 16. 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
  • 17. How to write performance objectives • 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)
  • 18. How to write performance objectives • 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)
  • 19. ckby/BasicTTT/18Jul08/Rev6 25 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?
  • 20. 1st ModuleModule 2.2 Lesson Plan Learning Objectives
  • 21. ckby/BasicTTT/18Jul08/Rev6 27 Lesson plan example (part 2) 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 Lesson Plan Exercise Application Exercise Open Discussion Feedback Session Do exercise Discussion Receive feedback Participant’s Training Materials Participants bring own laptop Forms A & B
  • 22. ckby/BasicTTT/18Jul08/Rev6 29 What is a lesson plan? Lesson plan is a tool to help the trainer determine how to teach a particular topic
  • 23. What is a lesson plan? – Learning objectives & related content – Duration of lesson & timing of activities – Required training aids & equipment – Teaching method & strategy for lesson
  • 24. ckby/BasicTTT/18Jul08/Rev6 32 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
  • 25. 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
  • 26. Structure of a learning activity
  • 27. Structure of a learning activity
  • 28. Structure of a learning activity
  • 29. Structure of a learning activity
  • 30. Structure of a learning activity
  • 31. 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
  • 32. 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
  • 33. Understanding
  • 34. ckby/BasicTTT/18Jul08/Rev6 44 Did you really learn your lesson? • What was the most difficult thing about creating a lesson plan?
  • 35. ckby/BasicTTT/18Jul08/Rev6 45 Did you really learn your lesson? • What adult learning principles are being incorporated into the lesson plan?
  • 36. ckby/BasicTTT/18Jul08/Rev6 46 Did you really learn your lesson? • Will your lesson plan suit the needs and learning style of your target audience?
  • 37. ckby/BasicTTT/18Jul08/Rev6 47 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
  • 38. Creating the right learning environment a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 1
  • 39. ckby/BasicTTT/18Jul08/Rev6 49 • Recognition • Participation • Achievement • Personal Growth Adult Learning Needs
  • 40. 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
  • 41. ckby/BasicTTT/18Jul08/Rev6 52 • Self-Concept • Experience • Readiness to Learn • Time perspective
  • 42. 53 Principles of effective learning Recency Appropriateness Motivation Primacy 2 way communication Feedback Active Learning Multi-sensory Learning Exercise
  • 43. a. Physical Environment - Infrastructure b. Emotional Environment - Mood 1st ModuleModule 2.1 Learning Objectives
  • 44. ckby/BasicTTT/18Jul08/Rev6 55 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
  • 45. ckby/BasicTTT/18Jul08/Rev6 56 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 Lesson Plan Exercise Application Exercise Open Discussion Feedback Session Do exercise Discussion Receive feedback Participant’s Training Materials Participants bring own laptop Forms A & B
  • 46. Structure of a learning activity
  • 47. Structure of a learning activity
  • 48. Structure of a learning activity
  • 49. Structure of a learning activity
  • 50. Structure of a learning activity
  • 51. Review
  • 52. 63 Module 3 Presentation
  • 53. 64 Thank You

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