3 Lesson Planning and Preparation

3.0 Introduction
3.1 Objectives
3.2 Producing a structured lesson plan
3.4 Evaluation of the lesson
3.5 Reflecting on this chapter
 3.0 Introduction

In this chapter you will learn how to prepare for the lessons you intend to
teach.
Planning and preparation are crucial part of effective teaching, especially
for those new to the profession.
If you have planned your lessons effectively, you are less likely to
experience difficulties and will feel more confident in the teaching
situation.
 3.1 Objectives

On completion of this chapter you should be competent to:

produce a structured lesson plan for a range of lessons you teach
prepare classroom arrangements and teaching facilities.
 3.2 Producing a structured lesson plan
All lessons, irrespective of the topic to be taught, must contain the following
important elements:
learning objectives
lesson content
instructional methods
teaching and learning resources
assessment of learning
A lesson plan is a written document that identifies how you intend to
incorporate these five elements into any lesson you teach.
In producing your lesson plans, you should also consider:
what format or template to use?
how detailed to make the plan?
A) What format or template to use?

• For this chapter, we provide you with a ready-made template. In

practice you may modify the template for your own planning
requirements, but it must cover the elements documented above.
Instructor: Date: Time:
 
Module: Topic: Location:
 
Learning objectives:
 
 
 
 
 

Subject/Content Time Teaching/Learning Teaching/Learning

  (mins) Methods Resources
 
 
 
Introduction
 
 
 
 
Body/Development
 
 
 
 
 
 
 
 
 
 
 
Summary
 B) How detailed is the plan?

This is really up to you. Some instructors like to have a more detailed plan
to ensure that there is no danger of ‘getting lost’ in the lesson.
Others are comfortable with a summarized version.
For some of the modules you teach, lesson plans may already have been
produced. In this case, you will need to follow the format provided.
 3.2.1 Learning objectives

• Objectives are specific action statements, which specify what the learner will be
able to do, or say, or think, as a result of attending a course or a particular session.
• They do not state what the instructors will do or teach.
• For objectives to serve both instructors and learners well, they should:
identify exactly what successful learners should be able to do
make sense to learners who have not yet achieved the objectives (in other words,
not contain words or ideas that learners cannot understand).
Performance objectives contain three elements
an observable action/behavior/performance
the conditions
the standard/criteria
3.2.1.1 The behavior or the performance
• Objectives must clearly identify what the trainees will be able to do as a
result of the training and are typically expressed as an action verb.
• The verb must define something that is observable and should not be open to
interpretation, for example:
to write; to calculate;
to complete a form;
to implement.
• Where the verb defines something that is non-observable, for example:
hidden behavior such as examine; realize; think through; know; enjoy, they
should be replaced if possible with an action verb
 3.2.1.2 Condition or “given”
• The performance, however, is not the only factor to be considered in writing an
objective.
• For example, “to drive” can be the beginning of an objective, but to drive a car
on a dry road is different from driving a truck on a road with ice.
• We have to know the “condition” or what is “given”.
• This means being very clear about how the performance will be carried out. For
example:
Will the trainee have a checklist or work from memory?
Will the instructor work with validated material or will he have to develop his
own material?
Will the pilot fly only in calm weather or in a storm?
 3.2.1.3 Standard or “criterion”

• This is the third factor to consider. A phrase which says “To type a letter with
an electric typewriter” is almost an “objective”.
• We have the verb: type. We have the condition: an electric and not a manual
typewriter. But what is the criterion? How well does the letter have to be
typed?
• Is it acceptable to have 10 typing errors or two typing errors or none at all?
How long can it take? An hour, a day or a month?
 3.2.1.4 Structuring and sequencing of objectives
Once you have produced the objectives for your module, it is important that
they are appropriately structured and sequenced.
Ensure that in each area covered the objectives lead to a progressive
buildup of the skills and knowledge to be acquired.
Preceding objectives should support learning in subsequent objectives for
each content area.
In summary, an objective is a statement in which the trainer communicates as
clearly as possible what the trainee needs to learn, whether this is specific
knowledge acquisition, skill or both.
• Training should be geared towards one or more of the following three
objectives:
• knowledge + practice = skills
From the students’ point of view: Learning is the process of acquiring new
knowledge, skills and attitudes.
 3.2.1.5 Skills development
• In designing a training program, different methods will be needed to teach
different types of skills.
• The main classes of skills in training are physical skills and intellectual skills.
Skill Examples in Jonglei water transport
Physical (motor) skill Manipulate a fire hose
Load a container on board a ship
Intellectual skills Distinguishes between a Bill of Lading and a Waybill
   
Classifying’ Identifies between different classes of goods
   
Rule-using Determines the freight rate for cargo shipped on different
  types of vessel
Discriminating  
  Generates a weather forecast
Problem-solving  
Decides whether a ship’s hold has been adequately cleaned
 
Diagnoses a breakdown in communication between team
members
 3.2.1.5.1 Physical skills

• These skills enable a person to make coordinated movements, perform

manual tasks and carry out physical activities.
• Driving a crane, running out a fire hose, stuffing a container.
• Often known as “motor skills”, they are generally dependent on several other
skills:’
Rule using (procedures, rules, etc.)
Discrimination (between signals and irrelevant information)
 2.2.1.5.2 Intellectual skills
• These range from the most elementary to the very complex.
• there are many ways of classifying these skills, but for practical training
purposes, we have divided intellectual skills into four categories as follows.
Classifying This skill will enable a trainee to explain basic concepts and rules and provide
definitions. This is considered to be the most basic of intellectual skills.
Rule-using This skill will enable trainees who have learned the basic concepts to then apply the
concept or given rules to calculate or judge the result.
Discriminating Discrimination requires higher skill than in rule using. It involves making a judgement.
The trainee needs to experience different situations before the skill can be fully
acquired. For example, a traffic policeman who has to decide whether a vehicle is
being driven dangerously cannot be given precise rules and has to learn through
experience how to discriminate between a vehicle that is being driven dangerously
and a vehicle that is being driven with normal care.
Problem solving Problem solving extends the trainee’s rule-using skills beyond discriminating to finding
solutions to problems. The rules learnt have to be combined with logic and experience
in a complex fashion. Beyond problem solving lies other finer skills worth noting,
particularly cognitive strategy. This is the personal way in which a person thinks –
intuitive, creative and systematic.
3.2.1.6 The learning sequence in skills training

• To accomplish a task a trainee needs several of the categories of skills

described above. These skills can be taught and learned in a particular
sequence referred to as a psychological sequence.

• This sequence moves from simple to complex and should be followed

in dividing the course into training modules and in designing the
sequence of activities within a module.
 3.2.1.7 Influencing attitude
• Attitude can be examined at several levels. At a more profound level, the rapidly
changing transport scenario requires a change in attitude amongst those working
in the industry.
• We often have school leaders and policy makers talk of the need for “attitudinal
change”, for example, a more “outward looking attitude” or a more “positive
attitude” or “an attitude that can see the comparative advantages” of the industry.
• These objectives cannot be achieved overnight and require a particular type of
training that will expose the trainees to new developments in the industry and
new thinking.
•  Attitude can also be examined at a more basic level. A person’s attitude towards a
given situation or problem is often exhibited through their actions. For example,
does a worker work carefully rather than negligently? Does the worker willing help
a colleague or does he/she refuse or find excuses not to? Do they remain calm in
an emergency or panic?
 3.2.2 Lesson content

• The content is the knowledge that you want to impart during the session.
• This knowledge may focus on promoting understanding of a topic or
underpinning a skill that students are to subsequently learn.
• The greater the knowledge and understanding of the subject matter; the more
effective will be your teaching.
• Simply knowing the subject, or knowing how to do a task (for example,
calculate the freight rate, select the optimum route) will not enable you to
teach such tasks effectively.
• You need to develop a framework or structure on which you can fit the
knowledge.
 3.2.3 Instructional methods
• Instructional methods refer to the planned strategies we use to help learners understand the
content and develop competence in what we intend them to learn, that is, meet the objectives.
• The most used methods are explanation and demonstration. However, these methods are most
effective when supported by other methods that encourage interaction and participation.
• For example, the use of questioning techniques, pair or group activities make learning more
active and motivating for learners.

• In planning your use of methods it is important to ensure that:

the content is well facilitated by the method used. For example, in teaching a practical skill, it is
essential to use demonstration and supervised practice. Simply explaining how things are done
is unlikely to enable individuals to learn the skill.
the methods fit the maturity and composition of the group. Ensure that the learning group has
the necessary experience and competence to be able to effectively learn from the methods
used.
3.2.4 What teaching and learning resources will you need?
• Teaching and learning resources refer to any teaching aids and resource materials
that are to be used in the session to help develop the intended learning.
• These include audio-visual aids, IT applications, tasks for learners to complete and
handouts.
• Teaching and learning resources are often used in tandem with methods and
need to be closely integrated.
• For example, in explanation, we often use overhead-transparencies to summarize
and focus key points.
• It is very important, therefore, to find out, as far as is possible
A) details of the training area, available facilities, and
B) information about the group of trainees who will be attending.
3.2.4.1 Training area and resource availability
• Ensure that the training area or classroom can accommodate the
number of trainees comfortably and is arranged in a way to suit the
methods and activities you intend to use.
 There are many, many different ways of using the
physical space in your teaching and learning area.
 Organize the room to suit yourself, your trainees and the
activity in which you are all engaged.
 Change the organization of the room whenever you feel
a change will assist the learners
 3.2.4.2 The learning group

• If you are teaching a new group of trainees, try to find out as much
information as possible relating to their learning.
• Apart from knowing how many are attending your training, identify their
previous learning in this area and any specific characteristics, if known.
 3.2.5 Assessment

Assessment is often thought of as allocating marks and something to be done at

the end of a course, not in every session. However, assessment should also be an
ongoing process of identifying what and how individuals are learning, and
providing a guide for the pace and nature of instruction.
It is also a valuable source of feedback to learners, enabling them to monitor
their own learning both in terms of competencies met as well as how to develop
competence yet to be achieved.
Ensure that assessment is planned into a session, whether this be formative
(developing learning) or summative (measuring performance for grading)
purposes, or both. Also, ensure that the methods used for assessment are most
appropriate for what is to be assessed.
 3.3 Evaluation of the lesson

Evaluation is one of the best ways to improve on any area of performance,

and teaching is no exception.
It may be useful to leave some space on your lesson plan for later evaluative
comments.
In terms of lesson planning, you may want to refer to any
reflections/suggestions you have made from evaluations of previous sessions.
In evaluating a session, you are, in fact, helping the preparation of future
sessions. This is particularly the case for future sessions in the same area.
 3.4 Reflecting on this chapter

This chapter has provided you with the basic principles and framework to
guide you in preparing and conducting your lessons.
In the next chapter, you will be introduced to the various instructional methods
which you may adopt in conducting your trainings.
• Thanks you for your Attention!