Designing the course involves actually deciding on a plan of action, i.e. a lesson or session plan. This provides you with the orderly procedures for conducting or facilitating a session efficiently. It should not be long (two pages at the most) but should be complete and practical. It should be written or sectioned in a format that is helpful and meaningful to you, the trainer, and it should give you confidence— not only is it proof that you have prepared adequately, but it is your 'prop' if you need it.
The main points of a session plan include: • Topic
• Objectives—the key part
• Time required and timings
• Learning methods
• Audio-visual aids required
• Questions for checking and review
• Assignment (s) and references
The importance of planning cannot be overemphasized, however experienced you are. Part of the planning process is mental and part is written. Generally, the more inexperienced we are, the more we tend to feel the need to develop written session plans, which give us confidence and serve as a guide to move the learning along in an orderly fashion.
A series of session plans will constitute your course and are useful because they: • Plan for a smooth transition from previous sessions to new material
• Ensure sequential and adequate presentation of material
• Offer time controls
• Provide for proper use of methods, aids and equipment
• Establish a record of material presented and training accomplished
• Serve as a guide to the trainer so that important points are not omitted
• Help to avoid attempted detours by students and keep you on schedule (if appropriate).
The session plan is your guide and script. It should be flexible to accommodate interruptions, questions and the lack of understanding on the part of the learners. Departures from the written plan can be expected as the learners fail to understand some aspect of the work, become interested in a particular part of the session, or contribute to the session from their own experiences. Sometimes a teaching plan may be used over and over again with the occasional minor revision to adjust to changing needs and situations.
There are numerous types of standardized lesson or session plans that can be used. Many trainers have adopted one to suit their own situations. Below is one session plan form that can be modified according to your own situation.
• Topic: • Time and length:
• Learning objective (s):
• Group/Class/Target audience:
• Student preparation:
• Teaching aids required:
• Materials for student use:
• Handouts required:
• Evaluation:
• Lesson outline: a) Timing b) Key points c) Delivery sequence d) Briefing for following assignment
The key to any session plan is the listing of objectives. Always keep these in your mind and consider the behavior that your learners will be capable of at the end of the session which they were not capable of at the start. This will not only help you focus more clearly, but also help you recognize when the desired changes or results have been accomplished. If you are unsure of what to expect as a result of your session, you are less likely to know if it happened.
No session plan is perfect and so always consider ways to improve it. Always review it and do so soon after the event while it is still fresh in your mind. The session plan is your tool to help you—beforehand to prepare, during the lesson to help conduct a successful learning experience, and afterwards to evaluate whether you achieved your objectives.
