Lesson Plan Title

Course Time: 150 min.	03/24/00	
	1)	Learner Outcome: This is not read to the learners. Instead, use the Objective and Course Requirements below. This is to help the developer build the lesson plan.
a)	Task: Starting with a verb, describe the observable performance or behavior. 
b)	Condition: Describe the actual conditions under which the task will occur or be observed.
c)	Standard: State the level of acceptable performance of the task in terms of quantity, quality, time limitations, etc.	
Time: 5 min	2)	Introduction: Introduce yourself - name, authority (why should the learners listen to you), interest device (war story, humor). Special instructions, facilities, etc.	
Time: 3 min	3)	Objective: Help them to visualize a clear goal, such as what will this learning help me to achieve? What will I be able to do in the future? Why am I spending my time in this class?	
Time: 2 min	4)	Course Requirements: What must I do to pass this course? How do I know I can perform the task correctly?	
Time: 5 min	5)	Course Description: Give the big picture (Global). The instructional outline will list the details (Liner).  Some people prefer large-scale concepts (over-all view of the material). Others prefer one-step at a time instructions.
a)	Stimulate recall of prior learning: Show how this lesson is built upon prior lessons or pre-course requirements.  	
	6)	Instructional Outline	
Time: 25 min	a)	First learning Point: For effective learning, use the full range of Howard Gardner's work on Multiple intelligences.
i)	Linguistic-verbal learners tend to think best via words (word smart). Use activities that involve hearing, listening, impromptu or formal speaking, tongue twisters, humor, oral or silent reading, documentation, creative writing, spelling, journal, poetry.
ii)	Logical-mathematical learners are questioners who think best by reasoning (number or logic smart). Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric sequences, calculation, deciphering codes, problem solving.
iii)	Visual-spatial learners employ images and pictures (form mental models of the world). Use activities that involve art, pictures, sculpture, drawings, doodling, mind mapping, patterns/designs, color schemes, active imagination, imagery, block building.
iv)	Bodily-Kinesthetic learners use somatic sensations (body smart). Use activities that involve role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise, body language, dancing.
v)	Musical-rhythmic learners tend to think via melodies and rhythm. Use activities that involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion vibrations, rhythmic patterns, music composition, tonal patterns.
vi)	Interpersonal learners think by bouncing ideas off of each other (socializers who are people smart). Use activities that involve group projects, division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.
vii)	Intrapersonal learners think deeply inside of themselves. Use activities that involve emotional processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning, "centering" practices, meta-cognitive techniques.
viii)	Naturalist learners are connected to the intricacies and subtleties in nature. Use activities that involve bringing the outdoors into the class, relating to the natural world, charting, mapping changes, observing wildlife, keeping journals or logs.	
Time: 15 min	b)	Second Learning Point: Normally, each learning point will last about 15 or 30 minutes (lectures only will run 5 to 10 minutes), depending upon the complexity of the subject and the type of activities performed.
i)	Use teaching aids for long term memory, such as mnemonics, visualizations, mind maps, or activities - get the learners involved!
ii)	Invoke positive emotions such as excitement, wonder, or challenge. Ask about concerns and then relate them to past or future achievements. Help them to visualize goals and encourage positive actions.
iii)	Use all sensory channels - Visual, Auditory, & Kinesthetic (VAK). Using all three will reinforce the learning concepts.	
Time: 20 min	c)	Third Learning Point: David Kolb found that the four combinations of perceiving and processing determine the four learning styles. We use all four, but we favor one style. According to Kolb, the learning cycle involves: 
i)	Converger – Abstract Conceptualization + active experimentation - lecture, papers, analogies, how does this relate to that, case studies, theory readings, thinking alone.
ii)	Diverger – Concrete Experience + reflective observation - laboratories, field work, observations, how can I apply this in practice, peer feedback.
iii)	Accommodator - Concrete experience + Active Experimentation - simulations, case study, small group discussions, peer feedback.
iv)	Assimilator – Reflective Observation + Abstract conceptualizatio - logs, journals, brainstorming, time to think about this.	
Time: 15 min	d)	Forth Learning Point: Normally, there should be about 4 learning points for each hour or two of instruction depending upon difficultly...the learners need time to “absorb” the information.                                  {To enter another learning point, press the [Tab] key.}	

Time: 30 min	7)	Elicit performance (practice) and provide feedback: 
a)	Avid Beginners - The learners are enthusiastic to learn a new skill and may be somewhat apprehensive because they are about to enter a change process. They need clear instructions and lots of feedback because the task is new, and a little support.
b)	Disillusioned Beginners - The level of technical support becomes less so that they may experiment with their learning style that works best. They have reached failure a few times which means emotional support must increase to help with their confidence. 
c)	Reluctant Learners – They have become capable in performing their new skill. The amount of guidance drops to a few pointers so that they can experiment. They are still not confident so emotional support stays high to help build confidence.
d)	Task Performers - Little direction and little support are required. They begin to take ownership of their new tasks and responsibilities.	
Time: 10 min	e)	Review: After about 1 or 2 hours of class, depending upon the complexity of the material, perform reflection or review activities. 
i)	Reflection is an active process (the doer must think) - do it in pairs, groups and individually. 
ii)	Reviews can also be an activity, i.e. toss a nerf ball around, the receiver of the ball then explains or lists what he or she thought was a major ideal or concept. The ball is then tossed to another...	
Time: 20 min	8)	Evaluation: Know what behaviors are to be looked for and how they are rated. These behaviors MUST support the learner oucomes (learning objective).	
	9)	Retention and Transfer: How will you ensure that the training will be used upon the job? There is absolutly no use in training if they are not going to use it (we loose what we do not use).