The Lesson Plan

Lesson, level, number of students and topic

Introductory activity

Skill/concept development

Culminating activity

Learning outcomes

Evaluation

Structure of a LessonKey Parts

Purposeful, vigorous, gradual increase in activity (max. participation)

Put learners at ease

Give overview of lesson

Introductory

Equipment and materials

Organization--equipment, space, learners, other resources

Teaching points (critical features)

Teaching style

Timing guideline

Lesson StructureImportant components

Review and/or introduce a new skill/concept

Progression in complexity

Involve discussion

Activity related tasks

Develop towards culminating activity

Skill/Concept Development

Combine skills and concepts learned in the lesson

Activity that offers a challenging level of skill for the learner’s abilities

Culminating Activity

Examine lesson plan outline.

What do we need to add to this

outline?

Learning Outcomes

Also known as behavioral objectives

or objectives

TLWBAT (the learner will be able to)

1. BEHAVIOR

2. CONDITION or SITUATION

3. CRITERION or PERFORMANCE

BEHAVIOR expected of each learner-written as a verb that describes what the learner will do

What were the main BEHAVIORS expected of each learner in your plan?

CONDITION or SITUATION under which the behavior will be exhibited. Example?

Identify situations in which intended behavior is necessary

TLWBAT

CRITERION or PERFORMANCE level you are expecting

describes minimal levels of performance for specific behavior

For example, 70% accuracy. Has learner achieved the expected objectives?

TLWBAT

Cognitive Learning Outcomes

Before the next slide select and write down a number between 1 and 5.

For the numbered learning objective you have selected rewrite it to include missing parts. Indicate

CONDITION or SITUATION and CRITERION or PERFORMANCE LEVEL.

1. Learners will be able to identify and name parts of a wheelchair.

2. The learner will know and understand the requirements of the ADA.

3. The learner will be able to describe and explain the securement of a wheelchair.

4. The learner will be able to do written tests that include the agencies policies and rules.

5. The learner will be able to explain emergency procedures.

Psychomotor Learning Objectives

This time select a number between 1 and 4

For the numbered learning objective you have selected rewrite it to include missing parts. Indicate

CONDITION or SITUATION and CRITERION or PERFORMANCE LEVEL.

1. The learner will secure a wheelchair properly within 5 minutes.

2. The learner will demonstrate proper technique for using a vehicle lift.

3. The learner will apply the passenger restraint system within 30 seconds.

4. The learner will demonstrate the manual operation of the vehicle lift.

Affective Learning Outcomes

This time select a number between 1 and 3

For the numbered learning objective you have selected rewrite it to include missing parts. Indicate

CONDITION or SITUATION and CRITERION or PERFORMANCE LEVEL.

Affective involves feeling, attitude, motivation and interest.

1. The learner will explore the sensation of being boarded on a vehicle in a wheelchair.

2. The learner will experience assisting someone who cannot see.

3. The Learner will offer and provide assistance to a person with a disability.

Sample of behavior verbs

Psychomotor Cognitive secure describe

Affectiveparticipate

Assessment/evaluation

What have learners learned?

How do you intend to collect information?

Collection is called “assessment.”Judging progress to learning outcome is called

“evaluation.”