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Time should be allocated to the various stages of the lesson. In a 20 minute session 5 minutes could be for the introduction and statement of aims and objectives, 10 minutes for the main activity and 5 minutes for a conclusion plus question and answer session.
Our attention span is quite short. Teaching sequences should not run for more than 20 minutes without a break or significant change in activity.
A clear statement at the beginning as to the nature of the session and its subject matter is important to bring the lesson into its proper context and create the right ‘mind set’ for learning.
Introduce the subject and yourself plus a little of the background context with relevant links to related sessions. Learners can contribute to this stage by indicating their own understanding and experiences related to the topic.
Aims are what the facilitator intends to achieve by undertaking the session and the objectives are clear statements indicating what the learner is expected to learn/achieve. Objectives should be Specific, Measurable, Achievable, Realistic and Timed.
Incorporate resourcing into your planning. This may involve acquiring audio visual aids, teaching props, computers and data projectors and, for more sophisticated sessions such as simulated practice, manikins.
Indicate how this session will run (facilitator led ‘chalk and talk’, a ‘real time’ demonstration followed by supervised practice, learner led discussions, role play, question and answer sessions and practice using a simulation/computer aided learning).
Include a breakdown of the subject matter covered as well as activities and other learner interactions. Check understanding by using question and answers, quizzes, and other formative assessment activities.
Provide a summary of the information given and the subsequent achievement of the expected learning plus any further work needed by way of follow up to the session. Deal with any matters arising, such as debriefing if role play has evoked strong emotions.