COURSE OR LESSION PLAN

Lesson plans are typically more detailed document. They include the specific steps
involved in the lesson, instructor and trainee activities, and the time allocated to
each topic included in the lesson.

Lesson plans can be designed for programs lasting a day, a week, or several hours.
If training takes place over several days, a separate lesson plan is prepared for each
day
The lesson plan translates the content and sequence of training activities into a guide that is used
by the trainer to help deliver the training. That is, lesson plans include the sequence of activities
that will be conducted in the training session and identify the administrative details.

The lesson plan provides a table of contents for the training activity. This helps to ensure that
training activities are consistent regardless of the trainer

Lesson plans also help to ensure that both the trainee and the trainer are aware of the course and
program objectives. Most training departments have written lesson plans that are stored in
notebooks or in electronic databases. Because lesson plans are documented, they can be shared
with trainees and customers of the training department (i.e., managers who pay for training
services) to provide them with detailed information regarding program activities and objectives.
SAMPLE OF A LESSION PLAN
 POINT FOR DEVELOPING EFFECTIVE
LESSION PLANS

The lesson plan should includes the learning objectives, topics to be covered,
target audience, time of session, lesson outline, the activity involved, any
required preparation or prerequisites, how learning will be evaluated, and
steps to insure transfer of training. In developing the lesson outline, trainers
need to consider the proper sequencing of topics. Trainers must answer
questions such as :
What knowledge and skills need to be learned first?
In what order should the knowledge, skills, and behavior be taught?
What order will make sense to the trainees?
It is also important to consider the target audience. Any information about their training and
experience, their motivation for taking the course, and their interests, learning styles, and
background (e.g., education, work experience) will be useful for choosing meaningful
examples, determining program content, deciding on support materials, and building the
credibility of the training.
Additional information can be collected by talking to the clients (e.g., managers) who
requested the training program and to past program participants, if available.
Support materials prior to training should be arranged, include any equipment needed for
delivery of instruction, such as computers, overhead projectors, or DVD, CD, or video
players. Trainers should also arrange the purchase of any whiteboards, flip charts, or
markers that may be used in instruction.
Any exercises needed for trainees practice or preparation, such as readings, role-play
exercises, assessments, or pretests, need to be prepared and evaluated prior to session.
In considering instructor and trainee activity, the focus should be on ensuring that the
lesson has as many features of a positive learning process as possible, including
communication of objectives, feedback, opportunities for practice, opportunities for trainees
to share experiences and ask questions, and modeling or demonstration.
 TRAINEE PREREQUISITES

Trainee prerequisites refer to any preparation, basic skills, or knowledge that

the trainee needs prior to participating in the program. Trainee prerequisites
may include basic math and reading skills, completion of prior training
sessions, or successful completion of tests or certificate or degree programs.
Trainee prerequisites may include
basic math and reading skills,
completion of prior training sessions, or successful completion of tests or
certificate or degree programs.
FEATURES OF EFFECTIVE LESSION PLAN