Tip #104: Agenda

The sixth step in the comprehensive nine step LESSON PLANning Process is:

STEP 6. NEGOTIATE THE AGENDA FOR THE TRAINING PROGRAM.

1. Define a training segment or module for each learning objective or group of related learning objectives.

2. Create a title for each module.

3. Ensure that the modules follow the same sequence as the learning objectives.

4. Determine the amount of time necessary and appropriate for each module. (Those modules which involve new learning for the participants and/or require application exercises should probably be allocated the greatest amount of time.)

Tip #103: Learning Objectives

The fifth step in the comprehensive nine step LESSON PLANning Process is:

STEP 5. ORGANIZE THE LEARNING OBJECTIVES.

Learning objectives explain in specific and measurable terms what the learner will do as a result of the class instruction to: (a) learn specific knowledge or skills and (b) demonstrate that they have learned them.

Objectives are behavioral, which means that they involve specific actions or behaviors that can be observed and measured.

The effectiveness of the training will be determined based on whether or not the participants exhibit these behaviors during and after the training session.

When we add an active verb (appropriate for the learning level) to the essential content, we need to be sure that it is specific, observable, and measurable. For example, the following verbs are inappropriate because they are too vague and unclear to be particularly useful: process, care, learn, worry, understand, sense, believe, be aware, empathize, think, remember, feel, perceive, assume, try, focus, see, consider, and be familiar with. A more active verb will better describe the participant behavior and make it easier to measure or validate their performance.

At this step, we:

1. Select action verbs appropriate for the identified learning levels. *

2. Convert the essential factors into learner actions which are specific, observable, and measurable, using the learning level-appropriate action verbs. (These learner actions are the learning objectives).

3. Ensure that there are sufficient learning objectives to accomplish all of the training goals.

4. Ensure that the sequence of learner actions progresses through the levels of learning, where appropriate.

5. If safety is a consideration, ensure that there is a learning objective that checks for comprehension prior to a learning objective that provides for application.

6. Remedy any gaps in the logical sequence of events by adding in the missing learning objectives.

*There is a useful list of active verbs that can be used to signify different learning levels. The list is not exhaustive, so it does not include all possible verbs that might be appropriate.

Knowledge	Comprehension	Application
cite	associate	apply
count	compare	calculate
define	contrast	classify
identify	convert	change
indicate	defend	complete
label	describe	compute
list	differentiate	demonstrate
match	discuss	illustrate
name	distinguish	manipulate
outline	estimate	modify
recognize	explain	operate
record	extend	predict
reproduce	extrapolate	prepare
select	generalize	produce
state	give	relate
tabulate	exemplify	show
trace	infer	solve
write	interpret	tabulate
	interpolate	transcribe
	paraphrase	use
	predict	utilize
	translate
Analysis	Synthesis	Evaluation
analyze	arrange	appraise
break down	categorize	assess
detect	combine	compare
diagram	compile	conclude
differentiate	compose	contrast
discriminate	construct	criticize
distinguish	create	critique
group	devise	discriminate
illustrate	design	evaluate
infer	generate	grade
outline	modify	justify
point out	organize	interpret
relate	outline	measure
select	plan	predict
separate	rearrange	prescribe
subdivide	reconstruct	rank
summarize	relate	test
transform	reorganize	recommend
	revise	validate
	rewrite	verify
	summarize

Tip #102: Learning Levels

The fourth step in the comprehensive nine step LESSON PLANning Process is:

STEP 4. SET THE DESIRED LEVELS OF LEARNING.

This step is based on Bloom’s Taxonomy of Behavioral Objectives- or, as we have referred to it, the Building Blocks of Learning (See Tip #8).

It is essential to clearly identify the desired level of learning we want the participants to attain. This means that we need to decide whether our aim during the course of the workshop is for the participants to: know the information, but not understand it [KNOWLEDGE]; know and understand it [COMPREHENSION]; or know, understand, and use it [APPLICATION]. These are the first three of six progressive building blocks of learning (otherwise known as Bloom’s Taxonomy of Behavioral Objectives).

It is unlikely that a trainer will ever intentionally aim only for the lowest rung, or KNOWLEDGE. At the very least, we want participants to both know and understand what they are taught [COMPREHENSION]. If our intention is to change attitudes, then COMPREHENSION may be the highest level of learning we can accomplish. However, if our intention is to build or strengthen specific skills, APPLICATION must be our minimum desired learning level.

APPLICATION is the launching pad for all higher-level thinking. Once our participants have demonstrated that they know, comprehend, and can apply new information or skills, they are ready for the last three building blocks of learning: ANALYSIS, SYNTHESIS, and EVALUATION.

If the participants will need to organize and reorganize information into categories, the desired level of learning is ANALYSIS. If they will need to create something new, the desired level is SYNTHESIS. If they will need to make judgments when there is no one answer, then the desired level of learning is EVALUATION.

At this step, we:

a. Select the most appropriate level of learning for each essential factor.

b. Ensure that the levels of learning are consistent with the training goals.*

c. Remedy any inconsistency by either adjusting the levels of learning or rewriting the training goals.*

d. Keep in mind that there should be a natural progression through the levels of learning, from knowledge to comprehension to application, and further, if appropriate. *

Note that at this step, we also have checks and balances. At (b) and (c), we make sure that the selected learning levels are appropriate to accomplish the established training goals. If we feel that application is necessary but our training goals do not make that clear, we will have to rewrite the training goals.

At (d), we make sure that we are not jumping directly to application if we have not either provided knowledge or checked for comprehension prior to that. Also, if the content has a safety component, we must check for comprehension prior to any application.

Next week, we will look at the checklist for the fifth lesson planning step, which is creating the learning objectives. Since we have already established the essential content in Step 3 and the desired level of learning in Step 4, all we will need to do in Step 5 is to add an active verb (appropriate for the learning level) and we will have our learning objectives!

This week, we will look how to create the learning objectives. Since we have already established the essential content in Step 3 and the desired level of learning in Step 4, all we will need to do in Step 5 is to add an active verb (appropriate for the learning level) and we will have our learning objectives!

Tip #101: Training Content

The third step in the comprehensive nine step LESSON PLANning Process is:

STEP 3. SELECT THE KEY CONTENT TO BE COVERED.

This process is often referred to as a Task Analysis:

0. Identify the skill and knowledge factors necessary to accomplish each of the training goals.*

1. Differentiate the essential from the non-essential skill and knowledge factors, based on the training goals.

2. Remedy any inconsistencies between factors that should be essential and the training goals by rewriting the goals.*

3. Place the essential factors in a logical sequence.

4. Remedy any gaps in the logical sequence of events by adding in the missing factors.

Please note that there are many checks and balances incorporated into the lesson design process. They begin with this step. In (a), you make sure that there is sufficient content to accomplish all of the established training goals. In (c), you have an opportunity to revise the goals if they do not allow you to address content that you consider critical to the learning.

Another note: although the lesson plan will be built around the essential content identified in (b), you may still want to keep notes on the content that was considered interesting but not essential. In the event that you need additional content for a training program, you can add exercises related to this "non" essential content.

Tip #100: Training Goals

The second step in the comprehensive nine step LESSON PLANning Process is:

Step 2. ESTABLISH THE TRAINING GOALS.

There are always two stated goals: what the learners will learn and why it is important to them.

1. Determine the purpose of the training program, based on the training needs assessment.

2. Identify what learning is expected as the first goal.

3. Identify why the learning is important from the learners' perspective as the second goal.

4. Create a title for the training program that reflects these goals.

Tip #99: Needs Assessment

The first step in the comprehensive nine step LESSON PLANning Process is:

Step 1. Look at the Training Needs.

a. Identify the performance issue that needs to be addressed.

b. Identify how this issue impacts the organization.

c. Determine that training is the appropriate remedy.

d. Identify the target audience.

e. Identify the general content that needs to be covered.

f. Determine the participants' receptivity to this content.

g. Assess their skill or knowledge level in this content area.

h. Identify why this training is important to them from their perspective.

i. Identify the amount of time available for training.

j. Identify pre- and post-training reinforcement necessary and available to the participants.

Tip #98: Lesson Planning

There is a comprehensive nine step LESSON PLANning Process that has served me very well as I have designed a variety of training programs for clients:

1. L OOK at the TRAINING NEEDS.

2. E STABLISH the TRAINING GOALS.

3. S ELECT the KEY CONTENT.

4. S ET the desired LEARNING LEVELS.

5. O RGANIZE the LEARNING OBJECTIVES.

6. N EGOTIATE the AGENDA.

7. P ROPOSE the TRAINING METHODS.

8. L IST the necessary TRAINING RESOURCES.

9. A RRANGE to EVALUATE if the training need has been met.

N OW CREATE the TRAINING MATERIALS!

If a diagram is useful for you, here is a very basic depiction of the lesson design process: