| MAKING INFORMATIVE LESSON PLANS: --The | | | | your satisfaction.A WRITTEN LESSON PLAN: When |
| performance objectives should answer this very basic | | | | you know what you are going to teach, who you are |
| question - what should the trainees be able to do at | | | | going to teach it to, what you will need to teach it, and |
| the end of the training period that they were was not | | | | what you want the student to know or do, you must |
| able to do at the beginning of it? --For evaluation | | | | put this all together into a written plan. But stop and |
| procedures, how will the trainee's accomplishment of | | | | reflect for a minute -- How do we learn? The last time |
| performance objectives be demonstrated or | | | | you learned something, what processes did you go |
| measured (written test, skill test, skill demonstration)? | | | | through, and in what order? You probably learned |
| Evaluation procedures should provide documentation | | | | them in this general order: Opportunity and motivation |
| of the achievement of all performance objectives. | | | | to learn, step-by-step, practice or applied learning, |
| --For equipment and supplies needed, what is | | | | measure against a standard, reflect upon the |
| available? What must be used? What cannot be | | | | experience. Since these are the steps we follow to |
| used? What unusual items will be needed? Any special | | | | learn things naturally, the class (and the lesson plan) |
| student materials? Instructor materials? Handouts? | | | | should reflect this process.Copyright AE Schwartz & |
| Lesson plan for the students? Manuals? Visual Aids? | | | | Associates All rights reserved. For additional |
| Props? --When entering space requirements calculate | | | | presentation materials and resources: |
| room size, number of rooms, seating requirements, | | | | ReadySetPresent and for a Free listing as a Trainer, |
| seating arrangement, writing surface needs, and any | | | | Consultant, Speaker, Vendor/Organization: |
| special training environment needs.PERFORMANCE | | | | TrainingConsortiumCEO, A.E. Schwartz & Associates, |
| OBJECTIVES: The cover sheet or legend for the | | | | Boston, MA., a comprehensive organization which |
| lesson plan should include perofrmance objectives. Any | | | | offers over 40 skills based management training |
| statement comprehensively describing the intended | | | | programs. Mr. Schwartz conducts over 150 programs |
| outcome and instructional intent should include the | | | | annually for clients in industry, research, technology, |
| following: --a description of intended outcome in terms | | | | government, Fortune 100/500 companies, and nonprofit |
| of student performance --a statement of what | | | | organizations worldwide. He is often found at |
| learners must be able to do or perform when they | | | | conferences as a key note presenter and/or facilitator. |
| demonstrate mastery of the objective --a description | | | | His style is fast-paced, participatory, practical, and |
| of relevant or important conditions under which the | | | | humorous. He has authored over 65 books and |
| performance is expected to occur --a statement of | | | | products, and taught/lectured at over a dozen colleges |
| the criteria by which achievement will be judged --a | | | | and universities throughout the United States. |
| measurement of how well must students perform for | | | | |