Learning/training session plans

1.

Session preparation

What do I need to identify when planning a session?

You need to establish a framework for the session including:

session goals

session outcomes

underpinning knowledge.

It is important that you identify this framework as it helps you and the learner to see the big
picture of the session.
2.

Session goal

The analogy of a jigsaw puzzle is used when discussing goals. It is easier to solve a jigsaw
puzzle if you have some idea of the picture you want to create. It is the same with a session
goal. The goal is a general statement of the focus and direction of the session. If you were
writing a session goal for this session it might be to familiarize teachers/trainers with
session plans.
Once the session goal has been determined the next step is to identify a number of session
or learning outcomes that will fulfill this goal.
3.

Session outcomes

A session outcome should answer the following question:

What should the learner be able to do at the end of the session?
Session outcomes are vital to the success of teaching/training. They provide the framework
for a session, and establish a basis for revision and review.
A curriculum document specifies a number of learning outcomes to be covered. Each
session will have its own set of session outcomes that will address the session goal.
A session outcome has a specified format made up of three components:

performance

standards

conditions.

4.

Writing session outcomes

Here is a simple example:

Session goal

To answer incoming calls.

Performance statement

All incoming calls are answered.

Standard built in

There are no cut-offs and all calls are connected

within 10 seconds.

Conditions

Using the approved company greeting and call

procedure.

Session outcome

All incoming telephone calls are to be answered

within 10 seconds with no cut-offs, using the

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approved company greeting and call procedure.

Session structure planning the session

5.

Once you have gathered this information, and have an understanding of the session that is
to be developed, you can begin planning. You need to:

research the material (session goal)

establish session outcomes

decide how you will assess the effectiveness of your session

identify the topics to be covered (task and topic analysis details later)

choose the methods of delivery, e.g. chalk and talk, group work

determine the sequence of events, including the timing

select the resources to be used, e.g. overheads, models

write the session plan.

Note:
6.

This process can be time consuming initially but well worthwhile

A typical session will have an introduction, body and conclusion
6.1 Introduction

Generally, the GLOSS acronym is used to describe the session introduction.

Get attention and put the group at ease
Link material in with previous learning or life experiences
Outcomes of the session
Structure the session will take
Stimulate motivation and arouse interest, e.g. quick work-based anecdote
Keep introductions punchy. Five to ten minutes is a good timeframe. The only exception is
in your first session with the group, where you need to spend some time preparing the
learners.
6.2 Body
An important step in organising the content of a session is deciding what information needs
to be covered.
There are generally three levels of information:

that which learners must know (Must Know)

that which is important but not essential (Should Know)

that which is nice to know but not important (Could Know).

Once you have decided what to cover you need to decide on the logical order in which to
present the material.
7.

What needs to be in the session summary (conclusion)?

A session summary needs to focus the learner on what they have learnt.
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A summary should:

be no longer than 10 minutes

recap significant concepts

identify and consolidate main points

reinforce key skills

provide feedback on learners performance

reinforce the application of learning to different learning environments

link to past and future sessions.

Another option is to include some kind of self-check quiz or other activity to determine
whether the learning outcomes have been achieved.
8.

Supporting and guiding learners

You are integral to the success of your learners. All learners may require, from time to time,
support and guidance to actively participate in learning. The most powerful method you can
use is to create a learning environment where individual differences are respected and
open and honest feedback is encouraged.
Part of your role is to identify learners that may be in need of additional support.
If you are introducing completely new material, you should try to relate the information to
something that the learners will already know, either through life experience or by use of an
appropriate analogy.
9.

Documenting session plans

Do you need a session plan?

Yes!

A session plan provides the documentation for the session structure mentioned earlier. It
helps you keep track of where the session is going and where it has been. It can also save
a lot of time when you need to present the same lesson again.
What should a session plan include?

topic/name of session

session goal

session outcomes

length of session

timing of session components

key points of session

session content

learning activities and delivery methods

resources required.

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10. Session plan model structures

Introduction
G et attention
L ink to previous learning/experience
O utcomes of session
S tructure of session
S timulate, motivate and arouse interest

Model 1
PRACTICAL Session
(e.g. Tapping a Keg)

Model 2
THEORY Session
(e.g. Volume of Solids)

BODY
(Content from task analysis)

BODY
(Content from task analysis)

Demonstration (normal speed)

To normal standard

Check all learners can see or engage properly

Demonstration (step-by-step)
Explain key points and stages

Explanation (E)
Give overview first, then detail in logical steps
Use examples to illustrate points
Question to assess learners knowledge and
understanding
Activity (A)
Select activities that apply information
concepts from the explanation stage.

Review
Recap key points
Learner explanation
Explain key points and correct sequence and note
any safety factors, etc.

Summary (S)
Summarise key points once learners have
applied the information to the activity at the
required standard of performance
You may repeat this EAS cycle several times

Learner practice
Must be supervised
Teacher/trainer ensures timing
Sequencing, correctness in a non-threatening
Assess
manner
Against session outcomes
Assess
Against session outcomes

Conclusion
Recap significant concepts
Review main points/steps
Reinforce key skills
Apply to different learning environments
Check whether session outcomes have been achieved
Link to past and future sessions
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Sample lesson plan for a theory session

Topic

Policies and procedures for selecting staff

Learning outcomes

At the end of this topic, participants should be able to:

Identify key policies and procedures underpinning the

selection process

Define merit selection

Time frame
TIME
10 min

Discuss important factors impacting on selection

90 minutes
CONTENT

Introduction
1. Identify key policies and
procedures
Overview recruitment and
selection process
Discuss the importance of this
knowledge and access to accurate
information

15min

45min

10min

Body
1. Show a definition of merit
selection

Mention the five criteria

abilities, qualifications, experience,
standard of work performance and
personal qualities

Discuss what is meant by

personal qualities
2. Factors impacting on selection

Brainstorm EEO, antidiscrimination, affirmative action and

relate to selection

EEO requirements

Discussion of selection and

disability

What is meant by code of ethical

practice, Charter of Principles for a
Culturally Diverse Society and
OH&S?

Privacy may become an issue in

selection why?

RESOURCES

COMMENT

Handout of
process activity
sheet

Use Think as a
cue for gaining
attention

Policies and
Procedure off
CPI

Refer to session
outcomes in
package

OHT
Whiteboard
and pens

OHT
EEO activity
sheet
Notes
ADB handout
TAFE
handout & notes

Video
OHT &
handout

Be sensitive
when asking for
volunteers

Brainstorm

Video
Patronising Bastard

Andrew Denton
segment on hearing
impairment

3. Colours activity

Highlight stereotypes and their

impact on selection
10min

Conclusion
1. Assess outcomes
2. Feedback to group
Next session will look at culling

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Minties
Whiteboard

Quick quiz with

Minties as prizes

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Session plan proforma

TIME

CONTENT / DELIVERY STRATEGIES

RESOURCES

Introduction

Body

Conclusion

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