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30 Lesson Plan Examples for Every Grade Level and Subject

Lots of ways to prepare for top-notch learning.

Writing lessons might be a fun activity for you (all the things you’ll do!) or it may be a necessary evil (so many boxes to fill). Either way, it’s an important part of teaching and can make or break your week, month, and year. Whether you’re a brand-new teacher or an experienced educator looking for some new ideas, these lesson plan examples offer inspiration for every subject and every grade level.

Lesson Plan Sections

Preschool lesson plan examples, elementary school lesson plan examples, middle and high school lesson plan examples.

Many lesson plans include some or all of the following sections.

• Objective : These should be specific and measurable. Often they align with Common Core or other learning standards.
• Materials: List any items you’ll need, including worksheets or handouts, school supplies, etc.
• Activities: This is usually the longest section, where you’ll lay out what the lesson and its activities look like. Some teachers write these in great detail. Others include just an overview to help them plan.
• Assessment: How will you assess your students’ learning? This could be a formal assessment or something simple like an exit ticket. ( Get lots of formative assessment ideas here. )
• Differentiation: Describe how you’ll vary the level of difficulty for students at all levels, including any enrichment for early finishers.

Some people think preschool is just playtime, but pre-K teachers know better! Here are some of the ways preschool teachers plan for their lessons.

Weekly Lesson Plan

Venngage/pre-K lesson plan via Venngage.com

Weekly preschool lesson planning helps you plan each day and ensure you’re tackling all the most important skills.

Learn more: Venngage Pre-K Weekly Lesson Plan Template

Pre-K Theme Lesson Plan

Pre-K Printable Fun/Caterpillar and Butterfly Lesson Plan via PreKPrintableFun.com

If you like to plan by theme, try a template like this. It includes space for a variety of activities that fit your topic.

Learn more: Pre-K Printable Fun

Alphabet Letter Lesson Plan

This Crafty Mom/Letter S Lesson Plan via ThisCraftyMom.com

If you’re focusing on a new letter of the alphabet each week, try lesson planning like this. You can see the week at a glance, including all the materials and books you’ll need.

Learn more: Alphabet Letter Lesson Plan by This Crafty Mom

Centers Lesson Plan

Pocket of Preschool/Centers Lesson Plans via PocketofPreschool.com

Your centers need some planning too! Whether you change them out weekly, monthly, or as needed, use plans like these to stay prepared.

Learn more: Pocket of Preschool

Weekly Unit Lesson Plan

This Crafty Mom/weather unit lessons via ThisCraftyMom.com

Adding pops of color and a few images can make it easier to locate the lesson plan you’re looking for in a snap!

Learn more: Weekly Weather Unit Lesson Plan by This Crafty Mom

Since elementary teachers tackle multiple subjects every day, their lesson plans might look like a general overview. Or they may prepare more detailed lesson plans for each topic to help them stay on track. The choice is up to you.

Weekly Overview Lesson Plan

Mrs. Jones Creation Station/lesson plan example via MrsJonesCreationStation.com

Don’t be afraid to write out your lesson plans by hand! A side-by-side setup like this lets you see a whole week at once. We love the use of color to highlight special things like fire drills.

Learn more: Mrs. Jones Creation Station

Yearlong Schedule

Planning a whole year may seem daunting, but it can show you where you’re going to need to stretch a unit and where you can circle back and review. Mrs. D from Mrs. D’s Corner has ideas on how to structure a yearlong lesson plan using Google Sheets.

Learn more: Mrs. D’s Corner

Guided Math Lesson Plan

Tunstall’s Teaching Tidbits/Guided Math lesson plan example via TunstallsTeachingTidbits.com

This example on adding three numbers together can be altered to fit any math lesson plan.

Learn more: Tunstall’s Teaching Tidbits

Art Lesson Plan

Artsy Blevs/lesson plans via TeachandShoot.com

While these are elementary art lesson plan examples, you can easily use this style for teaching art at upper levels too.

Learn more: Artsy Blevs

Special Education Lesson Plans

The Bender Bunch/lesson plan example via TheBenderBunch.com

Lesson planning for special education looks different than general classroom lessons in that the lessons have to cover specific IEP goals and include lots and lots of progress monitoring. The Bender Bunch starts each lesson with independent work (read: IEP practice) and then heads into mini-lessons and group work.

Learn more: The Bender Bunch

Interactive Read-Aloud Plan

The Colorful Apple/interactive read-aloud lesson plan example via TheColorfulApple.com

Interactive read-alouds aren’t something that should be “on the fly.” The Colorful Apple explains how to choose a book, get to know it, and get ready to teach it. Once you’re in the book, sticky notes may be the best lesson-planning tool you have for marking questions and vocabulary words you want to point out to students.

Learn more: The Colorful Apple

Social Studies Lesson Plan

Mrs. Jones’s Class/social studies lesson plan example via MrsJonessClass.com

Including images of your anchor charts is a great idea! That way, you can pull one out and have it ready to go in advance.

Learn more: Mrs. Jones’s Class

5E Lesson Plan for Elementary School

What I Have Learned Teaching/example from 5E lesson planning via WhatIHaveLearnedTeaching.com

The 5Es stand for Engagement, Exploration, Explanation, Elaborate, Evaluate. This type of lesson planning can be helpful for students as they work through each of the 5Es related to the topic you’re studying.

Learn more: What I Have Learned Teaching

Science Lesson Plans

Venngage/Science lesson plan example via Venngage.com

If you like to plan your lessons in more detail, take a look at this elementary science lesson plan example.

Learn more: Venngage Science Lesson Plan Template

Reading Groups Lesson Plan

First Grade Fairy Tales/reading groups lesson plan via TheFirstGradeFairyTales.com

Lots of elementary schools have differentiated reading groups. Use a template like this one to plan for each one, all on one page.

Learn more: The First Grade Fairy Tales

P.E. Lesson Plan

American Coaching Academy/P.E. lesson plan via AmericanCoachingAcademy.com

Gym teachers will love this lesson plan idea, which includes directions for playing the games.

Learn more: American Coaching Academy

Music Class Lesson Plan

Victoria Boler/music lesson plan via VictoriaBoler.com

Plan out the skills and songs you’ll need for a meaningful music class with a lesson plan like this one.

Learn more: Victoria Boler

At the middle and high school levels, teachers often need more detailed plans for each class, which they may teach multiple times a day. Here are some examples to try.

Google Sheets Lesson Plans

Busy Miss Beebe/Google sheets lesson plan example via BusyMissBeebe.com

Google Sheets (or Excel) is terrific for lesson planning! Create a new tab for each week, unit, or class.

Learn more: Busy Miss Beebe

Weekly History Plan

Teachers Pay Teachers/Coaching History lesson plan via TeachersPayTeachers.com

This example shows how you can plan out a week’s worth of lessons at once, and see the entire week all in one spot. This example is for history, but you could use this for math, ELA, or social studies too.

Learn more: Coaching History on Teachers Pay Teachers

Outline and Pacing Guide Lesson Plan

Read it. Write it. Learn it./pacing guide example via ReadItWriteItLearnIt.com

A pacing guide or outline works for both you and your students. Share it at the beginning of a unit to let them know what’s ahead.

Learn more: Read it. Write it. Learn it.

5E Lessons in Middle and High School

Teach Science With Fergy/5E lesson plan via TeachScienceWithFergy.com

5E lesson plans (Engagement, Exploration, Explanation, Elaborate, Evaluate) are great for middle and high school as well. This example is for science, but you can use the 5E structure across all lessons.

Learn more: Teach Science With Fergy

Math Intervention Plans

Lindsay Gould/middle school math lesson plan via TeachersPayTeachers.com

When students are in math intervention, they’re reviewing material they learned last week or last year. Lesson plans need to provide time for them to activate their prior knowledge (and make sure they’re remembering it all correctly) before reteaching and practice.

Buy it: Teachers Pay Teachers

The Sticky-Note Lesson Plan

The Wise & Witty Teacher/sticky note planner via WiseWittyTeacher.com

At some point, you’ll know what students are doing each day, you’ll just need some reminders for questions to ask and key points to cover. The nice thing about using sticky notes for lesson planning is if you get ahead or behind schedule, you can move the entire sticky note lesson to another day.

Learn more: The Wise & Witty Teacher

Read more ways to use sticky notes in the classroom .

Backwards Planning Lesson Plan

Vanderbilt University Center for Teaching/Understanding by Design lesson plan example via cft.vanderbilt.edu

If your school uses Understanding by Design or other backwards planning, you’ll be thinking about the outcome first and working back from there (rather than forward from an activity or task). Backwards planning lesson plans are intensive, but they’re also something you can use over and over, modifying them slightly for each group of students you have.

Learn more: Vanderbilt Center for Teaching

Visual Arts Lesson Plan

Venngage/visual art lesson plan example via Venngage.com

Detailed lesson plans take longer to prepare, but they make it easier on the day (especially if you wind up needing a sub).

Learn more: Venngage Visual Arts Lesson Plan Template

ESL or Foreign Language Lesson Plan

TeachEnglishAbroad.co/ESL lesson plan via TeachEnglishAbroad.co

Whether you’re teaching English as a second language (ESL) or a foreign language to English speakers, this lesson plan style is perfect.

Learn more: Teaching English Abroad

Music Lesson Plan

Melody Soup/lesson plan example via MelodySoup.Blogspot.com

Use a lesson plan like this for choir, orchestra, band, or individual music lessons.

Learn more: Melody Soup

Blended Learning Lesson Plan

Hot Lunch Tray/blended learning lesson plan example via HotLunchTray.com

If your instruction includes both computer-based and in-person elements, this lesson plan idea might be just what you need.

Learn more: Hot Lunch Tray

One-Sentence Lesson Plan

Norman Eng/Introducing the One-Sentence Lesson Plan via CultofPedagogy.com

This kind of lesson planning isn’t for everyone, but the extreme simplicity works well for some. Describe what students will learn, how they will learn it, and how they’ll demonstrate their knowledge.

Learn more: Cult of Pedagogy

Need more help with lesson planning? Come ask for ideas on the WeAreTeachers HELPLINE group on Facebook !

Plus, check out 40 ways to make time for more creativity in your lesson plans ..

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Blog Education

27+ Easy-to-Edit Lesson Plan Examples [+ Writing Tips]

By Alice Corner , Dec 07, 2023

Lesson plans are the best way to deliver an effective and engaging lesson. Lesson plans also help keep you on track to ensure that your learners hit their goals and targets, in line with your course curriculum.

But sometimes in the high-pressure world of education, it can be difficult to find the time to create inspiring lesson plans on your own. 

I’ve gathered together 28 of the best lesson plan examples on the internet that you can use to ensure your lessons are insightful and inspiring.

Table of contents (click to jump ahead):

What is a lesson plan?

What is included in a lesson plan, how to write a lesson plan, preschool lesson plan examples, math lesson plan examples.

• Science lesson plan examples

1. Objectives: know your destination

When writing a lesson plan, start by outlining the learning objectives—what you want your students to take from the session and work backward. Having clear and specific goals helps you plan activities for a successful lesson.

2. Welcome to the hook: make ’em want to learn

Start with an engaging “hook” to capture your students’ attention and make them eager to learn more. This could be a thought-provoking question, an interesting fact, or a surprising tidbit.

Apply a top-down method: plan on a course level the lessons you’re going to include and then go deeper and think about the activities you would like to include in each lesson.

3. Step-by-step: outlining the activities

Now that your students are hooked, it’s time to get down to business. Work on exercises or projects you would like your students to take on. These should serve two important purposes: allowing your students to apply the knowledge they learn in class and allowing you, the teacher, to assess students’ understanding of the materials.

This might include direct instruction (i.e., when you teach the material), guided practice (working together as a class), independent practice (students work on their own) and group activities.  Think about the best way to engage students and make sure you include a variety of these activities besides just tests or exams, like quizzes, group discussions, group projects and so on.

Example: If your objective is teaching persuasive writing, your steps might look like this:

• Explanation of persuasive writing techniques and purpose
• Guided practice: analyzing persuasive texts as a class
• Independent practice: having students create a persuasive argument on a given topic
• Group activity: Debating the different arguments in teams

Remember the old adage: “Tell me, and I forget. Teach me, and I remember. Involve me, and I learn.” 

4. Check for understanding: keep ’em on track

It’s not uncommon for students to zone out (we’ve all been there), so it’s crucial to regularly check if they’re on track. This means asking questions throughout the lesson and encouraging your students to reflect on the material.

Once you’ve got all these noted down, you can start arranging all the lessons and activities in a meaningful and logical order as well. This applies to the activities within a single lesson too. Answer these questions:

• How much time do you have for the whole lesson?
• What do you plan to start and end the lesson with?
• How much time do you have for each activity?
• If you still have time after all the activities are done, what are you planning to do?
• If you run out of time, what activities are you planning to drop?

As you plan your lesson, keep in mind that not all students learn at the same pace and in the same way. Tailor your activities and materials to accommodate different learning styles, skill levels and interests. This could mean offering choice in assignments, providing extra support for struggling learners, or challenging high-achievers with extended tasks.

Creating a preschool lesson plan involves careful consideration of the developmental needs and interests of young children. Shaping young minds is a rewarding experience, but it can sometimes feel like juggling too many balls at once.

With so many different essential key skills to teach, using a thorough Preschool lesson plan is important for making sure that your learners progress stays on track.

Break your Preschool lesson plans into learning sections

Preschool curriculums can be complex, covering multiple areas of crucial childhood development.

Help visualize each of these areas in their own right by creating a preschool lesson plan that takes a broad overview.

By breaking your lesson plan into learning sections, like this Preschool lesson plan example, you can get a glance at all elements of your students learning at once.

Get an overview of your week with a weekly lesson plan

A weekly lesson plan works great for preschool education planning, as it helps you identify and build lessons around common themes or goals. In the lesson plan template below, weeks have been broken down into different areas of focus.

Use icons in your Preschool lesson plan

Using icons is a great way to communicate visually. Icons are easy to understand, especially when you’re skimming a document. 

Take this lesson plan template for example, not only do the icons help communicate the lesson themes, they also make the lesson plan example super engaging and fun.

Using icons can also be a great way to help students who struggle with non-visual learning. For more ways to improve your lesson accessibility, check out this guide to creating a Color Blind Friendly Palette .

Creating a math lesson plan involves careful planning and consideration of various elements to ensure effective teaching and learning. Check out these lesson plan ideas for writing the best math lesson plan, as well as some templates you can edit.

Use pops of color in your lesson plans

Just because your lesson plan tackles a complex subject doesn’t mean it has to be boring. In this lesson plan example a mint green color has been used to help break up the design. You could color code different subjects or units if you have multiple classes to teach.

Break your lesson plan into sections to make it easy to follow

Being properly prepared for any eventuality in your lesson starts with good planning. By using sections, like in the lesson plan example below, you can cover all of your bases. 

When lesson planning, consider the following:

• Lesson discussion questions
• Activity options for multiple group sizes
• Lesson notes or feedback

In this math lesson plan activity, the teacher has thought through all of the needs of their class.

Think outside the box when lesson planning

When lesson planning, the world, or at least the internet, is your Oyster. Instead of just teaching vocabulary, use scavenger hunts, word searches, or story activities. 

Try picking a new activity and building your lesson around that. In the lesson activity example below, Merriam-Webster has a dictionary scavenger hunt that will keep students engaged and entertained throughout your English lesson.

Highlight your lesson objectives at the top of your lesson plan

Your learning objectives should guide your lesson planning, not the other way around.

In this sample lesson plan that focuses on analyzing a film for an English class, the learning objectives are housed within the same section as the lesson plan overview, right on the first page:

If you want to learn how to write an actional learning objective , check out this post on learning objective examples .

Science l esson plan examples

Planning a science lesson can mean anything from experiments to monitoring or diagramming and labelling.

Following a template, like in the science lesson plan examples below, can help make sure that your science lessons run smoothly.

Provide a space for reflection in your science lesson plan

Whilst a lesson plan is a place to schedule your activities, it can also be a great document to refer back to when planning future sessions. Adding a reflection section in your science lesson plan can be a great way to add notes about what worked and what didn’t within your lesson, for future reference. 

Break projects down into sections of deliverables

If you’re conducting a difficult lesson, such as a hands-on science project, it can be handy to help yourself and your students by outlining expectations. A checklist can be a great way to make your science lesson plan as effective as possible.

In this lesson plan example, the deliverables have been broken into easy-to-follow checklists.

Use illustrations to bring your lesson plan templates to life

Your lesson plans should inspire you, not bore you! Using illustrations is a great way to bring your lesson plans to life. 

In this sample lesson plan, the teacher has used colorful and playful illustrations to reflect the content of the lessons.

When creating Elementary school lesson plans, you need to make sure that you’re keeping a good overview of many different subjects at once. 

Having a clear, easy to understand Elementary lesson plan, like in the examples below, is really important for making sure that all your learning objectives are being met.

Break your elementary lesson plans into day and subject sections

Elementary students will often be studying various topics and subjects at once and keeping an overview of this can be difficult. By creating a weekly lesson plan you can make sure that your students stay on track. 

In this lesson plan template, subjects and activity have been split across the days, with simple summaries of each section within the lesson plan. 

Include notes sections in your lesson plans

Planning a lesson is important, but reflecting on a lesson is essential. Adding notes sections to your lesson plans, like in this weekly lesson plan example, is a great way to remind yourself to evaluate as you go.

Evaluating yourself and your lessons can be a daunting task. Applying various evaluation strategies, such as a SWOT Analysis , is an easy way to give your evaluations focus.

Creating a high school lesson plan involves a more structured approach, as students at this level are typically engaged in more advanced academic subjects.

Ensuring that your High School lesson plans account for success and reinforcing skills is one way to deliver the best education for your learners.

Include indicators of skill in your high school lesson plans

In high school, lesson plans tend to be more advanced. In the high school lesson plan example below, the teacher has included a section for indicators of skill. 

Indicators of skill are a great way to measure your students’ understanding of a topic and can be used to help inform your planning and teaching. Add two or three skill indicators into your lesson plans to ensure you know how to identify which students may need additional support from you in teaching.

You can also scroll back to the Math lesson plans section for more ideas on high school lesson plan templates.

Remember how I mentioned you should include timelines in your lesson plan? Well, for a high school lesson plan, you can include a timeline template like this one to make sure your students understand all the dates required for their school project:

When creating art lesson plans, use bright colors, patterns, icons and graphics to create a truly engaging visual art lesson plan, like in the examples below.

Art lessons lend themselves to creative and visual learning , so your Art lesson plans should be creative and visual as well.

Incorporate learning examples in your art lesson plans

Art lesson plans can be one of the most fun to create. Art as a visual medium lends itself to an exciting and decorative lesson plan. 

In the art lesson plan example below, the teacher has inserted visual examples to use during the lesson directly into their lesson plan. Collecting all of this information in one place means that you can quickly refer back to your lesson plan mid teaching. 

Be creative with your art lesson plan design

If you’re creating an art course, you’re probably a creative person. Why not let that creativity shine in your lesson plan templates?

Fun illustrations and patterns have been used in the lesson plan sample below to create a visually appealing lesson plan design.

When picking colors for your lesson plan design, some schools will need to be aware of color connotations. Certain colors should be avoided due to gang or rivalry associations. Some schools will also want to ensure that all materials produced fit within your school colors.

Use colors and patterns in your art lesson plan designs

As well as colors, patterns can be used, like in this art lesson plan example, to create interest in your lesson plan design. 

Picking a patterned but simple background is an easy way to add depth to any lesson plan design.

When creating middle school lesson plans, like in the templates and examples below, it’s important to focus on success and simplicity.

Middle school is a time for make or break for many learners. Skills that they learn in middle school carry them through life and it can be a huge weight to carry. But teaching middle school can also be incredibly rewarding. Here are some tips to help you create an effective middle school lesson plan:

Make note of what success looks like in your lesson plan

In teaching, quite often the end goal is not for the students to just arrive at the correct answer, but to understand the process of getting there. Having this mentality in your mind whilst lesson planning is an excellent way to ensure your students are learning effectively and that you are maximizing your teaching impact.

Add a section to your lesson plans as to what success looks like for you and your students like in the Middle School lesson plan template: 

Color code your lesson plan for ease of use

Colors can be a great differentiator in content and color-coding your lesson plans is a great way to make information pop. In this lesson plan example, each day has a different color which makes planning and evaluating much easier.

Related Reading: What Disney Villains Can Tell Us About Color Psychology

Creating simple lesson plans involves breaking down the content into manageable components and incorporating straightforward activities.

Sometimes simple is best—especially when it comes to lesson planning. When you’re panicked mid-teaching, having a simple and straightforward lesson plan that you can take a quick glance at it can be invaluable. 

Keep your lesson plan simple for stressful situations

When performing under pressure, staying simple is usually the best option. Using a clean and modern lesson plan design is one way to ensure that you can stay focused on what matters: teaching. 

Simple doesn’t have to mean boring, though. Using good design principles and following one or two graphic design trends means that your simple lesson plan template can still look smart.

Use an icon to help differentiate different subject lesson plans

Icons are an easy way to differentiate your lesson plans by subject or topic. In the lesson plan example below, a large book icon has been used at the top of the page so that you can quickly see that this is an English lesson plan.

You could use an icon for each subject you teach, or use icons to tell a story . You could even replace the icon with a photo of your lesson materials!

Use an action plan approach in your lesson planning

In the simple lesson plan example, the tasks in the lesson plan have been labeled as an “action plan” . By keeping the lesson plan design simple, the focus is really on the content of the lesson plan.

Creating an action plan when teaching your lessons is a great mindset for creating engaging lessons and proactive teaching.

Creating an English lesson plan is the best way to keep track of all the learning strands and activities that are needed for learning success.

Imagination, drama, romance and tragedy. English lessons have it all. But they can also be complicated to teach, with many moving parts to any one lesson. 

Like you’ll see in the English lesson plan examples below, creating engaging activities to a strict time schedule is perfectly possible with enough planning.

Use your lesson plan to schedule each activity by the minute

Any teacher will know the feeling of reaching the end of your material with 10 minutes left in the lesson.

Avoid running short (or running over!) in your lessons by planning down to the minute. The English lesson plan example below measures out timings for each activity so you finish perfectly on time. 

You can use a timer on your interactive whiteboard , or get students to time themselves. Scheduling is a great skill to incorporate into any lesson plan.

Creating a history lesson plan is essential for a successful session no matter if you’re teaching the near past or the ancient history.

Using common teaching resources such as timeline infographics , or imaginative play and learning are exciting ways to make your History lesson plans exciting.

Prepare for history lessons with a history timeline infographic

Teaching history effectively and engagingly relies on the teacher’s ability to bring the past back to life. For some students, mentally visualizing history can be difficult. A timeline infographic is a great way to teach historical events.

When planning your history lesson, make sure you have all of your timelines sorted. You can either prepare your history timelines in advance or get the students to create their own history timeline as part of the lesson activity.

Venngage has a whole range of timeline infographic templates that are easy to customize. 

Want to learn more about how to create a timeline infographic ? Check out the video below:

Use themes and historical events to enrich your lesson planning

When planning your history lessons, look for topical themes or historical events that you can anchor your lesson plan around.

In the lesson plan example below, the teacher is using Black History Month as an anchor point for their students’ learning.

Teaching the historical significance of Black History Monthand engaging students in related learning activities throughout February is a great way to contextualize current affairs. There are plenty of resources online to help create your Black History Month lesson plans.

Related Reading: Looking for other global holidays and events to theme your lessons on? Check this Ultimate List of Holidays .

Creating a kindergarten lesson plan involves similar principles to those used for preschoolers but with a bit more structure and focus on foundational academic skills.

We all know that meme “teaching kindergarten is like using a blender without a lid”. Staying organized is super important and having thorough easy-to-follow kindergarten lesson plans is one way to make sure your teaching stays on track. 

Use themes to help plan your Kindergarten lessons

Help your kindergarteners embrace learning by using themes to plan their education. Themes are a great way to work through lots of different learning activities under one thematic umbrella.

This kindergarten lesson plan example uses St Patrick’s Day as its thematic anchor and bases Math, Art, Science and more off of one common theme. 

Make your lesson plans easy to skim

We’ve all been in a spot when our mind goes blank and we need to quickly refer back to our lesson plan. Especially if you’re interviewing or teaching in front of others.

By making your lesson plans easy to skim, you can quickly regain your train of thought and continue conducting a successful lesson.

In the sample lesson plan below the teacher has used simple blocks, checklists and icons to help ensure their lesson plan is easy to understand at a glance.

When creating eLearning , distance learning, remote learning, digital learning lesson plans—basically, anything outside the usual classroom setup—always be ready for its own set of unique challenges.

Engaging learners from behind a screen, or creating lessons that can exist outside of a traditional classroom environment can be difficult. But proper eLearning lesson plans can help you navigate non-traditional learning environments.

Break your eLearning lesson plan into activities or subjects

With so many people shifting to remote or digital learning keeping track of all of your separate subjects can be difficult. Creating an eLearning lesson plan that is broken into smaller chunks, with space for each topic, is an easy way to keep learning on track.

In this eLearning lesson plan example subjects are color coded and broken into small blocks.

For more examples of eLearning lesson plans, check out this post on course design templates .

Looking for more eLearning resources?

• 7 Ways to use eLearning Infographics
• Digital Learning Communication Resources  
• What is an Infographic?
• 10 Types of Visual Aids for Learning

Use a daily schedule when learning remotely

Learning remotely can be a big change for both teachers and students. One way to keep your learning on track is with an easy-to-follow daily schedule. Using a daily schedule as a lesson plan, like in the example below, is one way to maintain a routine during difficult times.

As well as scheduling within your lesson plan, you can also create a calendar to help keep your students on track.

Allow time for creativity and fun in your lesson plans

One of the biggest benefits of eLearning, Remote Learning and Digital Learning is that you can stray from the confines of a traditional classroom. 

Giving students the opportunity to explore topics creatively can be one way to engage your learners in difficult times. Every student will have a different learning style and by scheduling structured creative learning activities you can ensure that your entire class has the opportunity to thrive.

To sum up: Use a lesson plan template to write an actionable and easy-to-follow lesson plan

Writing a lesson plan from scratch can be difficult, which is why Venngage has created tons of lesson plan templates you can edit easily. You can also draw inspiration from the different lesson plan examples in this post to customize your lesson plan template.

Simply create a Venngage account, pick the template you want and begin editing. It’s free to get started.

• Lesson Title
• Grade Level
• Subject or Topic
• Preparation
• Instructional Plan or Teaching Sequence
• Differentiation
• Homework/Assignments
• Additional Notes

Tips for How to Write a Lesson Plan for English

Tips for how to write a lesson plan for maths, tips for how to write a lesson plan for science, tips for how to write a lesson plan for art, tips for how to write a lesson plan for physical education, how to create a lesson plan.

Introduction

Steps to Creating an Effective Lesson Plan

1. lesson title.

a. Reflect the Content

B. be engaging, c. be specific, 2. grade level.

a. Grade or Age Group

B. prior knowledge, c. appropriate content, d. cognitive development, recommended for you, 3. subject or topic.

a. Clear Identification

B. alignment with curriculum, c. relevance, d. conciseness, 4. duration.

a. Time Allocation

B. realistic estimate, c. flexibility, d. alignment with schedule, e. include breaks, 5. objective.

b. Measurability

C. alignment, d. realistic expectations, e. relevance, 6. materials.

a. Comprehensive List

B. specifics, c. preparation, d. availability, e. accessibility, 7. preparation.

a. Advance Planning

B. timeline, c. resources, d. checklist, e. contingency plans, 8. instructional plan or teaching sequence, 1. introduction of chapter and topic.

2. Content Presentation

3. Activities and Exercises

4. Assessment

9. Differentiation

a. Understanding Student Diversity

B. inclusive strategies, c. accommodations, d. extensions, e. grouping, f. assessment flexibility, 10. homework/assignments.

a. Assignment Description

C. due date, d. resources, e. grading criteria, 11. reflection.

a. Observations

B. challenges, c. student engagement, d. assessment of learning, f. adjustments, g. next steps, 12. additional notes.

a. Clarifications

B. special considerations, c. reminders, d. alternative approaches, e. references, f. next steps, bonus content.

Sample Lesson Plan

Bonus: tips for crafting subject-specific lesson plans, unlock exclusive content – sign up now.

Focus on Core Skills

• Identify the key language skills you want students to develop, such as reading, writing, listening, and speaking.
• Align lesson activities with specific language goals to ensure a comprehensive approach.

Incorporate Literature

• Integrate literary works that resonate with your students to make the learning experience more engaging.
• Encourage critical thinking and analysis through discussions about themes, characters, and plot structures.

Include Creative Writing

• Devote time to creative writing exercises that allow students to express themselves.
• Provide constructive feedback to nurture their writing skills and foster a love for language.

Clearly Define Objectives

• Specify the mathematical concepts and skills students should grasp by the end of the lesson.
• Break down complex topics into manageable learning objectives.

Utilize Visual Aids

• Integrate visual representations, charts, and diagrams to enhance understanding of mathematical concepts.
• Encourage students to create their visual aids to reinforce learning.

Incorporate Real-World Applications

• Relate mathematical concepts to real-life situations to demonstrate their practical relevance.
• Design activities that challenge students to apply mathematical principles in problem-solving scenarios.

Hands-On Experiments

• Prioritize hands-on experiments to make scientific concepts tangible.
• Ensure safety measures are communicated and followed during practical sessions.

Use Multimedia Resources

• Integrate videos, simulations, and interactive tools to supplement theoretical explanations.
• Appeal to various learning styles by incorporating a multimedia approach.

Encourage Inquiry-Based Learning

• Foster curiosity and critical thinking by structuring lessons around inquiry-based activities.
• Guide students to ask questions, formulate hypotheses, and conduct investigations.

Creative Expression

• Prioritize activities that allow students to express their creativity through various art forms.
• Provide opportunities for experimentation with different materials and techniques.

Art History Exploration

• Explore different art movements and styles to broaden students' understanding of artistic traditions.
• Discuss the cultural and historical context of famous artworks.

Skill Progression

• Design lessons that focus on the progressive development of motor skills and physical abilities.
• Incorporate activities that cater to various fitness levels and interests.

Team Building and Sportsmanship

• Integrate team sports and cooperative activities to promote teamwork and sportsmanship.
• Emphasize the importance of fair play and positive attitudes in physical activities.

Pre-Primary Teacher

Assistant teacher, primary teacher, post graduate teacher, head of department, format of a stellar lesson plan with samples, how to create a lesson plan, different types of lesson plans, common mistakes in lesson plans, wrapping up, good news, frequently asked questions.

Yes, lesson plans can be adapted by adjusting the complexity of tasks, modifying resources, and considering the developmental stages of students. Flexibility is key in catering to various grade levels.

Depending on the subject, you can integrate technology by using educational apps, interactive presentations, or online resources. Ensure that technology enhances the learning experience without being a distraction.

Let's consider a high school Biology lesson about cellular processes. Instead of a traditional lecture, you decide to leverage technology to make the topic more interactive. You introduce an educational app that allows students to explore virtual cells, witness cellular activities, and even simulate experiments. To learn more on how to integrate technology into your classroom, watch this masterclass for free !

Reflection is key. After the lesson, consider what worked well and what could be improved. Collect feedback from students and be open to adjusting your approach based on their responses. Read this blog on Reflection in Teaching to gain insights to practice reflection in your teaching process.

While it's important to have a plan, flexibility is crucial. Be prepared to adapt based on the needs of your students, unexpected class dynamics, or if an activity is taking more or less time than anticipated.

While formats may vary, a typical lesson plan includes above mentioned sections like objectives, materials, procedures, assessment, and closure. The key is clarity and organization to guide effective teaching.

Stay calm and be adaptable. Have a few backup activities or quick engagement strategies on hand. Establish clear classroom expectations to minimize disruptions. Let's say you're in the middle of explaining a complex math concept, and suddenly there's a loud noise from the hallway that grabs everyone's attention. Instead of getting flustered, take a moment to address the distraction calmly. You might say, "It seems like there's a bit of noise from the hallway. Let's all take a deep breath and refocus on our learning.”

It's possible to use existing lesson plans as a template, but tailor them to suit your teaching style, students, and classroom dynamics. Personalizing the content will make it more effective for your students.

Encourage open communication with students and colleagues. Seek feedback on the clarity of instructions, engagement level, and overall effectiveness. Continuous improvement is a key aspect of teaching.

Simran Agarwal

Simran is a writer here at Suraasa and has formerly worked as a Teacher. She is passionate about learning and making a difference through her words.

Creating Lesson Plans

There are many approaches to writing lesson plans. Some instructors develop their plans independently from scratch, while others borrow plans from a shared curriculum. Some carefully write out all the details for their lesson, while others use a brief outline. Your approach to writing lesson plans will depend on various factors: how well you know the material you're teaching, how long you've been teaching, the kinds of teaching you've done, and the students you expect to have in your class. There is no single formula for writing lesson plans, but this guide will help you think through some of the processes that other instructors have found valuable to their own lesson planning.

Guidelines for writing lesson plans:

Consider Your Destination

Sequence your objectives, know your time frame.

• Create Activities to Meet Your Objectives

Check for Understanding

Sample lesson plan format.

• Citation Information

When creating lesson plans, always keep your destination in mind. Where do you want students to end up? If you're planning daily activities, think about how these activities connect to the larger goals for the course. Ask yourself, how will each activity prepare students for the upcoming portfolio assignment? Assuming that your assignment sheets accurately reflect the course goals, use them at the beginning of each unit to determine:

• What is the overall goal for this assignment? What is the assignment asking students to do?
• What knowledge do students already have that will help them meet the goals for writing this assignment?
• What skills and concepts will students need to meet the goals for this assignment?

From these questions, create a list of smaller objectives to use as stepping stones for your destination. If you are planning writing assignments for student portfolios, your list of objectives may include:

Portfolio 1 - Objectives for Teaching Summary/Response

• Students will think about their purpose, audience and context for writing.
• Students will use critical thinking skills and critical reading strategies to become better writers.
• Students will practice writing academic summaries.
• Students will practice writing different types of response.
• Students will learn to develop a claim and support that claim with reasons and evidence.
• Students will learn to value revision through workshops and other peer review activities.

While sequencing your objectives, consider how each one builds off another. How might one objective prepare students for learning another? If reading critically helps students summarize an argument, you might address your critical reading objective before teaching summary.

Also, think about what your students know. Given the information they already have, which objectives would be best met at certain points in the unit? Will simpler objectives work better at the start of a unit? Will more complicated objectives make clearer sense to students after some basic objectives have already been met?

Finally, determine how your sequencing of objectives will best meet these goals and requirements for the upcoming assignment.

While sequencing your objectives, be aware of the amount of time allotted for each portfolio. Based on the overall goals for the portfolio, determine how much time you will need to spend addressing each objective. Keep in mind that a single lesson will address only one or two objectives. Some of these goals will be easily met, while others will present a challenge for students. You may decide to build in extra time to review concepts that are more challenging.

Try to be flexible, but remain within a reasonable time frame. Spending three days on one essay may be too much (even if students are thrilled by the subject matter). One strategy to help you keep up your pace, is to utilize outside resources such as the CSU Writing Center or online tutorials. The Writing at CSU home page contains plenty of online resources as well. Use these resources to compliment discussions and save you some time in class.

Below is an example for how you might organize your sequence and time frame for the first student portfolio:

Portfolio I - Sequence and Time Frame for Objectives:

• Students will begin to think about their purpose, audience and context for writing. (day 1)
• Students will use critical thinking skills and critical reading strategies to become better writers. (day 2)
• Students will practice writing academic summaries. (days 3 - 4)
• Students will practice writing different types of response. (days 5 - 6)
• Students will learn to develop a claim and support that claim with reasons and evidence. (day 7)
• Students will learn to value revision through workshops and other peer- review activities. (day 8)

Develop Activities to Meet Objectives

Once you've sequenced your objectives within a given time frame, the next step is to create activities that will help students meet each objective. Decide which activities are most relevant to your desired objectives. Take the time to revise existing activities and to create new ones that meet the needs of your class. You may also combine activities or eliminate some that seem less related to your objectives.

Two questions that you should always keep in mind when constructing activities are: "What do my students already know that will help them meet a desired objective?" And, "What activities will best help students meet a desired objective?"

Below is an example illustrating how you might design activities to meet a particular objective:

Objective: Students will use critical thinking skills and critical reading strategies to become better writers.

Activities:

• Define critical reading and provide a list of strategies on an overhead (this is useful because many students do not know what critical reading is).
• Model critical reading strategies (show students how to implement critical reading strategies).
• Have students practice critical reading strategies with their homework.
• Ask students to respond to an in class writing, describing their experience with the critical reading assignment. Have them speculate as to how this process of critical reading will influence their own writing. As a group, discuss the connection between reading and writing.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities and it will help you connect your activities to larger, writing-related objectives.

The final step in planning lessons is to make time for assessing students' learning. How will you check to see that students understand the new concepts you're teaching? When will you revisit the material that they didn't quite grasp?

Intervention along the way can help you learn what students are struggling with. Many instructors collect homework once a week, or assign quizzes and short writing exercises to assess their students' progress. Conferences and e-mail exchanges are other effective means for gauging students' understanding.

Depending on what you learn from using evaluative measures, you may need to revise your lesson plans. If students' homework indicates that they're having trouble summarizing main points, you may spend the first fifteen minutes of the next class reviewing this concept. Addressing such struggles early on will help students face the more challenging objectives that follow.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities, and help you connect your activities to larger, writing-related objectives.

Course: Date: Materials needed: Class Announcements:

• Class Objectives: Write out the goals or objectives for class. Try to limit these to one or two things.
• Connection to Course Goals: Describe how your daily objectives connect to the overall course goals.
• Anticipatory Set: Sometimes referred to as a "hook." Use an informal Writing to Learn (WTL) exercise, a question, a quote, or an object to focus students' attention at the start of class. This activity should be brief and directly related to the lesson.
• Introduction: Write down what you'll need to inform students of the daily goals and class procedures. Be sure to explain how these procedures relate to students' own writing.
• Procedures: List your activities, including any discussion questions and transitions along the way.
• Conclusion: Describe the objective for the lesson and point students forward by connecting your objective to their own writing.
• What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future changes.

Also see the guide on Planning a Class for help with writing introductions, transitions, and conclusions.

Eglin, Kerry. (2008). Creating Lesson Plans. Writing@CSU . Colorado State University. https://writing.colostate.edu/teaching/guide.cfm?guideid=96

The Four Main Parts of a Lesson Plan Made Simple

by Brad Melsby – updated January 23, 2024

What is a lesson plan and why do you need one?

The world of education is full of (too) many lesson plan templates and styles.  As you develop as a teacher, you’ll naturally grow into a more detailed lesson plan format.  Your school or district may require a different format or style of lesson plan.  Whatever your situation, it’s most useful for newer teachers to focus on the four main parts of a lesson plan.  These four elements are essential to your early success in the classroom. 

Your lesson plan is the roadmap for how the class period will be organized.  In the lesson plan, you identify what will be taught, how it will be taught, and by what method you plan to see if students learned it.  Without a structured lesson plan, a class period can quickly lose focus or direction.

In this article, we’ll focus on the four main parts of a lesson plan.

Lesson Planning Simplified: The Four Main Parts of a Lesson Plan

Lesson component #1: identify the learning objectives.

Ask yourself: What new concepts, knowledge, or skills do I want my students to learn today?  

When I chat with new teachers about how their class is going, I sometimes hear them say, “We’re doing the Roman Empire right now” or “We’re doing fractions today.”   I get that the word “doing” in this context is just an expression.  

But I also remember the realities of being a new teacher.  In my first year or two, my goal was to “fill the period” with academic activities.  Surely if we are doing something, the kids will learn.  Right?  

“Doing” does not necessarily equate to learning.

For many new teachers, a major evolution is to start thinking like an educator.  That means you can identify the learning objective(s) in your lesson.

Check out the sample learning objectives below. Notice how the addition of learning objectives shifts the focus away from the topic (“We’re doing the Roman Empire”) to the students and their skill acquisition.     

Here are a few sample learning objectives:

• At the end of the lesson, students will be able to identify and explain six causes of World War II.
• By the end of the lesson, students will be able to apply the rules of the Order of Operations to evaluate algebraic expressions.
• Students will be able to categorize types of animals into the correct classes with a graphic organizer.
• By the end of the reading lesson, students will be able to identify the rising action, climax, and falling action on a plot diagram.

Learning objectives force the teacher to think strategically.  How can you best support the students in achieving the objective? What instructional or learning activities will best fit the objective?  Clear learning objectives are arguably the most important part of a lesson.

Lesson Component # 2: The Lesson “Hook”

Ask yourself: How will I introduce the topic? How can I get students interested in the topic?

A lesson introduction should:

• Provide brief context and background information on the topic while engaging interest
• Create excitement or interest.  Compel the class to want to know more about the topic
• Explain the relevance of the topic to the larger unit or course 
• Provide a clear link between today’s objectives and the student’s prior knowledge

Your students likely possess a wide variety of personal experiences and knowledge.  As a result, it’s helpful to use the introduction to gauge prior knowledge or misconceptions about the topic. 

A few strategies for introducing the lesson:

Tell a personal story, analyze a relevant image or song, watch a video clip, provide a real-world connection or example, or present a probing challenge or question. 

Lesson Component #3 : The Learning Activities

Ask yourself: What will the students do to achieve the lesson objective?  

In a general sense, the learning activities can be divided into two parts: Guided Practice and Individual/Group Practice.  This is sometimes referred to as the gradual release of responsibility method: I Do, We Do, You Do.

Guided Practice (I Do, We Do): Here, the teacher explains and models the learning activity while answering clarifying questions.  Guided practice then allows students to participate in the learning activity under supervision and with direct feedback from the instructor.  

From a teacher’s perspective, guided practice is a key form of formative assessment.  Teachers use guided practice to determine whether students are ready to complete the activity without scaffolded support.  

Individual/Group Practice (You do):  Students complete the learning activity.  In guided practice, students learn with the steady support of the teacher.  Individual/group practice is the time for students to demonstrate proficiency on their own.  Independent practice can include homework assignments.   

Lesson Component #4 : Assessment and Closure

Ask yourself : How can I know if the students have met the learning objective of the lesson?

Lesson closure gives teachers the chance to briefly conduct one final review of the lesson and check to ensure that the intended student learning has occurred.

Go back to your original lesson objectives.  Create questions to ask students that address your learning goals.  You can place those questions on a homework assignment, an exit ticket, a quiz, or simply ask the questions in the form of a discussion.

Teachers use the assessment from today’s lesson to inform tomorrow’s lesson plan . 

What questions or confusion came up that need clarification? What if anything do I need to reteach?  What key concepts from today’s lesson will be useful to build on during tomorrow’s lesson?

Related resource:

Set of 70 Metacognitive Question Prompts

Want a creative and thoughtful way to close out your lesson? Besides being a useful formative assessment to find out what your students know, metacognition is an opportunity for students to self-manage their learning and deepen their thinking.

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Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.

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Create Your Course

How to build a lesson plan (+ templates), share this article.

So you’ve got a great course topic , you’ve built a course outline to help you deliver, and now you’re all set to start your first lesson plan.

When it comes to building an online course that delivers, you need to be strategic about your lessons. Each lesson plan is a building block that ladders up to your overarching course goals.

Let’s talk about how to build a lesson plan that hits home.

Or grab them here for google docs or word!  

Skip ahead:

What does a good lesson plan look like? 

5 steps for building a lesson plan from scratch .

A well-designed lesson plan has seven key elements: 

Class objectives 

Objectives, at a basic level, are what the lesson sets out to achieve — think of them as your North Star. Objectives communicate three key things:

• Why students need the lesson
• What they’ll be able to do at the end of the lesson
• How they’ll demonstrate knowledge. 

Say one of the lessons in your social media course is “choosing the right channels.” In that case, your objective could be: At the end of this lesson, students will be able to compare different social media channels and choose the one that best aligns with their content goals. 

Teaching and learning are more effective when all the stakeholders understand the purpose of the lesson. When anyone veers off the track, they can easily realign themselves with the North Star.

Hook is what grabs the attention of your students. It is usually a statement surfacing the problem they are having — which is why they signed up for your course in the first place. This is your chance to prove that you understand their problem and can solve it. 

Back to our previous example, the hook could be a story about a creator who switched channels and finally got traction on social media after trying for many years. Or you could share data around how social channels affect how much money creators make.  

Learning activities 

Here, you spell out everything the lesson entails — from class activities and instruction time to independent work time and even assessments. Everyone involved needs to know what the lesson covers so they can prepare ahead of time. 

Again, referring to our earlier example, the learning activities might look like this: 

• Worksheets 
• Instructor-led sessions
• One Q and A session at the end of the class 
• Independent work time (which doubles as assessment) 
• Class discussions 

Learn more: Blended learning and scheduled class activities  

Timeline shows the duration of each activity in the lesson. More than showing how long the class will take, assign time limits to the different sessions within each lesson, including assessment, main instruction, breaks, and student participation. 

Build in a buffer between each session to take care of any unforeseen issues. Say you want to spend 15 minutes on a class presentation; assign 20 minutes to it instead. 

Having a realistic lesson timeline helps you stay on track, making sure you have enough time to cover all the key areas of your lesson. 

This is where you highlight what students need to make the most of your class — to set them up for success. The last thing you need is for your course to lose credibility because a particular student wasn’t sufficiently equipped for it. 

Maybe they need to complete a foundational course first to bring them up to the level of knowledge required for the lesson. Or they need access to certain tools and equipment. Tell them all about it here. 

For a social media class, for instance, students must have active accounts and maybe a certain number of followers. 

Closure is how you wrap up the class. It typically involves a recap of the key points covered in the lesson and a quick review of the class objectives. 

The instructor might ask reflective questions such as “What was the most challenging part of the lesson for you?” or “What would you like to learn more about in this topic?” Or ask students to create a mind map of the key points covered in the lesson.

At this point, students and instructors can reflect on the lesson activities at the end to see if they met their goals. Students can also ask last-minute questions before the final assessment. 

Assessment 

This is the parameter for measuring how well a student understands what they’ve learned in a particular lesson. It helps the course instructor assess students fairly. 

The assessment can take several forms. One might administer a summative test — like an end-of-class quiz. Or conduct a survey with open-ended questions at intervals to gauge students’ knowledge. 

Whichever method you choose, make sure you inform students ahead of time so they prepare adequately for it. 

Before you begin

Before you dive into lesson planning, start with a few key questions to determine the goal of your lesson. As the topic expert, the breadth of this course content is clear in your head, but your students are still figuring it out as they go along. 

Keep a narrow focus for each lesson while keeping the bigger picture in mind – this will help your students build knowledge in context so they can use it independently and remember it forever!

• What do your students already know? This is back to what you’ve covered in previous lessons or what foundational knowledge you expect students to have. Do they have all the definitions they need to understand today’s topic? Are there any gaps you need to close before you dive in? That will be your starting point for this lesson.
• What do they need to learn today? Eyes on the prize here – keep your goal clear, or you’ll get lost along the way! Set yourself a single goal for this lesson: should students understand the formula for a unique value proposition, or should they be able to write a great cover letter? What single concept or skill do you want this lesson to impart to your students? Remember to keep it simple; if it’s too complex, you might want to consider splitting it into smaller lessons to avoid confusing your students with information overload.
• What’s the best way to lock it into place? Now that you’ve locked down the goal for today’s lesson, you can decide on the best way to deliver the information. Is this something best delivered through video, or is it better explained with text and diagrams? Could you represent this as an infographic? What practice activities would help your students lock in their newly acquired skills?

Related: How to do a training needs assessment

It’s not always about downloading your brain onto the page. You need to consider how you explain things so your students fully understand not only the new facts, but the context surrounding them – that’s the key to them being able to apply these new skills independently when the course is over. 

With the Thinkific course builder, you have so many teaching tools and resources at your disposal – use them in harmony with one another to give your students a dynamic learning experience .

Now that you’ve got those three guiding principles in mind, let’s put them to work in your lesson plan.

Set the stage

Begin each new lesson by setting the stage for your students. You can do this in three key steps:

• Take a brief moment to look back at what you covered in the last lesson,
• Give a high-level overview of what today’s lesson will entail, and
• Tell students the key skills or takeaways they will have conquered by the end of the lesson.

In particular, consider if any content from previous lessons is applicable to the new lesson. Never miss an opportunity to name-drop or draw examples from old content while introducing new material! It’s a great opportunity to help your students build context between what might feel like a confusing array of new facts. When you build bridges between old and new knowledge, it creates that lightbulb moment for students to see how all the pieces fit together.

This is more than just summarizing or expectation-setting – it’s a strategic educational principle. By reminding students of previous lessons, you help them draw connections between old and new content so they can understand how everything fits together. 

When you share the key touchpoints for today’s lesson, you set up a framework for them to contextualize everything that follows. If they know what the final goal is, they will naturally be more attuned to anything you say about those skills from that point onwards. This brief process at the beginning of each lesson provides anchors for students to shape their understanding throughout the rest of the lesson.

Explain new information

This is the main component of any lesson plan. When it’s time to introduce new content, make sure to do so clearly and simply. Explain new concepts in the most straightforward way possible. Consider your weakest student, and explain things with them in mind – even your strongest students will still benefit from that simplicity!

Be sure to use lots of examples to help students develop context with new information. One tip here is to use a mix of examples that draw from general knowledge and subject-specific knowledge. For example, you can and should give concrete examples grounded in the course subject matter; for more abstract concepts, however, it can be helpful to explain things using everyday examples that everyone can relate to. 

Related: The Ultimate List of Free Online Course Lesson Plan Templates

Consider using apples and oranges to explain abstract economic concepts, or using nursery rhymes to explain music theory. This doesn’t mean you have to come up with mysterious hypothetical examples like the ones you might have found on a high school math quiz – just look for everyday situations you can use to explain more difficult concepts, so your students can ground their new understanding in something familiar.

Students learn in a myriad of different ways – some through text, others through video, and still others through graphic design or activities like writing by hand. While explaining things clearly in a well-produced video or article is always a great place to start, consider using a variety of methods to make your lesson plan stick.

• Create an infographic to illustrate key points from the lesson
• Provide fill-in-the-blank notes so students can follow along with you and pay attention for key information queues
• Link key words and concepts to external articles or videos to provide students with additional learning resources
• Create a slide deck of key points that students can use as a review tool
• The sky’s the limit – if you can think of an alternative way to present your information, your students will benefit! The Thinkific course builder has a number of different content types to suit your needs, wherever the inspiration leads you.

Learn more about different learning styles and how to teach to them . 

Practice makes perfect

After introducing new material to students, it’s vital to give them an opportunity to put their new skills into practice . This is what helps them lock new information into their brains and build contextual links with other skills. It’s also an important tool to help students master the content from this lesson before they move on to the next – as they work through practice activities and find themselves stuck on particular concepts or tasks, it will become clear which aspects of the material they didn’t quite understand. That gives students a targeted opportunity to ask good questions or go back through the course material until they master that skill.

Even in an online course , there are a number of practice activities you can prompt students to use:

• Ask students to define key concepts and use them in a paragraph, so they have an opportunity to put things into their own words
• Suggest students rephrase concepts by converting your notes into questions, like those they might expect to see on a quiz
• If you have a community or online group, ask students to share their summaries or reflections with each other in a dedicated lesson thread

Related: 8 ways to make online classes more interactive  

Assessments

Sometimes, you also need to assess student knowledge. While you won’t do this for each and every lesson, it’s a helpful tool to check student understanding at important course milestones.

Thinkific’s course platform makes it easy to deliver student assessments with quizzes, exams, and assignments to put your students to the test, but you should keep future assessments in mind while you plan lessons. As you build a series of lessons, keep these questions in mind for future assessments:

• What facts and skills from this lesson are necessary for a student to succeed in this course?
• Are there any facts in this lesson that students need to be reminded of to make sure they stick?

Keep a running list of these answers as you build your lessons. By the time you reach a course milestone and you’re ready to build an assessment, you’ll already have a list of key questions to use in your quiz or assignment. By drawing questions from across a series of lessons, you help students build contextual links between different batches of information and end up with a more cohesive learning experience.

Get ahead with our free lesson plan template

Building a lesson plan from scratch is challenging and quickly gets complicated if it’s your first time. To help you, we’ve created a customizable template you can tweak to suit your needs fast. 

You’re well on your way to building a great course , with solid principles that help you deliver dynamic lessons to your students!

Put your learning into action with Thinkific:

This blog was originally created in August 2020, it has since been updated in August 2023 to become even more useful!

Jenny is a Content Marketer at Thinkific. A lifelong learner, she loves writing about anything from Byron to blockchain. Formerly from Cape Town, she now spends her spare time wandering Vancouver in search of the perfect coffee.

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Lesson Plan Step #8 - Assessment and Follow-Up

Measuring Whether Students Have Met the Learning Objectives

• Lesson Plans
• Grading Students for Assessment
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Special Education
• Homeschooling
• B.A., Sociology, University of California Los Angeles

In this series about lesson plans, we're breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. The final step in a successful lesson plan for teachers is Learning Goals, which coming after defining the following steps:

•   Objective
• Anticipatory Set
• Direct Instruction
• Guided Practice
•   Closure
• Independent Practice
• Required Materials and Equipment

An  8-step lesson plan is not complete without the final step of Assessment. This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved. This is also your chance to adjust the overall lesson plan to overcome any unexpected challenges that may have arisen, preparing you for the next time you teach this lesson. It's also important to make note of the most successful aspects of your lesson plan, to ensure that you continue to capitalize on strengths and continue to push forward in those areas. 

How to Assess Learning Goals

Learning goals can be assessed in a variety of ways, including through quizzes, tests, independently performed worksheets, cooperative learning activities , hands-on experiments, oral discussion, question-and-answer sessions, writing assignments, presentations, or other concrete means. However, it's important to remember that you may have students who better display their mastery of a topic or skill through non-traditional assessment methods, so try to think about creative ways you can assist those students in demonstrating mastery.

Most importantly, teachers need to ensure that the Assessment activity is directly and explicitly tied to the stated learning objectives  you developed in step one of the lesson plan. In the learning objective section, you specified what students would accomplish and how well they would have to be able to perform a task in order to consider the lesson satisfactorily accomplished. The goals also had to fit within your district or state educational standards for the grade level.

Follow-Up: Using the Results of the Assessment

Once the students have completed the given assessment activity, you must take some time to reflect on the results. If the learning objectives were not adequately achieved, you will need to revisit the lesson in a different manner, revising the approach to learning. Either you will need to teach the lesson again or you'll need to clear up areas that confused several of the students.

Whether or not most students showed understanding of the material, based on the assessment, you should note how well students learned different parts of the lesson. This will allow you to modify the lesson plan in the future, clarifying or spending more time on areas where the assessments showed the students were weakest.

Student performance on one lesson tends to inform performance on future lessons, giving you insight into where you should take your students next. If the assessment showed the students fully grasped the topic, you may want to proceed immediately to more advanced lessons. If understanding was moderate, you may want to take it slower and reinforce the takeaways. This may require teaching the entire lesson again, or, just portions of the lesson. Assessing different aspects of the lesson in greater detail can guide this decision. 

Examples of Types of Assessments

• Quiz: a short series of questions with right and wrong answers that may not count towards a grade.
• Test: a longer or more in-depth series of questions that probes for more understanding of the topic and may count towards a grade.
• Class discussion: rather than a quiz or test that is scored, a discussion helps identify understanding. It's important to make sure all students are able to demonstrate mastery here, so that no one is lost in the shuffle. 
• Hands-on experiment: Where the subject matter is appropriate, the students apply the lesson to an experiment and record the outcomes.
• Worksheet: Students fill out a worksheet, especially for math or vocabulary lessons, but it also could be developed for many topics.
• Cooperative Learning activities: Students work in a group to solve a problem or have a structured discussion.
• Illustrations or Graphic Organizers : These can include Venn diagrams, K-W-L (Know, Want to Know, Learned) charts, flow charts, pie charts, concept maps, character traits, cause/effect diagrams, spider web, cloud chart,T-chart, Y-chart, semantic feature analysis,fact/opinion chart, star chart, cycle chart, and other appropriate graphic organizers. Often the subject will determine which works best as an assessment tool.

Edited by Stacy Jagodowski

• Components of a Well-Written Lesson Plan
• Writing a Lesson Plan: Independent Practice
• Writing a Lesson Plan: Guided Practice
• Creating Effective Lesson Objectives
• Create Rubrics for Student Assessment - Step by Step
• How to Write a Lesson Plan
• Write Lesson Plans
• Topics for a Lesson Plan Template
• Writing a Lesson Plan: Closure and Context
• Accommodations for Students With Special Needs
• Here's What You Need to Know About Lesson Plans
• Movie Lesson Plan Ideas
• How Scaffolding Instruction Can Improve Comprehension
• Writing a Lesson Plan: Direct Instruction
• How to Avoid Common Mistakes When Writing Learning Objectives

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Sample Assignment: AI-Generated Lesson Plan

For this assignment from an art education course, the instructor wants students to understand how generative artificial intelligence (AI) might be used to develop a lesson plan. While there is some excitement regarding AI’s uses as a teaching tool, she wants them to understand the gap between AI's current capabilities and future possibilities. In particular, she asks students to identify the strengths and weaknesses in an AI-generated lesson plan. 

The instructor has followed the steps of the  Transparency in Learning and Teaching (TILT) framework outlined below to plan this assignment. Consider how she has applied best practices of transparent design, in general and in light of AI use.

• Step 1: Define your purpose. The instructor clearly explains the purpose of the assignment in the Overview so students know what they are supposed to understand by its conclusion. For this assignment, students will not be simply using AI, but engaging critically with its benefits and weaknesses.
• Step 2: Define the tasks involved. In the Directions section, each task for the assignment is outlined clearly and in detail. The instructor includes a task for students to reflect upon their experience using AI and on the AI output. In the Resources section, she provides optional Sample AI Output—importantly, this will offer an alternative to students who might encounter accessibility issues or have reservations about the security and privacy of AI tools.  
• Step 3: Define criteria for success. In the Resources section, the instructor calls out an attached rubric that details the assignment criteria, and she provides an annotated sample to help students see what a strong submission looks like.

What else stands out to you about the AI-Generated Lesson Plan assignment?  

AI-GENERATED LESSON PLAN

Overview  .

As we discussed in class, AI tools like ChatGPT offer numerous possibilities in the field of education. However, they are not without their drawbacks and limitations. This assignment will help you better understand both the applications of AI to teaching and some of the ways it still has room to grow.  

Your task will be to use one of the AI tools mentioned in class to generate a lesson plan. You will then evaluate the lesson plan AI created, indicating its strengths as well as its deficiencies. Finally, you will revise the lesson plan into something you could envision yourself using in class and discuss the revisions you made.   

* Note: if you have any discomfort in using ChatGPT or another tool to generate your lesson plan, I have provided an example lesson plan that you can use instead.  

Directions  

For this particular assignment , please record and reflect on your experiences using AI to create a lesson plan.

STEP 1: Design and Input the AI Prompt.  

• Use a generative AI tool ( Chat GPT , Google Bard , or Jasper Chat ) to design a lesson plan. You will want to put some thought into the prompt and make sure it includes your lesson outcomes, uses simple language, and is as specific as possible. There is an article in the Resource section below on how to write an effective prompt.  
• Save the AI output: You will be turning it in along with your revised lesson plan and reflection.  

STEP 2: Revise the Lesson Plan.  

• After you've generated the output, look for gaps or weaknesses. Keep in mind areas where it does not fulfill your lesson outcomes, align with your teaching philosophy, account for your teaching context (anything unique about your students or school that would impact how you execute your lesson), or what you have learned about standards-based, art education instruction.   
• Revise the lesson plan so that it is more in keeping with the lesson objectives, your teaching philosophy, and so on.  
• Keep track of the extent to which you modified the plan. Did you only make a few tweaks here and there, or did you substantially alter it?  

STEP 3: Reflect on Your Experience.  

• Do you think the original output is a well-crafted lesson plan based on what you’ve learned about the See, Think, Wonder strategy? Explain the lesson plan's strengths and weaknesses.
• How is your revised lesson plan different from the AI-generated one? To what extent did you modify it?
• What are your thoughts on using AI  as it currently stands   for creating lesson plans? What do you think needs to be improved upon to make AI a better teaching tool?  

Resources  

• Optional Example AI Output: If you are not comfortable generating the AI output yourself, you can use the one I've provided here.
• Instructional Design and AI: R esource on prompt engineering
• Annotated Example Submission: Review this to see a successful submission. I've highlighted which elements demonstrated excellence as well as a few places where the assignment might have been stronger.
• Attached Rubric: If you scroll to the bottom of this assignment page, you will see a rubric that lists out the grading criteria and what constitutes excellent work, adequate work, and work that requires improvement.  

Academic Integrity  

Collaborating, or completing the assignment  with others, is not   permitted.

Copying or reusing previous work is  permitted.

Getting help on the assignment  is permitted.

Open-book research for the assignment is permitted and encouraged.

Search for Resources

Lesson Plan Example – pdf

• Lesson Plan Example

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Richard Kingston

Faculty & program area:.

Faculty of Business; Business Management, Financial Services Diploma and Financial Planning Postgraduate Programs

What is your background?

I have an MBA from the University of Western and a BA (Hons.) from Queen’s University. I spent 25 years in the financial services industry in administrative banking, consumer and commercial credit and investment brokerage. I first arrived at Humber in August 2003 as a partial-load Professor in the Business School and in August 2006 I became a full-time Professor and Program Coordinator for the Business Management – Financial Services Diploma program. Later, Peter Madott and I developed the Financial Planning Postgraduate program which was added to my portfolio.

How have you enriched the experiences of your learners?

Since COVID-19 impacted the way in which we teach and learn, I have been conducting my classes as close to the live, in-class model as possible. Some of the activities I have integrated into my classes have been:

• Case study group work and role plays on Blackboard for BMFS 100 – Interpersonal Communications.
• Mock interviews on Blackboard for WORK 5002 – Career Development.
• Pre-screening interviews on Blackboard and MS Teams for my Placement courses between financial services industry recruiters and my graduating students in both the Financial Services Diploma and Financial Planning Graduate Certificate programs.

Before our circumstances changed due to COVID-19, I improved the BMFS (Business Management – Financial Services diploma) program by adding Professional Financial Planning courses to the program and having financial services industry recruiters come to the placement classes. These recruiters conduct pre-screening interviews with my students, giving them the valuable experience of going through this process and, in many cases, leading to permanent jobs for them upon graduation.

I also established the Financial Planning Graduate Certificate program; doing so made Humber an Authorized Education Institution of the licensing body FP Canada. This program also provides graduating students with pre-screening interviews by recruiters.

Why have you incorporated these experiential learning opportunities for your learners?

My primary purpose in doing the items above is to make it easier for my students to get meaningful careers in the financial services industry. The measures mentioned above benefit my students in the following ways;

• Mock Interviews – gives students more confidence to be successful for the real interviews in their final semester.
• Role Plays – in which my students portray a financial adviser and a client – mimics a real life encounter with a client and how to handle various situations. This also reduces the student’s nervousness after completed thereby giving them more confidence.
• Case Study Groups – provides a format for students to exercise and develop their critical thinking skills in the submission of their analysis and recommendations for the case. It also provides them with the ability to work effectively in groups (a key component of the skills required by the financial services industry).
• Pre-screening Interviews – allows students to demonstrate for real recruiters their knowledge, skills, and personalities that will determine their success in obtaining meaningful employment upon graduation.

Amanda Baskwill

Katie Billard

Patricia Belli

Exploring the impact of integrative learning.

In the summer of 2015, the MT faculty team discussed concerns with students’ demonstration of complex competencies involving critical thinking, especially in the clinical environment.  In particular, there was a concern that students were unable to use previously acquired knowledge and skills in new and complicated environments.  This desire to improve critical thinking, and more broadly capability, in students and graduates stimulated a change in the approach to learning within the MT program.

It was decided that an authentic and integrated approach to evaluation was needed to reinforce curriculum change.  In response to this decision, integrative learning activities (ILAs) were created.  In the Fall 2017 semester, there were two ILAs, one to introduce students to the evaluation and a second to reinforce the importance of the foundational courses and of the integration of concepts to enhance learning and future patient care.

This project attempted to answer the following:

• What is the impact of the Integrative Learning Activities (ILAs) in Semester 1 of the Massage Therapy Program on student engagement, perception of and attitudes toward the ILAs, capability, and integration of concepts?

Sandra Secord

Margot Rykhoff

Nursing student’s perceptions of simulation gaming and high fidelity.

High fidelity patient simulation (HFPS) is widely used in nursing curricula as an alternative to clinical placement and/or targeted learning experience.  Efficacy in HFPS based learning is measured in student level of confidence and competence (Ashley, 2014).  Although HFPS is recognized as an effective learning environment, student formative feedback often reports negative feelings such as being judged, anxiety and fear. Student perceptions of psychological safety and self-confidence has direct impact on learning (Kang & Min, 2019; Turner & Harder, 2018). The use of simulation gaming is a novel pedagogical approach in nursing education. The limited literature on simulation gaming suggests that the team approach to learning, inherent in gaming, supports student perceptions of self-confidence and improved learning outcomes

Nicola Winstanley

Anne Zbitnew

I did it; i just didn’t hand it in.

Currently there is little literature on homework completion in the post-secondary environment, and what there is does not distinguish clearly between homework as non-graded study and homework as completion of assignments for assessment. Our research looks to fill this gap. According to the Higher Education College Quality Council of Ontario’s website, retention rates for college students in Ontario hovered around 65% for the ten years between 2004 and 2014.

In the Media Foundation program, the investigators notice that some students attend class regularly but do not hand in assignments worth a portion of their grade, or hand assignments in so late that they receive a significant grade penalty (sometimes zero.) Anecdotally, students report that they do not really know why they have not completed assignments, or if they have completed them, why they do not hand them in. Some students suggest they are too busy, did not understand the assignment and did not think to seek help, or did not feel that their work was good enough to submit. This study investigated what might be the root cause, or causes, of this behavior, which in many cases leads to course (and therefore program) failure.

Susan Bessonette

David Chandross

Gamification of a simulated care path for massage therapy students.

Evolving patient simulations are those in which a student manages a virtual patient over a period of time to develop the capacity to identify and respond to emerging clinical problems after an injury. Meta-analysis of student cognition, affect and learning outcomes have shown that skill acquisition gains are higher in gamified  learning then in conventional instruction (Lamb et al, 2018).

The rationalization for pursuing simulation gamification is based on the increasing need for alignment between pedagogical practice and long term, job skill-related outcomes. The document “A New Vision for Higher Education (http://www.collegesontario.org/policy-positions/position-papers/new-vision-for-higher-education.pdf) cites in section 3 that “even with strong immigration levels the Conference Board of Canada estimates Ontario will face a shortage of more than 360,000 skilled employees by 2025 and a shortage of more than 560,000 employees by 2030.” (Page 12 of source document). This report explicitly states that the college system must re-align to meet the new economy. Shortages of apprenticeships are of great cost to the economy. The pedagogical model we are seeking to develop here will provide proof of concept for integration of serious games and massage therapy science content.  This method of serious game integration can then be applied across many subject areas both within the RMT program and across Humber.

Simulation gamification is part of the solution to this problem so that we can make advances in the use of simulations for training in place of traditional apprenticeships and face-to-face job experience for entry into the professions. This study created a simulation training game that can be adapted across wider user groups both internally and externally. It aligns well with the work in virtual reality occurring at Humber, where the role of immersive simulation is being explored. It created a game system that can be used alongside immersive technology to enhance teaching and learning. The focus of this work is on integrative, cross-course learning, where clinical and basic scientific information needs to be aligned.

Vidya Rampersad

Using technology to build relationships, share ideas, & collaborate.

One of the goals in our Early Childhood Education Program focus on preparing exiting students for success in various career pathways. Embedded within our courses are team building skills, communication skills and building professional relationships.

Collaboration is a fundamental part of program/course goals, generic skills and is an integral part in preparing students for success in the field of Early Childhood Education. Efforts made to embed experiences within assignments offer opportunities for students to engage in practices that will allow for developing and refining collaboration skills while networking and building stronger relationships. Collaboration skills, although essential, can pose many challenges from a requirement of course content to faculty expectations of what students can do (Tucker, 2012).

• How do students perceive their skills in navigating online platforms, specifically Google Docs and Mindmeister, for collaboration, engagement and learning?
• Have students’ perception/attitudes changed, about using on-line platforms in completing group assignments, engagement and learning, after they were introduced to Google Docs and Mindmeister?
• The type of strategies students uses to complete group assignments.
• How individual group members’ function or demonstrate collaboration skills, engagement and learning of assignment content?

Tammy Cameron

Nazlin Hirji

Adriana Salvia

Exam proctor training.

Since 2013, the investigators have administered two different invigilation-training methods.  The initial training model invited newly hired exam invigilators to an in-person discussion of the Test and Exam Policy; this was followed by a second training model, consisting of an in-person training session, and drawing on both case-based and discussion approaches to instruction. Each invigilator was supplied with a mind map: a one page, at-a-glance document that reminds invigilators of the most common circumstances they are likely to encounter during the examination process (e.g. how to handle students’ electronics, personal items, or breaches of Academic Integrity).

While resources have been built to assist invigilators in identifying academic dishonesty, invigilators have stated in feedback discussion that they are uncertain when dealing with situations that are not specifically outlined in them.

This research study aimed to identify an effective training method to develop stringent and active invigilation skills and to address the processes involved to instill both knowledge and confidence in compliance with academic integrity policies outlined in the Test and Exam Policy, School of Health Sciences.

Invigilators went through a training process. The effectiveness was assessed as follows in combination: objective measures, subjective measures, self-evaluation measures (as outlined in the measures section).

Sylwia Wojtalik

Janet Jeffery

Nursing students, cultural humility & sickle cell disease.

Healthcare professionals are at the forefront of delivery of care. This fact of ignorance among health care professionals with this disease has translated into horrendous experiences, characterized by stigmatization for patients in the healthcare settings (Haywood et al, 2009). Patients with SCD face the greatest risk in health care settings due to the lack of appropriate and timely care. They often state that they know more than the health professionals who are providing care (Hill,1994, Anionwu & Atkin, 2002).Minimal knowledge about SCD among healthcare professionals have led to fatal consequences.

For the past five years, practical nursing students and other students in the School of Health Sciences have attended a Sickle Cell Symposium. Here, expert healthcare providers, patients living with Sickle Cell Disease and members of Sickle Cell community share raw experiences and invaluable knowledge with the students.

This project evaluated if students’ knowledge, attitude, and perceptions of patients with Sickle Disease (SCD) changed after attending this symposium.

Shawn Richards

Measuring post-secondary students’ engagement and performance with learning technologies.

Students at the collegiate level are not engaged in instructor-facilitated courses. Some recent studies suggest that large numbers of college students appear to be either academically or socially disengaged or both (Kuh, 2002). It is the opinion of the investigator that there are too many distractions, from social media to the proximity of friends or colleagues among other extraneous factors. Instructors try to solve this issue by using a plethora of tools/aids to garner students’ attention. However, at the same time, these technologies can be harnessed for positive educational outcomes, they can also distract and impair performance when students use them for purposes related to the lesson (L. Darling-Hammond, 2014). Pairing internet-connected classroom tools with computers and mobile devices with classroom teachers who provide real-time support and encouragement boosts engagement and produces significant gains in student achievement. As a result, it is imperative that in this highly distracted era, we need a tool to incorporate, manage and lead lessons to enhance engagement during a lesson by broadcasting content and interactive learning elements to students’ devices in real-time. This project utilized NearPod ( https://nearpod.com/ ) as a tool to do this.

• Does having integrated learning tools along with instructor-led interactive technologies increase the levels of engagement and improve performance in college-based courses?

Rossie Kadiyska

Vladimira Steffek

Writing humber fashion specific cases.

To date, most educational institutions focus on delivering the classroom experience though traditional models such as lectures, debates, and exercises without a focus on innovative thinking. However, for students to be competitive in their future endeavors, not only their analytical skills but also their creative and innovative thinking must be honed. The current evidence suggests that “the creative competence (…) is one way to help prepare students for an uncertain future” (Beghetto, 2010, p. 447). The study explored the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement and satisfaction with the learning experience.

To date, most educational institutions focus on delivering the classroom experience though traditional models such as lectures, debates, and exercises without a focus on innovative thinking. However, for students to be competitive in their future endeavors, not only their analytical skills but also their creative and innovative thinking must be honed. The current evidence suggests that “the creative competence (…) is one way to help prepare students for an uncertain future” (Beghetto, 2010, p. 447). The study aims to explore the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement and satisfaction with the learning experience.

Blackboard Content in Mass Media Classes

Humber, like other post-secondary institutions, provides an online learning management system for students, and requires professors to populate the sites with course-related content.  Humber has embraced concepts such as Learner-centered Learning, Design for Differentiated Learning, and the Flipped Classroom.  The institution itself advises faculty that students are technically-savvy, use a variety of technology including smart phones, and learn through a variety of media and techniques.

Students, instructed by a professor that preparatory materials will be posted in advance of a class and that use of those materials is necessary in order to be ready for classroom discussion of course content, are largely coming to class without having used the materials.  Lack of use of preparation material leaves students unprepared to engage in the related content, delays the start of a class, disrupts the flow of the planned session, and likely makes the professor seem unprepared for the class – because the professor is expecting to have students pursue the concepts introduced in the advance materials; not to introduce the introductory materials.

This research attempted to answer the following:

Given an expectation that they are required to do some preparatory work before a class, how do students prepare?  When offered a selected piece or set of preparation materials, what types of media are they most likely to engage in as a means of preparation for class?  Do students who engage in preparation materials before class have more successful outcomes in that course than students who do not prepare by using the offered materials?

Nadine Ijaz

Expanding research capacity in tcm practitioner education using a pedagogical focus on model validity.

Expansion of research capacity among practitioners of traditional and complementary medicine (T&CM) — such as Chinese medicine and acupuncture — has been identified as a key priority by researchers, clinicians and educators in the field. Existing research in this area has focused on promoting and “evidence-based approach to [T&CM] medical education … including use of the evidence pyramid”. However, scholars have pointed to the limitations of evidence-based medicine (EBM)’s scientific conceptualizations with reference to T&CM. For example, the classical randomized controlled trial (RCT) was designed to study the therapeutic impacts of standard, single-constituent pharmaceuticals on specific biological markers, T&CM therapies are typically complex (multi-modal), individualized, and evaluated in relation to patient-reported outcomes. Previous studies of T&CM professional trainees enrolled in research literacy courses have pointed to this methodological incompatibility as a barrier to practitioner research engagement.

Over the last two decades, an international group of T&CM researchers have undertaken to innovate modifications upon conventional clinical research methods that represent a better ‘fit’ with the interventions under study. These methods, termed ‘whole systems research,’ emphasize the principle of model validity, representing the principle of compatibility between intervention and research design. The present author’s scoping review of these research methods (currently in press) represents a first comprehensive collation of these approaches, analyzing with several dozen clinical whole systems research exemplars. It is hypothesized that an emphasis on whole systems research methods within the context of a postsecondary course for T&CM professional trainees may enhance research engagement beyond what occurs using a pedagogy that takes a less critical approach to EBM.

How does a model-validity focused post-secondary course focused on increasing research literacy among traditional Chinese medicine professional trainees impact student research engagement?

Aiden Dearing

Vr assignment collaboration.

Numerous studies have looked at issues regarding assessment and effectiveness of collaborative group work (King 2005), and there have been studies of students collaborating over distance (Smallwood 2017). We have found studies about collaboration between journalism students and computer science students (Pearson 2017) but this study would look at collaboration between journalism and video game students.

As journalism continues to adopt new technologies for the production and distribution of content, journalism education can fail to exploit the potential of new technology (Angus 2015). When teaching Humber students about the potential of Virtual Reality, instructors don’t have the time or resources to teach technical coding skills required to build immersive experiences. At the same time, our Game Programming need exposure to non-traditional ways of using game technology and design skills. This study will look at a collaboration effort between these two programs at Humber, where journalism and videogame design students collaborate on the building of a VR tour experience.

Matthew Harris

Reducing student distraction in class.

Personal electronic devices are ubiquitous in today’s classrooms. However, with the added usefulness of these devices comes concerns that they are being used in ways that inhibit learning. Some instructors have gone so far as to ban all personal electronic devices in their classrooms to prevent these negative outcomes (Green, 2016). Various studies support these concerns. When tested directly, Wood et al (2012) showed that if students used Facebook while in a lecture, they received lower marks on a related exam than their undistracted peers. Mueller and Oppenheimer’s (2014) experiment produced better performance among the students who hand-wrote their notes rather than those who wrote on laptops. One study (Sana, Weston & Cepeda, 2013) showed that students who could merely see an off-task laptop had their learning negatively impacted. But while banning personal electronic devices can seem like the obvious choice, technology is such an integrated part of many students’ lives, that it can be a challenge. Tindell and Bohlander (2012) found that nearly nine in ten college students had texted in at least one of their classes, and that nearly two thirds felt that they should be allowed to do it. Most college and university students own laptops (Dahlstrom, Walker & Morgan, 2013), and they self-report that they are spending nearly half of their waking life with a laptop in their lap. (Kay & Lauricella, 2014) Laptops for these students can seem like an indispensable tool, or a part of their identity. Some studies also show that laptops can improve attention and engagement for some students when they are used in a positive way. (Samson, 2010). What would be most helpful is if students could develop habits around personal electronic devices that reinforced learning in class. Some researchers have suggested that teaching students metacognitive practices might help with this issue, (Aagaard, 2015) or that de-normalizing negative behaviours among a peer group (Taneja et al, 2014) might change students’ habits.

This project aimed to examine students’ current working habits with personal electronic devices in a series of focus groups.  A future second phase of the project will use the insights gathered to develop test interventions for the English classroom.

Maria Racanelli

Group micro venture project.

Entrepreneurship, BUS 3500, examines current theories and practices of entrepreneurship. Students are introduced to the concepts of new venture creation and small business management. It focuses on the recognition and appreciation of entrepreneurial skills, resource and environmental analysis, sources of venture capital, business planning, the e-environment, strategic planning and franchising. This course helps students appreciate the challenges involved in deciding to create a new venture and the steps involved in starting a new firm.

Existing research tests the integrated nature of experiential learning in entrepreneurship education (Liang, et al., 2016). It contributes to theoretical and practical development of entrepreneurship education. Liang, et al. (2016) designed and implemented an effective assessment instrument as well as a strategic evaluation framework that could be broadly applied in other institutions. Their research explained how experiential learning influences each student’s learning expectations and learning outcomes, and it explored outcomes and effectiveness of experiential learning curriculum. They also linked students’ reflections of learning expectations and outcomes to reveal and stimulate new ideas and “new opportunities to adopt experiential learning in entrepreneurship education across disciplines” (p. 125).

The primary instrument of experiential learning in the course is the experiential group project, Group Micro Venture project. Students completed the project, and changes to entrepreneurship skills and attitudes towards entrepreneurship were measured.

Breadth v. Depth: Which is the More Meaningful Learning Experience?

In the recent literature, depth and breadth are associated with acquiring a broad general education, writing clearly and effectively, and contributing to the welfare of communities (Coker, et al., 2017).

Depth is associated with higher order thinking (synthesis and application), as well as overall educational experience. Breadth (number of different types of learning experiences) was associated with a broad general education. Overall, in a five-year study of 2,000 American graduating college students, the authors found that both learning depth (amount of time commitment) and breadth (number of different types of experiences) are valuable and lead to additional learning gains in a range of areas. Both depth and breadth were positively associated with acquiring a broad general education, writing clearly and effectively (Coker, et al., 2017).

The Strategic Management course, MGMT 4502, is characterized by its breadth and its depth. More specifically, the breadth consists of 15 chapters of high level content. The depth is characterized by three major assignments. Two assignments afford students the opportunity to research an organization using the case teaching methodology, the third, is a research project methodology.

This research attempted to navigate the tension between the breadth of course content and the depth of key strategy practices, and explore the constructs to measure learning experience.

Attendance at Orientation and Academic Success

This project is concerned with increasing students’ levels of engagement and diploma program completion (student retention).

According to the recent Humber College Business Administration review, we are challenged with the limited information regarding student retention in the programs.    In addition, according to many studies student engagement can be improved at earlier stages within the academic journey, beginning with Orientation.

The focus of this study is to deepen an understanding of how attending the Orientation Session and “meet the faculty sessions” can help develop preventative methods for student engagement and retention.  It is anticipated that, such initiatives could improve engagement, retention, increase graduation rates and improve student success.

Jennifer Winfield

Jessica Freitag

The impact of group-writing on quality.

In writing classrooms, especially second language (L2) settings, the use of pair work or small group work to complete tasks is a popular approach. This approach is rooted in Vygotsky’s social constructivism theory (1978), which posits that human development happens through social interaction. One common notion is that when a novice and an expert collaborate, the expert assists the novice as the novice gains independence at mastering a skill. The expert’s support is gradually lessened as the novice’s proficiency develops. In education, this notion is commonly referred to as scaffolding. Scaffolding naturally occurs when students work together in pairs or small groups.

This project’s aim is to add to this body of research by investigating the impact of group writing on the quality of the written product in our teaching context – a first-year composition course that second language learners complete as part of their diploma and certificate studies at Humber College – ESOL 100: College Reading and Writing Skills: ESOL. The course focuses on two types of written products: a summary and a critical analysis of a textual argument. This project used two ways to measure the impact of collaborative writing on the quality of these written products. First, students’ ability to meet the criteria for each written product was measured through the completion of a task rubric (task instructions and rubrics are included in Appendices A-D).  Second, students’ grammatical accuracy was measured by calculating the ratio of error-free clauses relative to all clauses.

The project attempted to answer the following:

• Does collaborative writing affect the quality of students’ writing in ESOL composition classes?
• What are students’ attitudes towards collaborative writing?

Jennifer Ball

Bringing sociology theory to life.

In the Winter 2018 semester, Survey Monkey was used to allow students in the Introduction to Sociology (GSOC 110) course to complete a voluntary, anonymous survey.  This survey asked students questions that are similar to variety of real and notable sociological studies.  For example, students reported if they’ve ever felt stereotype threat and explore if it has impacted their performance or likelihood to act in a deviant manner.

This project continued in the Fall 2018 semester.  The intent was to present back to them how their group’s anonymous responses align with the responses of the groups that were previously surveyed by “real life sociologists.”  This led to interesting and engaging conversations about why this could be, what influences beliefs and behaviours, how research methods differ, how the validity of findings can be challenged, and how beliefs and behaviours change over time and between cultures.

Jaclyn Strimas

In-class mindfulness training to mitigate stress and improve academic self-regulation in post-secondary students.

In the American College Health Association’s 2016 report on the health of Ontario post-secondary students, close to 43% of respondents identified stress as having a negative impact on their academic performance—in fact, stress was identified as the most impactful factor. At Humber College we have counselling freely available to students and a strategic plan that includes the pillar: “A Healthy and Inclusive Community.” But Humber’s most recent Student Success Survey (2018) shows that only a little more than half of Humber students “know where to go for counselling or advising” if they need it. Anecdotally, also, we perceive a gap in students’ need for mental health support and its availability through conversations in which students perceive there are barriers to accessing care or are unclear about the resources available to them. In a 2013 study, Bergen-Cico et. al. noted that there is a growing gap between students with self-reported anxiety and those seeking help for anxiety. They suggest that a brief, curriculum-based intervention may be a way to bridge that gap.

This project introduced first-year Media Foundation students — in the course Success Foundations — to basic mindfulness meditation and other cognitive behavioral skills. This intervention aligns with the learning outcomes “explain various learning strategies and psychological theories related to learning” and “use research-based learning strategies for the development of effective learning skills in the post-secondary context.” The intent of the project was to see the students integrate these skills into their overall learning strategies and enhance their resilience and coping skills in the academic domain.

Dragos Paraschiv

Kerry Johnston

Rory McDowall

The impact of lighting quality on student learning.

Developing a sense of community is central for our students within the SSCS. However, there are challenges to building this sense of academic community within our incoming degree students (i.e., diverse backgrounds, not spending time on campus to socialize, no undergrad bar, long commutes, etc.). A Canadian review study discussed that a lack of social support and a sense of social networks with other students can contribute to academic failure and dropping-out of post-secondary education (Silva & Ravindran, 2016). One idea that has been shown to foster a sense of community is sharing one’s history through sharing family recipes (Hancock, 2001; Schermuly & Forbes-Mewett, 2016). Having anecdotally seen disconnected students struggle academically, and pairing this with scholarly literature, we want to explore the impact having first-year students participate in a group cookbook project could have on their feelings of connectedness and community at Humber.

This study hypothesized that first-year students taking part in the Ubuntu cookbook project will have higher levels of connectedness (as measured with survey responses) with their Humber peers than those not taking part in the Ubuntu cookbook project.

Doug Thomson

Alyssa Ferns

Marilyn Cresswell

Ubuntu: a cookbook to build civility and community.

Heather Snell

Brenda Webb

Katherine Sloss

Learning outcomes of cyc student work placements.

Field work, placement, practicum and internship are some of the names used to describe a course in which a student in Child and Youth Care education has the opportunity to develop skills learned and to practice skills outside of the classroom setting.  The Government of Ontario has published program standards to achieve the following goals: uniformity to college programming, ensuring that graduates have the skills and knowledge needed to practice in the working field irrespective of the educational institution they complete the program from and providing the public accountability for the quality and relevance of college program (Ontario Ministry of Training, Colleges and Universities, 2014).  Program standards contain three specific elements all in which, a student must consistently demonstrate in order to graduate from the program: 1) vocational standard, 2) essential employability skills and 3) general education requirement (Ontario Ministry of Training, Colleges, and Universities, 2014).

This project explored the adaptation of the Vocational Learning outcomes in Child and Youth Care programs field placement courses in Ontario diploma programs.  Vocational Learning Outcomes (VLO) will be further investigated as they are learning outcomes specific to CYC, unlike the aforementioned two elements, which are applicable to any programs of instruction.  Given that this is a preliminary study and is only an overview of CYC field placement, further research is needed in order to fulfill a more comprehensive grasp of this key component of CYC programs.

Mindfulness for Stress Reduction and Clinical Readiness

Currently students in ADMH experience stress and concerns about competence as they enter a new field.  Indeed, a recent study of 25,000 Canadian post-secondary students revealed that almost 90 percent said that they felt overwhelmed by all they had to do in the past year.   Humber has identified “Healthy and Inclusive Community” as one of its three strategic pillars and this research can support the journey toward that goal. Students entering the workforce from the ADMH program are trying out clinical skills for the first time and have anecdotally stated that the regular mindfulness practice that currently exists within the ADMH 5009 course increases their feelings of clinical readiness, as a result of feeling more grounded in the present. Therefore, it is critical to explore if regular practice of mindfulness through the Koru program lowers stress levels and increases feelings of clinical readiness

• Do students who participate in the Koru mindfulness curriculum experience lower stress levels and/or greater feelings of clinical readiness than students who participate in the regular ADMH 5009 mindfulness curriculum?

Darren Hupp

Impact of professor coaching on student team performance in simulations.

There is mixed opinion on the value of simulation games in academic learning.  Research indicates that simulation games “are superior to other teaching methods for helping students develop skills such as complex problem-solving, strategic decision making and behavioral skills, including teamwork and organizing1” (Pasin & Giroux, 2010, Salas, Wildman, & Piccolo, 2009; Tompson & Dass, 2000).  There is evidence to show that traditional teaching methods can well develop simple decision-making skills, while simulations are better for developing complex decision making skills2 (Pasin & Giroux, 2010).

The Business Management Program at Humber Institute of Technology & Advanced Learning has successfully integrated a simulation game into its Introduction to Business course for 1st semester program students.  Implementation of the weekly simulation decisions varies amongst classes based on professor choice:  some classes will make weekly simulation decisions in-class with or without coaching from professors, others will make simulation decisions outside of class (without professor coaching).

Given the increased focus on experiential learning at Humber, determining the best approach to integrate simulation games for 1st year students is a key learning that can support this strategic focus.  This project utilized the business simulation software Biz Café ( https://www.interpretive.com/business-simulations/bizcafe/ ).

Do first year/first semester students obtain enhanced learning from making simulation game decisions in-class assisted with professor coaching and guidance3 (Pando-Garcia, Periañez-Cañadillas, Jon Charterina, 2015)?  Are there any unintended impacts on student attitudes and success in the course from this approach?

Daniel Bear

Julie Muravsky

Charlotte Serpa

Assessing educator’s knowledge of harm reduction.

The paramedics program at Humber College trains students to be effective while out in the field. Students in their first year are trained to deal with Multiple Casualty Incidents (MCI), which are limited-scale emergency situations requiring a coordinated response from one or more ambulance service(s). Students go through three hours of classroom lecturing and are given a paper-based scenario with ten patients to triage. Students will identify and prioritize multiple patients based on their symptoms and follow steps of assessment. These steps include assessing breathing, circulation, and level of consciousness.

Virtual reality is an emerging technology in education. The technology is used to create simulation-based training to mimic real-life scenarios. In partnership with Humber’s paramedics program, the CTL’s VR & Simulation team developed an MCI simulation. In this scenario, a bomb is detonated at a subway station and there are multiple casualties. Students were expected to properly assess virtual patients within a given amount of time. Students used an HTC Vive headset to view the simulation and will use game controllers to move themselves and interact with the environment. In addition, physiological measures (i.e. heart rate, body temperature, and galvanic skin response [GSR]) were measured using the Empatica E4 wristband.

Craig MacCalman

Jennifer Naken

The impact of virtual reality training on paramedic student readiness for practice.

Audrey Wubbenhorst

Pr business cases part 2.

This is a continuation of the PR Business Cases project by Audrey Wubbenhorst.

Currently the Public Relations textbooks on the market are American.  There is a lack of PR case studies, which look at current business problems in the Canadian context.    In the summer of 2017, the following cases were complete:

• A case study of Canadian Tire and how they introduced Facebook @work as an internal communications tool
• A case study of Cisco Canada’s corporate social responsibility work with indigenous communities in Northern Ontario

This project looked at several new cases:

• A case study of TD Bank’s use of digital content as a recruitment strategy
• A case study on the launch of EQ Bank in Canada
• A case study on a technology startup

More current, relevant cases based on Canadian companies will augment the learning outcomes of the course in particular to applying creative approaches to complex communications and problem solving.

Brenda Ridley

Simulations as Training Tools for Nursing Students

The American Heart Association (AHA) Adult Chain of Survival underwent a major change in 2010 for Basic (BLS) and Advanced Cardiac Life support (ACLS).  The AHA recommends immediate recognition of cardiac arrest with activation of the Emergency Response Team, early CPR and rapid defibrillation followed by effective ACLS. (Hazinski et al. 2010). The AHA goal for early defibrillation in the hospital and ambulatory clinics is for the shock to be delivered within three minutes of the victim’s collapse.

In the Humber Post graduate specialty certificate programs, nurses from both community and academic hospital practice settings can develop added competencies in a safe, simulated environment before they enter their new practice setting.

To develop participants’ ability to effectively manage deteriorating patients requiring defibrillation and advanced airway management the project will use a high fidelity simulator in a clinical lab setting.  Eligible participants were recruited from our specialty programs. Participants can incorporate theoretical knowledge gained in each of the specialty programs. The three specialty programs are designed to assist participants developing the knowledge and skills requisite of the registered nurse to deliver safe, quality patient care in the high acuity, critical care and the Emergency department setting.

Bernadette Summers

Usability of course webpages.

The School of Health Sciences Continuing Education department utilizes the learning management system (LMS) Blackboard to support all online and face-to-face course sections offered each term. Over many years, these courses have been exposed to curriculum upgrades. As a result, there are several different course designs in Continuing Education based on either when the curriculum was originally written or last overhauled.

Through the Usability Lab at Humber College, the researchers would like to determine which course design enhances student learning. According to Miller-Cochran and Rodrigo (2006), “a key reason for conducting usability testing is to revise the course to better facilitate learning” (p. 96). Similar to Unal & Unal (2011), the Humber College researchers are striving to build effective and efficient course designs that address the needs of the student learner.

Which course design results in the most positive student experience?

The researchers hope to learn two important lessons in quality assurance. The first, through employment of the think-aloud technique in the Usability Lab, is determining which course design will result in the fastest navigation and least amount of frustration for participants. The second lesson for researchers is assessing which course design participants prefer and find the most visually compelling.

Austin Tian

Whiteboard animation software in the classroom.

For engineering students, some of the course modules, especially when mathematical skills are needed, are often found to be quite difficult. As a result, students can gradually lose their interest to study. According to the research conducted by Awang et al. (2013), an attractive and enjoyable environment for study will increase student engagement and levels of success. This proposed research studies the effects of whiteboard animation videos on explaining complicated engineering concepts. Compared to traditional PowerPoint presentations, the whiteboard animation software can integrate course content using images, text, narration, and animation into a “storytelling” style video presentation, which is believed to increase engagement in the classroom.

PR Business Cases

Currently the Public Relations textbooks on the market are American.  There is a lack of PR case studies which take a look at current business problems in the Canadian context.  Further, the cases will be based on first-hand research with business professionals in the field.  Pending availability of participants, sample topics include:

This project will create business cases based on insights gathered from interviewing individuals from three Canadian companies.

Alexander Gurevich

Teaching with numerical card exercises.

Many students express and demonstrate difficulty with understanding and practicing mathematics. It is normal to initially have difficulty with a subject, although it is expected that throughout the process of taking a course in the particular subject matter, students develop comfort and improve their performance ability with the material. This expectation is built on another expectation, which is that students are engaged in class, complete assigned work and exercises, and seek help when they are struggling with a subject.

An ideal solution would be one that achieves the desired results of the lesson, and of a work periods or practicum session, simultaneously, such that students can be presented with fundamental concepts about the subject matter, while engaged with an interesting activity that allows them to practice the concepts discussed. Gamification presents such a solution.

A numerical card game called quant , has developed by the author in order to improve mathematical fluency. This game utilizes a set of numerical cards, and mechanics based on how to draw cards, the meaning of drawn cards, and what calculations must be performed in what situations.

• Can exercises with cards from the game quant, improve students’ learning, engagement, and enjoyment, in introductory statistics courses?

Alena Papayanis

The impact of process-based assignments.

Feedback is the “most powerful single influence” in student achievement (Hattie in Gibbs, 2005, p. 9) and is central to a student’s learning process (Hattie and Timperley 2007; Housell 2003 in Carless et al., 2010), yet evidence shows that current standard feedback practices do not support this goal (Carless et al., 2010).  Furthermore, students’ perceptions of the demands of the assessment system tend to govern “all aspects of their study,” even above teaching itself (Gibbs & Simpson, p.4).  Thus, feedback and assessment are key factors in student learning.

This project aimed to understand if a process-based assessment structure better supports student learning.  This structure consists of small assignments throughout the semester that build towards the creation of a final product.  It also involves feedback that is frequent, timely, and actionable, conditions that Gibbs et al. found to be central to assessments that best supported student learning (2005).  It is expected that the breakdown of a larger assignment into sub-tasks, in addition to the interdependence of these smaller assignments, will reduce student procrastination. Ultimately this project examined if a process-based assessment structure allowed students to learn how to incorporate feedback, and develop meta-cognition.

Tonia Richard

Jaspreet Bal

Christine McKenzie

Drivers of persistence in a face-to-face caregiver training workshop.

To date, most educational interventions created for family caregivers have focused on patients with a single diagnosis (Hughes, 2008). Unlike the aforementioned group, the research acknowledges that family caregivers providing care for chronically ill patients take on greater responsibilities in terms of care provided; and ultimately walk an “unpredictable path” (Mardanian Dehkordi, Babashahi, & Irajpour, 2016). The current evidence suggests that informal / unpaid caregivers of chronically ill patients managing care on a long-term basis endure ongoing stress that prompts them to institutionalize patients prior to their actual need (Hughes, 2008). An overview of the literature indicates that family caregivers can more effectively manage their burden and build task mastery through receipt of multicomponent educational interventions, offered by an interprofessional health care team (Ostwald, Hepburn, Caron, Burns, & Mantell, 1999; Reinhard, Given, Huhtala Petlick, & Bemis, 2009). Suggested interventional topics include: teaching skills related to symptom management, pain management, medication management (and handling related side effects), general problem solving, safely promoting patient independence, achieving illness acceptance, etc., within a supportive group structure (Ostwald et al., 1999). Considered crucial to the foregoing structure is the offer of patient respite and/or concurrent training for the patients, as the literature indicates this further positively impacts rates of caregiver burden (Ostwald et al., 1999).

• What is the effect of a multicomponent curriculum (with the offer of parallel respite / training for patients) on informal / unpaid caregivers of chronically ill patients?
• Will the foregoing educational design improve caregiver burden or wellbeing, compared to those caregivers on a waiting list to participate in the training workshop?

Christine Zupo

Impact of positive interventions in nature.

Current literature explores the healthy benefits of implementing positive interventions and increasing the experience of positive emotions. Studies have found happy people report frequent positive emotions, infrequent negative’ emotions and enjoy higher levels of success, health, and social connection (Nelson & Lyubomirsky, 2012; Nickerson, Diener, Norbert, & Schwarz, 2010; Lyubomirsky, Sheldon & Schkade, 2005). Simultaneously, current literature explores the healthy benefits of nature. However, current literature does not explore the effects on subjective sense of happiness when positive interventions are implemented in nature.

This intent of this study is to explore possible increase sense of wellbeing when positive interventions are implemented in nature. This study focused on experimental interventions in which participants were prompted to engage in positive activities that have been reliably shown to increase positive emotions (Lyubomirsky & Lepper, 1999). Participants were assigned to two groups, an experiential group and a comparison group. Each group completed the Subjective Happiness Scale as a pre and post-test, weekly positive interventions that have been reliably shown to increase positive emotions and subjective sense of happiness (Lyubomirsky & Lepper, 1999). The comparison group implemented positive intervention indoors and the experiential group implemented positive interventions in nature.

Arun Dhanota

Documentary on Mental Illness

Within the last decade, various service industries have addressed the stigma surrounding mental llness in order to support individuals on their road to recovery. Leading mental health organizations, such as the Centre for Addiction and Mental Health and the Canadian Mental Health Association have published a variety of resources to educate the community about mental illness. Some notable documentaries have also captured the experiences of individuals and their families who have mental illness. Voices (2014) looks at three participants and their experience with schizophrenia. Children of Darkness (1983) brings to light the abuses youth with mental illness experience in institutions. Being Black, Going Crazy (2016) showcases Black men in the UK experiencing mental illness. Changing Minds, The Inside Story (2014) is a three-part documentary following mentally ill patients in two Australian hospitals. In addition, one can find online resources (such as through YouTube) to learn more about mental illness.

What is still missing, however, are educational videos geared towards Canadian criminal justice organizations that provide guidelines from survivors and their caregivers about their experiences, and henceforth, their suggestions for interaction and support.

The research questions driving this project are:

• What are the lived experience of survivors and caregivers?
•  What suggestions/feedback do they have for the criminal justice/community service industry?

Anthony VanHoy

Effects of online demonstrations in a mathematics course.

The interactive demonstrations have been created by various individuals (including the Principal Investigator) using the programming language Mathematica. Some demonstrations can be found at: http://anthonyvanhoy.com/demos.html . A free player application is needed to run demonstrations and can be found at http://www.wolfram.com/cdf-player/ . Demonstrations are interactive in that they allow individuals (using keyboard, mouse, touchscreen) to effect change on various computer modeled phenomena by clicking buttons, scrolling, zooming, entering specific values, etc. The ability to customize demonstrations is only limited by the author’s skill with the programing language (Mathematica). The ability to interact directly with mathematical phenomenon such as these demonstrations should have a positive impact on learning concepts related to the specific demonstration.

Demonstrations may also create an interest in mathematics (and related fields) where some find confusion and boredom.

Demonstrations will be incorporated into the course in two ways. First, the instructor will be using demonstrations in class as lecture material. Second and most importantly students will be able to go on-line at anytime to interact directly with demonstrations via a link on Blackboard.

• Do students perceive demonstrations to be generally useful and helpful?
• Is student learning significantly affected by demonstrations?

Hillary Rexe

Accessible and inclusive video captioning.

With The Accessibility for Ontarians with Disabilities Act, 2005 (AODA), the provincial government has mandated universal accessibility standards in a wide range of fields including education. Within the Media Foundation Program here at Humber, we are deeply committed to learning how we can make our course content fully inclusive and accessible for all of our students. We firmly believe that Humber has an opportunity to lead the way in universal design, and that looking to the study of media is a great first step.

In our Media Foundation courses, we often look at events and trends as they happen, and we often do so using video content from all over the web. Since this content is new, and tends to be on platforms with unreliable or non-existent captioning (such as YouTube and Vimeo), we are currently unable to make it accessible for our students have a hearing impairment or who are Deaf. What’s more, we do not yet know how to make this content accessible for those who are blind or have other accessibility requirements.

• How does learning how to caption video affect student perception of the importance of universal design in video content?

Sarah Feldbloom

Leanne Milech

Teaching critical thinking, reading, and writing using multimodal texts and personalized approaches.

The multimodal approach has already been demonstrated to deepen the learning process and to respond to authentic communication needs in students’ home, academic, and work lives.  In “The Multimodal Writing Process: Changing Practices in Contemporary Classrooms”, Christine Joy Edwards-Groves (2010) proposes that due to the rapidly changing nature of technology and our increasingly globalized world, students must “design, produce, and present multimodal texts as representations of learning.

Despite all this now widely accepted knowledge about the relevance of teaching multimodal literacy, we have noticed that College Reading and Writing Skills (WRIT 100), Humber’s foundational reading, writing, and critical thinking course for students across multiple programs, does not formally address the importance of multimodal literacy in its course outline. Since we are aware of the current academic discourse on the importance of multimodal literacy (as evidenced above), we have developed an alternative method for teaching WRIT 100 that uses multimodal texts and strategies.

This research focused on the impact of helping Humber College students develop multimodal literacy; the hypothesis was that using multimodal texts in the college composition classroom and asking students to show literacy development by producing multimodal texts promotes engagement and increases student success at demonstrating learning outcomes in Humber’s WRIT 100 classroom.

Lara McInnis

Sean Gilpin

John Stilla

Reformulation and noticing.

This project investigates the effectiveness of a popular English as a Second Language (L2) corrective written feedback approach – reformulation – with a different learner group: Native English speaking (L1) college students in a remedial reading-writing course. We have found that some remedial L1 writing students are unable to notice lexical, grammatical, and discourse errors in their own writing, often because they have difficulty distancing themselves from their own writing and observing it systematically. This is supported within the field of rhetorical and composition research, especially within the scope of basic writing error analysis for remedial writers (see Shaughnessy, M., 1976, p. 236; Otte & Williams Mlynaruzyk, 2010, p. 123). We are, in essence, trying to determine effective pedagogical strategies for remedial writers that will enhance their ability to notice and correct certain errors in their writing.

• What are the effects of reformulation and concurrent verbal protocol on the noticing of errors of remedial L1 writing students?

Soheila Pashang

Pedagogy and practice: teaching diversity in classrooms.

Canada is among one of the most diverse nations where individuals, regardless of their race, gender, class, age, sexual orientation, ability, country of origin and nationality as well as other socially constructed identities are to be protected under the law, policy and practice. The commitment towards diversity is considered as one the first platforms for our societal strength and socio-economic and political inclusion. As a result, many academic institutions including Humber College are currently offering diversity courses within their programs in order to contribute towards socio-equitable practices and eliminate discrimination and barriers that might hinder marginalized individuals and communities from reaching their potential.

Despite this effort, recent reports (Gaudet, 2018; Reasons et al., 2016; Hankivsky, 2014; Saddichha et al., 2014; Langille, 2014; Anthony, 2013; Owusu-Bempah, 2011) suggest alarming results and an increase in incidences of discrimination against various individuals and communities within the criminal justice system.  Other studies (Hayle, Wortley, and Tanner, 2016; Scott, 2012; Henry, Reece and Tator, 2010) highlight discrimination within the justice system from the point of entry to exit from the system. . These findings reveal the need to re-examine the diversity course offered in the Justice Services Program in the School of Social and Community Services (SSCS) at Humber College.

This project interviewed faculty who have taught diversity related subjects in SSCS in order to identify gaps and strengths of the existing pedagogical approaches used in teaching diversity courses within the Justice Services Program.

Priscilla Bengo

Using a highly rated teaching strategy by students to improve their achievement.

Little has been written about the best learning experiences of students in a community college (Hatch et al., 2018). This research focuses on courses other than research methods courses. Most of the research is about students in universities taking online courses (e.g., Holweiss et.al., 2014: Zhan & Mei, 2013). This study addresses the research gap. The current research on best learning experiences for students provides some components of great learning experiences for students at the post-secondary level. As a result, it can be used to design this study.

The research methods course, RSMT 1501: Quantitative Methods-Interpretation, can be challenging for students.  The purpose of the study was to help students understand course concepts. Students described what their best learning experience has been in the research methods course and rated how they feel about the experiences described in the focus group.  Insights gathered can be used to improve RSMT 1501 for future cohorts.

Peter Wheeler

The impact of lightboard videos on student learning.

Educators are integrating increasingly innovative technology into their teaching practices, including in their online educational content.  One such innovation — the Lightboard — is an illuminated clear glass board used for recording video lectures.  It allows the educator to face the audience while writing out and diagramming concepts, which creates a more personable and interactive learning experience.

This project implemented six Lightboard videos in an Electronic Devices 2nd semester course at Humber College. Engineering lectures usually involve drawings and equations drawn on chalkboards or whiteboards. In capturing lectures on video however, these traditional props become liabilities: the presenter must turn away from the audience to write or draw on the board, and the presenter’s body often obscures the material (Birdwell & Peshkin, 2015). Birdwell & Peshkin (2015) developed the lightboard to, “create visually compelling videotape lectures, avoid the liabilities of chalkboards, and furthermore to be able to produce upload-ready video segments with no post-production.” These are the exact same challenges that led to the utilization of the Lightboard for a 2nd semester Electronic Devices class at Humber College.  This project measured direct (GPA) performance along with student self-reports on engagement with the videos.

Naghmeh Saffarian-Pour

Aaron Landry

Using esl techniques with hesl students.

There is global interest in content-based instruction (Stoller 2004). Many instructors are intrigued by the idea of integrating language skills and content. Both can inform one another. Nevertheless, there are more challenges to this approach than in, for example, a language-only course (Stoller 2014, Baecher, 2014). There is also the worry that the language objectives will suffer when taught alongside content (Bigelow 2006). This research shifts the focus to the content. In other words, while most research evaluates content according to whether or not it helps language learning, this project used language learning in the service of content.

The rationale for this inversion is threefold. First, it is based on limited utilization of these techniques in our current pedagogy. The hope was that by formalizing these experiences into a research project, it would help clarify and confirm whether or not anecdotal experience maps onto reality. Second, and more concretely, it is believed that the triadic model (Bigelow 2006) utilized has multiple access points, which means that one can leverage language structures in order to build content comprehension. The final reason for utilizing language structures in the service of content is the learning objectives of the course. Currently at Humber, HESL 024 is a compulsory content-based course, which means that students are required to take it. This reality, on its own, restricts the scope of the research project.

This projected attempted to answer the following:

• Does the use of the Triadic Model ESL technique, in the context of a content-based Science and Humanities course (HESL 024-Introduction to Arts and Science), positively impact student comprehension and engagement?

Matthew Ramer

Efficacy of the one2one assessment in improving knowledge acquisition and retention.

Content-heavy, foundational Health Science courses are often a challenge for students. There is evidence, that students perform better on oral as compared to traditional written examinations. Two types of oral exams are often used in professional schools including medical education: Traditional oral exams (TOE) and Structured oral exams (SOE). TOEs are designed such that students do not know the questions they will be asked before the exam and the examiner has wide latitude in which questions to ask. SOEs by contrast, are those in which the questions are standardized for all students and they may or may not know the questions ahead of time.

Students are also reported to have a positive attitude toward oral assessments, though a drawback of many of these studies is the anecdotal nature of much of this student feedback. Given the resource-intensive nature of oral assessments, it is important to know objectively whether oral assessments facilitate student learning and knowledge retention; this will allow for informed decisions regarding resource allocation for this type of assessment. This project evaluates the efficacy of a one-on-one oral assessment (called the One2One) in student learning of new material and the retention of this new knowledge in both the medium- and long-term. How students experience their learning is also a valuable metric for measuring the efficacy of an assessment method and so the perceived professional value and usefulness of the One2One was evaluated through the solicitation of student perspectives.

Nathan Radke

The effectiveness of podcasts in student learning.

In the last 10 years, podcasting (pre-recorded audio files that are downloaded by individuals and listened to largely on portable devices) has become a wide-spread phenomenon in fields as disparate as entertainment and neuroscience.  However, because they are still a fairly recent medium, little is known so far about their effectiveness in communicating information in the diploma-level college environment.  Research has shown there is great potential to this new area (Robinson and Ritzko 2009; McKinney et al 2009) but that there still remains questions regarding what format is the most useful in this setting (Middleton 2016).

As the application of podcasting technology to college instruction is still fairly new, this project aimed to answer the following:

• How can podcasts best be designed, performed and distributed to students in order to maximize the academic utility generated?
• In particular, how can podcasts be created that increase engagement with and grasp of the material of introductory liberal arts and science courses?

Louise Zimanyi

Parent perspectives on children’s engagement with nature.

This study explores parent perspectives on how time spent in nature and natural settings, including their own experiences with the natural world, might influence their child’s play, learning and holistic development and connections in and to the natural world. Through a survey and focus group, parents identified benefits of participation in a forest nature program including increased time outdoors, play confidence, risk-taking opportunities, improved health, wellness and the developing seeds of environmental stewardship and reciprocity.

Karen White

Interdisciplinary design experience in course alumni.

Interdisciplinary practice and collaboration in design is recognized by the North American Interior Design discipline’s governing accreditation body, the Council for Interior Design Accreditation, as an important aspect of interior design education. (CIDA, 2016) As such, there is evidence in the literature of how interior design education programs design and deliver courses in interdisciplinary design practice. (Greenberg, 2015; Karakaya & Şenyapili, 2008; Russ & Dickinson, 1999) Successful course design has been demonstrated to be project-based, innovation-focused and forward-thinking, with a procedural emphasis on collaboration and teamwork. Indeed, at Humber College ITAL, the Bachelor of Interior Design program has since 2008 required that students complete a course titled Interdisciplinary Practices* in the winter semester of the junior (third) year.

Contrary to studies focusing on other aspects of interior design (Templeton, 2011), or studies of interdisciplinary collaboration that do not focus on interior design (Cobb, Agogino, & Beckman, 2007; Kalyanaraman, Fernandez-Solis, Rybkowski, & Neeraj, 2016), the literature concerned with interdisciplinary practice in interior design does not show evidence of longitudinal studies conducted to investigate the impact of this curricula in the professional practice of interior designers after graduation.

Seeking to remedy the gap, this research project proposes an exploratory study to identify long-term learning lessons from the Interdisciplinary Practices course in the Bachelor of Interior Design degree at Humber ITAL. The objective is to help inform and introduce improvements to the course for future offerings.

Janice Fung

Sarah Nasby

Kinesthetic and tactile typography.

Printing is an integral part of design and advertising – it is both technical and creative and can be the difference between the success or failure of a project. Knowledge of different printing technologies helps students to push their creativity by working with different mediums. Mixing old and new printing technologies – both tactile and digital media – opens up the potential for new ideas. Students often poorly understand the importance of printing as well as the required depth of information and its creative potential. It is difficult to create engagement around this topic in a digital classroom as the inherently tactile quality of printing doesn’t lend well to explanation alone. We believe this topic would connect better with students and create improved understanding when taught in a more hands-on manner through the direct use of printing technology that the students can use themselves. By furthering the tactile experience of using print technology in the second year BoCA course, Digital Production, we hope that students will be further engaged and better understand how printing works.

Ionela Bacain

Using Mini-Cases in Teaching Managerial Accounting

This research project explored students learning experience in Introduction to Managerial Accounting course, in particular the application of the new concepts introduced to students. The current student population that is enrolled in the course varies and comes from different degree programs offered by the Faculty of Business, so the level of understanding and grasping of accounting concepts varies significantly amongst the students. Some of our students are non-accounting majors and struggle with this topic (managerial accounting). Given the complexity of the subject matter, non-accounting students often fail to appreciate the relevance of the many aspects of the course content. Therefore, we see students struggling with the application of concepts in real case scenarios after it is introduced and discussed in class using traditional classroom techniques.

Case study method has been widely used as a teaching tool in various business disciplines (Thomas, L. Ngo-Ye & Jae Choi, 2014). The case study approach enables students to apply concepts learned to practical business scenarios.

Our proposed study was designed to determine a) if students perceive mini-cases improve their learning experience; b) if students perceive that mini-cases motivate them; c) if students perceive they achieved higher outcomes with the mini-case approach.

Intentional Activities and Student Well-Being

This research proposal is concerned with increasing students’ levels of subjective well-being and happiness.  According to Lyubomirsky & Della Porta, (in press), wellbeing is defined as high life satisfaction, frequent positive affect and infrequent negative affect. By 2020, the World Health Organization predicts depression to be the most common health problem in the world (Brundland, 2001). The stigma attached to the issue of mental health sometimes holds students back from seeking support, however, even when support is sought the demand outweighs the services (Burns, Lee & Brown, 2011).

The focus of this study is to deepen an understanding of how post-secondary institutions can build in preventative measures for student wellness.  Ultimately, such initiatives could improve retention, increase graduation rates and advance student success.  Each week, for four weeks, students engaged in three self-selected intentional activities.  The experimental group chose from a list of activities that have been reliably shown to increase positive emotions and the comparison group chose from a list of activities that have not been reliably shown to increase positive emotions.  The intent of this project was to discover if regular engagement in positive activities will increase the subjective sense of happiness among students.

Ian McIsaac

Integrating interactive software in the classroom for bmgt152 principles of management.

In their article Abodor and Daneshfar, 2006 (1.) state most of the leading Business Schools such as the Harvard’s Business School  have introduced simulation workshops or incorporated simulations as part of the content of different courses offered to students.  Abodor and Daneshfar, 2006 have referenced Jennings, 2002, Thomson et al., 1997 and Lane , 1995 (2.) who found that benefits of simulations have been noted include enabling  users to make strategic decisions by applying principles they learn in theory, teaching general management skills because they require users to make a series of strategic decisions, and enabling  users to make errors without any loss of investment.

The Principles of Management course (BMGT152) at Humber College in Toronto examines the roles of the manager and the skills needed to plan, organize, lead and control resources to achieve organizational objectives.

The business simulation software Praxar Golf – Introduction to Management introduced in this study offers students an opportunity to make decisions affecting an entire business comprising a golf course, pro-shop and restaurant. Students will then be able to observe the results of their decisions to such measures as EPS, sales and asset values. Ethical decisions are included as an integral part of decision-making.

Christine McCaw

Student engagement and satisfaction levels.

Student engagement levels are linked to satisfaction with learning events. There is a large amount of research around student engagement and how the learning environment can improve learner engagement and participation levels.  This project hypothesizes that increased student participation and engagement activities (as measured by student contributions to class discussions, by questions asked in class, or by participation in group activities in class) is positively correlated to academic success.  The classroom environment can also impact student engagement (ie: having more access to white boards for students to write/respond to in-class activities, access to and use of technology such as personal laptops, tablets or cell phones).

This project compares traditional classrooms to redesigned classrooms (HIVES rooms at Humber) to answer the following:

• Does classroom design impact student satisfaction, engagement, participation, and the quality of interactions between students and the instructor?
• Specifically, does the classroom design and access to technology improve the learner experience and improve overall academic results?

Cheryl Mitchell

Enhancing entrepreneurial learning.

The two most common ways post-secondary education promotes entrepreneurial activity is with the creation of incubators and entrepreneurial specific programming (Politis, Winborg, & Dahlstrand, 2010).  However, research findings are inconclusive on whether this close proximity to the school as well as entrepreneurial education has produced an individual better equipped to deal with the day-to-day activities of an entrepreneur (Politis, Winborg, & Dahlstrand, 2010).

In order to paint a portrait of current entrepreneur teaching strategies at Ontario Colleges, this project will focus on entrepreneurship courses and specifically the entrepreneurial education taught in the Entrepreneurial Enterprise Post Graduate Program and will:

• Provide a landscape of entrepreneurship including definitions of entrepreneurship and entrepreneurship education and common characteristics of entrepreneurs;
• Identify common ways post-secondary institutions and Humber teach entrepreneurship in the classroom; At Humber, my preliminary research indicates that it is mostly taught using business plan development and pitch presentations.
• Present a profile of effective education in developing entrepreneurial skills;
• Provides recommendations for changes to the educational curriculum to better support potential entrepreneurs.

Blake Lambert

Does twitter increase student engagement.

Students at Humber College, both degree and diploma students, are required to take a prescribed number of Electives in order to graduate from their program. A frequent student bias is that they don’t see Electives courses as part of their program. This belief can manifest itself as disengagement. But if Twitter, a popular social media platform, is incorporated into course work, can it help students to respond to and invest themselves in the learning materials of their courses.

• Does Twitter, when used in course work, increase student engagement in the learning materials in Liberal Studies electives?

Conflict Scenarios in Criminal Justice Careers

The BAA-CJ program currently does not use the conflict simulator as a teaching tool within its curriculum. This is partially because many of the scenarios in the library are not conducive to the skills learned in the program and/or the types of conflicts happening within a range of CJ professions. This project aimed to get a better sense of the prevalent conflict scenarios happening in current CJ professions and from there develop ecologically valid scenarios to be incorporated into CJ courses.

The current project developed useful conflict scenarios for the simulator library based on student and CJ professional experience. A follow-up study will incorporate these scenarios into our conflict management course to: 1. Determine if this technology enhances student engagement in course material; 2. If can be used as an evaluative tool to capture student learning of specific conflict skills.

Alfred Seaman

Professional identity in accounting students.

Professional identity is an important construct as it has been previously associated with retention, attrition, persistence, and knowledge construction. This study hypothesized that levels of professional identity will increase across subsequent years in the program. The overarching goal is to identify if and when substantial changes to identity occurs, which can also be described as the point when students stop viewing themselves as students and start viewing themselves as professionals. In particular, the study investigated when professional identity emerges within an accounting program, and whether this differs between the diploma and degree programs at Humber.

Adam Thomas

George Paravantes

Learning through play.

There is a large active discussion in education regarding teaching programming fundamentals to students in all levels of education including middle school, secondary school and postsecondary school.

Students enrolled in their first coding course often find grasping the fundamentals difficult and likely don’t understand the importance of a solid foundational understanding. Students often “hack” their way through introductory courses and then struggle in later courses.

This project tries to solve this through introducing an “element of play” to an introductory coding course.  The first half of this course continued learning Java but used it to program Lego Mindstorm robotics ( mindstorms.lego.com ).

Does adding a physical element of play to a programming fundamentals course help increase student engagement and result in better learning?

What do you do if you see that NEW Blackboard Ally red “oil gauge” next to your document in your course site? In this session we demonstrate how to fix accessibility issues identified by Blackboard Ally. This session will focus specifically on fixing issues with missing ALT text and color contrast in digital course content.

When designing and building your course online, consider the perspectives of all of your learners. In this session, we will look at online courses from the perspective of students with disabilities. We will also share five strategies to make your online course accessible to all students, such as incorporating Universal Design for Learning principles, adapting documents, and modifying assessments.

Creating and providing accessible documents is about inclusion, equity, and social responsibility. This session reviews the WCAG accessibility guidelines and AODA requirements applicable to creating digital content and documents and the fundamentals of creating accessible materials. As well, you will walk away with strategies and a toolbox full of apps and resources to help with making your content accessible.

Microsoft PowerPoint has many tools that help to ensure that the documents you share with your students are fully accessible. In this session, we modify inaccessible content to comply with accessibility standards. As well, we look at the following in PowerPoint with respect to accessibility: Accessibility Checker, Slide Layouts and Master Slides, and Reading Order. You will walk away with strategies to help you make your PowerPoint documents accessible.

Microsoft Word has many tools that help to ensure that the documents you share with your students are fully accessible. In this session, we modify inaccessible content to comply with accessibility standards. As well, we look at the following in Word with respect to accessibility:  Accessibility Checker ,  Document Structure , and  Tables . You will walk away with strategies to help you make your Word documents accessible.

What do you do if you see that NEW Blackboard Ally red “oil gauge” next to your document in your course site? In this session we demonstrate how to fix accessibility issues identified by Blackboard Ally. This session will focus specifically on fixing heading structures in digital course content.

Blackboard Ally is a new feature that was installed to your Blackboard site on June 1, 2020. It is an accessibility application that helps identify whether your digital course content is accessible and provides tips for remediation. Ally can convert your LMS content into alternative formats, including PDFs, electronic braille and audio files. In this session, we tour this new tool and its features and you will learn ways to maximize it in your course.

Are you interested in exploring Infographics as an assignment for your students? Are you already exploring infographics but are unsure where to send your students for tools, resources, and support?

The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for Infographic assignments. In addition, the Idea Lab team are here to support your students with workshops, online support, and one-on-one guidance and troubleshooting with digital assignments.

This session will help you explore if there is an appropriate infographic assignment opportunity in your course.

Are you interested in exploring website creation as an assignment for your students? Are you already exploring websites but are unsure where to send your students for tools, resources, and support?

The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for website assignments. In addition, the Idea Lab team are here to support your students with workshops, online support, and one-on-one guidance and troubleshooting with digital assignments.

Ideas for a website assignment include an online portfolio, a blog, a field placement report, and many more. This session will help you explore if there is an appropriate website assignment opportunity in your course.

Are you interested in exploring video creation as an assignment for your students? Are you already exploring videos but are unsure where to send your students for tools, resources, and support?

The Idea Lab offers resources including online tutorials, instructional videos, and Blackboard packages for various types of video assignments. In addition, the Idea Lab team are here to support your students with workshops, online support, and one-on-one guidance and troubleshooting with digital assignments.

Ideas for a video assignment include a mock interview, a screencast of a software demonstration, a digital story, a sales pitch, a demonstration of newly acquired skill, and many more. This session will help you explore if there is an appropriate video assignment opportunity in your course.

How can we choose and use educational technology tools thoughtfully? What tools align with our learning outcomes and assessments? In this session, we explore the Edtech bank – a group of tools, organized by function, that we recommend. We briefly talk about each tool to provide you with direction for choosing the right ones for you and your course.

There are many innovative digital tools that you can use in your online class to increase student participation and engagement, and to solicit feedback from your class. These tools can add polling, engagement with videos, mindmaps and more to your lessons. Explore these sessions to learn about Flipgrid, EdPuzzle, Mentimeter, Padlet, H5P, Kahoot and Poll Everywhere, and to get ideas on how to incorporate them in meaningful ways.

Inclusive design can help to remove barriers for learners and foster an online learning environment that is engaging for all. In this session, we provide practical strategies based on universal design for learning (UDL) to support you as you build inclusive courses online.

Rubrics are multidimensional scoring guides that faculty can use to provide consistency and transparency when evaluating students’ work. In this session, we review the components of a rubric, become familiar with difference kinds of rubrics, and begin creating a rubric. You will also learn how to use your rubric in Blackboard to increase marking ease, efficiency and consistency.

Universal Design for Learning is a framework that recognizes the ways in which humans learn and is designed to improve teaching and learning. In this session, participants will learn how universal design for learning (UDL) can help remove barriers for students and foster an online learning environment that is engaging and accessible for all. Practical strategies are shared to help you improve your own course.

As teachers, we know that the lively sense of community that forms in a face-to-face college classroom can be richly rewarding. In this session we explore how we can support, motivate and engage our students in an online environment. You will discover ways to forge meaningful connections between students and the material, students and the instructor, and students with their peers.

You want your live lectures on Blackboard Collaborate to be engaging and effective for your students, but how can you structure them to deliver maximum impact? This session delves into some strategies that, once incorporated, will keep students engaged during online lectures.

Encouraging collaboration can be a powerful way of improving learner engagement in an online setting. In this session we present and review how to facilitate collaborative learning including group work in an online class.

Topics will include: synchoronous and asynchronous collaborative teaching and learning, approaches used to implement effective group work, and examples of group work activities.

Adobe Spark is an online design application that allows users to effortlessly create graphics, short videos and web pages. In this session, we look at creating learning modules using Adobe Spark. Using the examples provided in the video below, we explore Adobe Spark’s functionality and provide tips on how you can use it in your own context.

Blackboard offers many tools that you can use to engage with your learners. In this session we demonstrate how to create Discussion Boards in Blackboard, and discuss how to use Discussion Boards to assess learning, build community, engage learners, and deepen learning.

In many cases, assessments need to be rethought and redesigned to fit in an online setting. This session explores ideas for alternative forms of assessments that will engage students in authentic opportunities to demonstrate their learning. You will also learn about educational technology tools that can support the delivery and completion of these assessments.

In this session, we will discuss ways to design an effective online course that meets the needs of today’s learners. We will overview the backwards design approach and will walk through course design tools and sample modules developed by Humber’s Teaching + Learning team. Questions will be welcome in the chat and at the end of the presentation.

Online course design requires a different approach than course design in a physical classroom. In this session, we discuss ways to design an effective online course that meets the needs of today’s learners. We provide an overview of the backwards design approach and walk through course design tools and sample modules developed by Humber’s Teaching + Learning team.

To respond to the shift to online, the Teaching + Learning team created a 10 step process that guides the development of effective online courses. This session goes through each of these steps to help you bring your course to the online world and ensure it is accessible and engaging for your students.

Teaching in the online environment is different than teaching in a face-to-face classroom in many ways. This session explores some key differences, highlighting issues regarding synchronous and asynchronous methods, engaging students, building trust and community, and managing workload in the online world.

Panopto allows you to easily manage, record and integrate video into your digital classroom. In this session, we cover the steps involved in creating videos using Panopto, and provide you with strategies to produce effective and impactful content for your learners.

Panopto allows you to easily manage, record and integrate video into your digital classroom. In this session, we cover the steps involved in sharing a video with your learners using Panopto.

Do you want to make your recorded Blackboard Collaborate sessions available to your students? Taking your recorded sessions from Blackboard Collaborate and bringing them into Panopto is easy. This short session will guide you through the process as well as review provisioning Panopto for Blackboard.

Captioning is esssential to make sure your videos are accessible to all learners. This session provides a step-by-step guide on how to add captions to your webinars, recorded classes or course videos. It shows you how to leverage Panopto’s power to generate automated captions to your videos in seconds and edit the captions effortlessly in minutes.

Panopto is more than just a platform to share your lectures and other videos. In it, you can create quizzes and use it as a platform on which students can create and share video assignments! This session explores the functionality of Panopto and provides you with the steps you need to maximize its functionality in your online class.

Panopto allows you to easily manage, record and integrate video into your digital classroom. This session provides you with an overview of the Panopto platform and how it can support you in remote-based delivery. Learn how Panopto can help you build and share videos with your students, and how it can be used to facilitate video assignments from your students. Panopto supports in-video quizzing, and has an easy-to-use Closed Captioning tool. Learn about discussions, and Panopto’s recording tools.

So you’ve finished your course trailer? This session provides guidance on how to finalize and submit your course trailer to be viewed by your learners. Within Lumen5, we’ll guide you through how to “request review” and how to apply Captions to your video within Panopto, and how to complete the webform to submit your completed video!

Creating a course trailer is a great way to get students interested in your course. Lumen5 is a video creation platform that allows anyone – no matter your skill level – to create engaging video content quickly and easily. This session offers a step-by-step guide on how to build your course trailer. You will learn about the writing process and an introduction to using the tool.

Creating a course trailer is a great way to get students interested in your course. Lumen5 is a video creation platform that allows anyone – no matter your skill level – to create engaging video content quickly and easily. This session is a step-by-step guide to Lumen5 that will help you create your perfect course trailer!

Blackboard Collaborate Ultra is a live video tool that allows you to add files, share applications and use a virtual whiteboard to interact with your learners.  This session covers the ins and outs of Blackboard Collaborate Ultra, including the management of roles, the management of audio and video, how to record sessions, how to interact with participants, sharing content and creating breakout groups.

Are you worried that teaching online will make it harder for you to notice students who feel invisible and disengaged? In this session we demonstrate how to use Blackboard’s Retention Centre tool to “see” learner and instructor engagement. You will learn how to identify students who may be facing challenges and reach out to them to set them up for success.

In this session we take a deep dive into the Blackboard Rubrics tool. We look at adding different types of rubrics to Blackboard, attaching rubrics to assignments, using the rubric to grade student submissions and provide feedback, and viewing the rubric as the student sees it.   This workshop focuses on the tool and not the theory of rubrics. To get the most out of this workshop, you may wish to review  this past recording of the “Creating and Using Rubrics” webinar  which focuses on designing effective rubrics.

Blackboard offers many tools that you can use to engage with your learners. In this session we review how to facilitate collaborative learning including group work using the Blackboard’s Discussion Board tool.

Blackboard has many tools dedicated to improving communication among learners and instructors. In this session, we take a closer look at how to set up and use three of these communication tools.

Discussion Boards  are an interactive space where learners can post and reply to messages (examples include class debates, weekly reflections, team discussions, role plays, etc.).

Journals  are a private and reflective space for learners to write (examples include reflecting on personal growth, recording lab results, documenting clinical experiences, communicating “muddiest points” that are private).

Wikis are a collaborative space where students can view, contribute to and edit content (examples include grant writing, creative writing, group research projects, student-created study guides and course glossaries).

Blackboard has many tools dedicated to creating well-organized and engaging learning modules. In this session, we will take a deeper dive into creating learning modules in Blackboard. We review the Content Folder Method and the Learning Module Method for building module material. Using the examples provided in the video below, we explore Blackboard’s functionality and provide tips on how you can maximize it in your own context.

Blackboard Groups is a tool on Blackboard that can greatly increase collaboration in your class. This session focuses on the Groups feature in Blackboard. You will learn about the various ways to create groups, creating group sign-up sheets, group tools available to students, creating group assignments, and grading group assignment.

Blackboard has many useful built-in tools that can be used to create effective tests and assessments. In this session, you will learn how to create tests in Blackboard. Topics will include creating test questions, reusing questions from past tests, creating randomized blocks, and using pools.

Looking for an easier way to load exams and quizzes into your Blackboard course site? Do you have a Word document with test questions that you want to use? Respondus is powerful third-party tool for preparing, managing, and uploading exams. This sessions shows you how to download and install Respondus, format test questions and answers in Word, import Word documents into the software, and publish a test from Respondus to Blackboard.

In Blackboard, instructors can create pools of questions or import questions from previously created tests. This session provides the steps required in order to create an assessment from a pool of questions, question set or previous test.

Blackboard has a test function that provides powerful customizability for your assessments. In this session, we answer the following questions: Does it have to be a test? Where do I create a test? How do I add questions? How do I deploy the test to learners? How do I make exceptions and accommodations for learners?

Blackboard’s Grade Center can be an extremely useful tool for tracking student success and providing critical information to students. This 90-minute session is for instructors who want to dig a little deeper into the functionality of the Grade Center. You will learn about setting up and organizing Grade Center, and the difference between scores and weights.

Blackboard offers many tools that you can use to build your course online. This session focuses on the basics of Blackboard, including how to navigate the platform, add learning content, use basic communication tools, create assignments and apply the Humber Template to your course site. The Blackboard Basics Quick Reference Card can help you transfer what you have learned in this session to your course.

After participating in Creating Accessible Documents 1 (CAD1) and 2 (CAD2), you feel confident that you can recognize accessibility issues in digital documents and are able to apply the AODA and WCAG guidelines and requirements to make them accessible. Now that you have gone back to your own materials and documents and given accessibility a try, you may have some further questions.

Creating Accessible Documents 3 (CAD3) is a 2-hour drop-in working session where you can get those questions answered. Come to this session with your documents that you would like to make accessible and that you may have questions about. We will brainstorm, analyze, and find solutions to your accessibility issues!

Learning Outcomes

• Modify documents to comply with accessibility standards.
• Use accessibility features in PowerPoint, Word, and Acrobat Pro.
• Identify accessibility issues in documents.
• Create accessible documents.
• Earn the Digital Document Accessibility Training Certificate of Achievement (DDAT) upon completion of CAD1, CAD2, and CAD3.
• Prerequisites: CAD1 and CAD2
• Please bring at least one document (PowerPoint, Word, or PDF) that you would like to make accessible and have questions about.

Find out how to create videos in Panopto, Humber’s new video streaming platform. Topics include: Using the Mac and Windows applications to capture your content, using the Panopto video editor, and creating/uploading content using your mobile phone! Before engaging in this session, we highly recommend the “Intro to Panopto” module.

Find out about Panopto, Humber’s new streaming platform. Topics include: uploading a video, enabling closed captioning, navigating the Humber folder structure, and leveraging Panopto’s built-in “Smart Search” to maximize your content discovery, amongst others.

Students studying various disciplines will, upon graduation, be required to work alongside a range of others trained in different disciplines. Research has shown that interprofessional teaching can have significant benefits in helping students appreciate the potential contributions of those from other professions and learn the essential communication and collaborative skills to effectively enhance the client or patient experience. In this session, participants will explore opportunities to create memorable and rich interprofessional learning opportunities for their students.

Differentiated Assessment is a best practice in universal design for courses and allows students with different learning styles to engage and produce meaningful work for assessment. Often instructors wish to consider assessment options but time constraints negatively impact the ability to come up with innovative ideas. In this session, participants will learn about the underpinnings to this approach and receive hands on help in expanding their assessment options for students.

Qualitative data collection methods can generate an overwhelming amount of data. The process of organizing and analyzing this data can be daunting. Attendees of this interactive session will walk through the process of organizing, and analyzing qualitative data. Specifically, attendees will be guided to develop code or theme lists that reflect the key ideas and patterns found in their data that answer their research questions. Participants are encouraged to bring a set of qualitative data that may be explored during the session.

Thinking about conducting an interview or focus group as a part of a research project, but not sure where to begin? When done effectively, these two research methods can add richness and depth to your study. In this session, we will discuss best practices for effective and ethical interview and focus group facilitation. We can also point you in the right direction for what comes after, with an overview of thematic analysis. Participants are encouraged to bring any projects that may be further developed during this session.

Various disciplines, in academic and business sectors, use qualitative research to observe people in their natural setting or to better understand people’s lived experiences as described by them. Qualitative Research Methods can be used in research studies that require a response to the question ‘why’ and to look at the topic through the eyes of participants. The most often used methods in qualitative research are interviews and observation. In this session, participants will learn what qualitative research is and when it is most appropriate to use it in a study. Anyone with an idea for a research study will benefit from thinking about what methodological approach will be best suited to meet the research objectives.

The iPad is a great tool for presenting content in an engaging and interactive way, especially if your subject matter is analytical or creative. We’ll work with your existing course content and discuss how apps such as GoodNotes and Keynote can enhance communication and interaction during classroom presentations.

Microsoft OneDrive gives you the ability to store and sync up to 1TB of files online. Find out how you can best manage, sync and share files. We can also discuss strategies for backups and organization.

Creating Accessible Documents 2 (CAD2) consists of three parts:

• Creating Accessible PowerPoint Documents
• Creating Accessible Word Documents
• Creating Accessible PDFs

In this 3-hour hands-on session, Creating Accessible Documents 2 (CAD2) , we will apply the accessibility guidelines and requirements for digital content learned in Creating Accessible Documents 1 (CAD1) to various documents. You will review the fundamentals of creating accessible materials and modify inaccessible content to comply with accessibility standards. We will dive into PowerPoint, Word and PDF documents and practice making them accessible. You will be introduced to the use of accessibility checkers in PowerPoint, Word and Acrobat Pro and the different features in these software applications to make documents accessible.

• Apply accessibility guidelines to digital content and documents.
• Prerequisite: CAD1

With Ontario’s commitment to be a fully accessible province by 2025 through the implementation of the AODA, knowing how to create accessible learning materials is crucial! Humber College has committed to Accessible Education as one of its Strategic Pillars. Creating and providing accessible documents is about inclusion, equity, and social responsibility.

Creating Accessible Documents 1 (CAD1) will review WCAG accessibility guidelines and AODA requirements applicable to creating digital content and documents. In this 2-hour hands-on session, you will learn the fundamentals of creating accessible materials and modify inaccessible content to comply with accessibility standards. You will walk away with strategies and a toolbox full of apps and resources to help with making your content accessible.

• Identify different types of disabilities.
• Recognize the different legislation and guidelines related to accessibility.
• Identify accessibility requirements and issues for digital content.
• Creating Accessible Documents 1 (CAD1) and 2 (CAD2) are also part of the Inclusive Curriculum Design Certificate (ICDC) . This training, equivalent to one module in the ICDC, can be used to PLAR into the 6-module ICDC certificate.

In this 1-hour lecture style session, WCAG What? Understanding AODA Compliance for Documents , we will review WCAG accessibility guidelines and AODA requirements applicable to creating digital content and documents. You will walk away with a toolbox full of apps and resources to help with making your content accessible.

In this 1-hour hands-on session, we will apply the accessibility guidelines and requirements for digital content and instructional documents to PowerPoint documents. You will be modifying inaccessible content to comply with accessibility standards.

As well, we will look at PowerPoint’s built-in tools for accessibility: Accessibility Checker, slide layouts and Master Slides, and Reading Order.

You will walk away with strategies to help you make your PowerPoint documents accessible.

• Apply accessibility guidelines to digital content and PowerPoint documents.
• Modify PowerPoint documents to comply with accessibility standards.
• Use accessibility features in PowerPoint.

Prerequisite: WCAG What? Understanding AODA Compliance for Documents or Creating Accessible Documents 1 (CAD1)

In this 1-hour lecture style session, we will apply the accessibility guidelines and requirements for digital content and instructional documents, learned previously, to PDF documents in Acrobat DC (Pro).

We will look at the following: Acrobat DC’s Accessibility Checker (Full Check), Reading Order, Reflow, and the Tags Pane.

You will walk away with strategies to help with making your PDF documents accessible.

• Identify accessibility issues in PDF documents using Acrobat DC (Pro).
• Use accessibility features in Acrobat DC (Pro).

Prerequisite: WCAG What? Understanding AODA Compliance for Documents or Creating Accessible Documents 1 (CAD1) and Creating Accessible Word Documents

In this 1-hour hands on session, we will apply the accessibility guidelines and requirements for digital content and documents to Word documents. You will be modifying inaccessible content to comply with accessibility standards. As well, we will look at the following in Word with respect to accessibility: Accessibility Checker, Document Structure, and Tables.

You will walk away with strategies to help you make your Word documents accessible.

• Apply accessibility guidelines to digital content and Word documents.
• Modify Word documents to comply with accessibility standards.
• Use accessibility features in Word.

Word clouds are a great way to distil and summarize information. Come and find out various ways you can use word clouds in teaching and learning. Discover several free and easy to use tech tools, including ones built right into PowerPoint and Word!

Engage your students and improve your lessons when using the Sharp classroom touchscreen situated in the HIVES classrooms and other Humber learning spaces. In this hands-on session, you’ll learn evidence-informed practices to plan, prepare, and share your materials using the classroom touchscreen. Participants are welcome to bring their own ideas and materials to the session.

The skill you learn here are transferable to any touch screen you’ll encounter in and out of the classroom.

Lucidchart is a web app that allows users to collaborate and work together in real time to create flowcharts, organizational charts, website wireframes, mind maps, software prototypes, and many other diagram types. In this hands-on session, you’ll learn the basic functionality of Lucidchart that will empower you to create your very own designs.

Learn how to use Padlet, an online virtual “bulletin” board where students and teachers collaborate, reflect, share links and any file type. Padlet is a tool between a document and a full-fledged website builder, empowering everyone to make the content they want. To check out the tool, go to padlet.com .

Mind mapping is a visual technique of representing and structuring thoughts and ideas. In this session, we will investigate evidence-informed practices used in the creation and real-world application of mind maps by using state-of-the-art mind mapping software. To get the most out of the session, participants are strongly advised to bring their own laptop, tablet, or phone.

Use Quizlet to create multimedia study sets and share them with your students. They can then use them to learn and review in seven different study modes: learn, flashcards, write, spell, test, match, and the gravity space game. Students can also create their own study sets that can be useful for reviewing or assessing their knowledge. As a premium feature, this tool uses spaced repetition principles to help student study more efficiently and retain information in the long term. For teachers, Quizlet Live is an engaging in-class game mode where students work in teams to correctly match terms and definitions. Learning is fun with Quizlet!

Learn how the Google suite of free apps facilitates sharing and collaborating learning practices. In this hands-on session, we will explore the apps that are useful in an educational setting, inside and outside of the classroom. By the end of the workshop, you will have a working knowledge of Calendar, Docs, Sheets, Slides, Drive, and Keep. Both web and mobile apps will be explored.

Enhance your lessons in the classroom with the latest electronic board technology. The SMART board brings the traditional whiteboard to the next level by adding extended capabilities for sharing and collaborating, endless whiteboards, session live sharing with local and remote users, saving and resuming sessions, and web browsing. The SMART board can be moved to where you need it the most on campus. This is a hands-on session where you’ll use and get comfortable with this technology.

Mobile devices are incredibly powerful tools that can enhance teaching and learning in the classroom and on the go. In this session, you will discover and use some educational apps that can be part of your teaching toolbox and leverage your mobile devices’ capabilities. You will learn how to download and use these essential apps on your smartphone or tablet. An Apple App Store or Google Play Store account is required in order to download the apps on your personal device. A limited number of devices will be available to borrow during the session.

Mentimeter can help you make your classes innovative and memorable. In this hands-on session, you’ll learn how to plan, design, and deliver your interactive lesson. Add polls, quizzes, scales, open ended questions and other interactive tools that can help you engage and interact with your learners. Participants are welcome to bring their ideas and any materials they’d like to work with to the session.

Google Forms is a simple and free way to collect, save and analyze student data. Use it to create class surveys, short quizzes, student inventories and much more. Use the information you collected to help you gauge your students’ understanding, class engagement and anything else you like. In this hands-on session, you’ll learn how to create Google Forms, how to make forms that are easily understandable, how to ask good questions and offer good answer choices. We’ll complete our overview of the tool by learning how to distribute surveys and collect answers.

Find out how Panopto, Humber’s new video streaming platform, integrates with Blackboard. Topics include: sharing videos with your students, leveraging “Assignment Folders” to collect your students’ videos, and integrating quizzes into your creations (It’s SCORM Compliant, too!). Before engaging in this session, we highly recommend the “Intro to Panopto” module.

Rubrics can do much more than communicate assignment requirements. By transferring your rubrics to Blackboard you can:

• Increase marking ease and efficiency
• Increase marking consistency and impartiality
• Quickly provide personalized feedback and inline comments
• Reduce downloading and printing of assignments

Prerequisites : Current knowledge of rubrics.

The purpose of this session is to provide you with an opportunity to explore Camtasia alongside a Studio Support Specialist, who will guide you through a detailed tour of the software’s interface, its essential tools, as well as provide you with an in-depth look at its many video creation possibilities. Central to this session is our appreciation of the fact that your goals and experiences, as they relate to creating educational content, are unique. With this in mind, we are happy to develop a plan that’s specifically tailored for you so that you can begin to create engaging video content for your students!

Learn how to make simple, animated videos on your computer using a using free browser-based tools. In this hands-on session, you will create a short animated video with a voiceover that you can use in your teaching.

Want to add a short welcome or course overview video in Blackboard but you don’t want to appear on-screen? Learn how to make simple animated videos on your PC using free tools. In this hands-on session you will experiment with two simple tools that will allow you to created short animated videos. By the end of this session, you’ll have the tools you need to create your own animated video.

Want to add a short welcome or course overview video in Blackboard but you don’t want to appear on-screen? Learn how to make simple animated videos on your Mac using free tools. In this hands-on session you will experiment with two simple tools that will allow you to created short animated videos. By the end of this session, you’ll have the tools you need to create your own animated video.

In this session, we will explore Blackboard tools to help you assess student learning. You will learn:

• How to create various question types (essay, short answer, multiple choice, true/false)
• How to randomize questions for tests and surveys
• How to build tests from pools
• How to edit test options (number of attempts, timer, forced completion, display dates, due dates, display results)

In this session, you will learn the basics about Blackboard 9.1, and find out how this product can enhance your classroom. Participants will discover how to navigate, add and remove content, use basic communication tools, and upload the Humber Template.  Please ensure you have access to Blackboard before the session beings; If you do not have access to a Blackboard site to work in you will not be able to participate actively in the workshop.

Is your Blackboard Grade Center ready for grades?

In this session, we will focus on common challenges like understanding the difference between scores and weights, creating a weighted grade column, organizing Grade Center, and controlling grade visibility for students.

Have you ever wanted to invite a guest speaker to your classroom virtually?  Or hold virtual office hours?  Or engage with your students in a virtual classroom?  With Blackboard Collaborate Ultra you can do all of the above.  Host a virtual session anytime within or outside of Blackboard and connect with your students.

Learn how to provide accommodation to individuals and groups for assignments and tests in Blackboard.

In this session we will address the following questions:

• How do I grant an assignment extension?
• How do I give someone more time to take a test in Blackboard?
• How do I allow someone to retake a test?
• How do I allow a student or a group to resubmit an assignment?

Prerequisites: Participants should know how to create assignments and tests in Blackboard.

Learning outcomes are a critical component of the teaching and learning process. They act as a guide for learners and educators and indicate what the learners will know and do by the end of a specified course or program. In this session, participants will learn how to write observable and measurable student learning outcomes that inform course content and assessments.

Compared to children and teenagers, adults have unique needs and requirements as learners.  Understanding the unique characteristics of the adult learner ensures more effective classroom instruction.   During this interactive session, faculty will: 1. identify the unique characteristics of the adult and mature learner; and 2. incorporate andragogic strategies to engage adult and mature learners.

Are you struggling to motivate and engage your students?  Are you finding it increasingly difficult to come up with new ideas on how to bring FUN into the classroom?  This session is designed to provide you with a “go-to basket” of FUN and ENGAGING activities that can be used in any discipline.  Not only will you participate in the “actual activities,” but you will walk away with a package of resources that can immediately be used in your teaching practice.

Personalized student feedback questionnaires (SFQ) can provide faculty with important information about their course. Join with colleagues to generate ideas for developing meaningful, personalized questions. By the end of this session, you will have created your own questions for your SFQ.

Lesson planning helps ensure that curriculum is engaging, consistent, and effectively assessed. A well-designed lesson is rewarding for educators and motivating for students. In this session, participants will explore the elements of an effective lesson plan and receive a template to guide the design of lessons that maximize learning opportunities for all students.

A ‘hot moment’ in the classroom is an emotion-laden moment of conflict or tension that threatens to derail teaching and learning.  ‘Hot moments’ are usually triggered by a comment on a sensitive issue or as a result of classroom dynamics.  Most faculty are uncertain how to effectively respond to a ‘hot moment’.  During this session faculty will:

• discuss their role in developing and maintaining a positive classroom climate; and
• apply strategies to cool down a tension filled classroom community.

Submitting a paper for publication in a scholarly journal can be an exciting – and intimidating – experience. In this session, we will walk you through the process from initial submission to final publication. Topics will include how to choose a target journal, how to set up your manuscript for success, how to deal with and respond to peer reviews (the good, the bad, and the ugly), and how to stay patient and keep your confidence intact throughout!

Planning to share your research at an academic conference? In this session, we will explore how to be a great storyteller with your research, so that your presentation (either oral or poster form) will stand out – in a good way!

This session will provide an introductory overview on how to represent textual data in a visual context to help others better understand its significance or value.  Participants will learn tips and tricks on data visualization using Microsoft Excel.  Topics to be discussed include arranging data for optimal chart creation, when to use each chart type, examples of good and bad data visualizations, and an introduction to intermediate and advanced chart templates (ex. Histogram, Stacked Bar, Combo, and Sunburst).

Active learning is a pedagogical approach to instruction that involves actively engaging students with the course material.  This student-centered approach places a greater degree of responsibility on the learner compared to teaching practices such as lectures, but instructor guidance is still crucial in the active learning classroom.  This session will: 1) familiarize participants with the active learning approach; and 2) describe various active learning techniques that can be seamlessly implemented in small, large and online class environments.

Planning or interested in developing a survey for a research project? This session is for you! In this module, we will guide you through the best practices of constructing survey questions, building your survey on Survey Monkey or Microsoft Forms, and analyzing and visualizing your data using Microsoft Excel. Participants are encouraged to bring survey-based projects that may be further developed during the session.

Attendees of this interactive session will walk through the process of creating, organizing, and applying codes for a qualitative data set, in an objective and comprehensive way to help answer their research question(s). Participants are encouraged to bring a set of qualitative data that may be explored during the session.

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Lesson Planning | Free Lesson Plan Template and Sample

Written by: Mike Turner

July 13, 2021

Time to read 6 min

Why We Write Lesson Plans

Given that there are a variety of reasons for writing a lesson plan, it should be a non-contentious view that there should be different kinds of lesson plan for different contexts. It is very difficult to come up with a ‘one-size-fits-all’ for every situation. With this in mind, let’s start by looking at who lesson plans are for, and why we might want to write one in the first place.

Who is the Lesson Plan for?

Here are a few categories of people for whom you might want to write a lesson plan:

1. For Yourself

If you are a relatively new or inexperienced teacher, writing a lesson plan can help you think through your lesson with greater clarity. It can act as a kind of practical checklist of things to consider. In particular, it can help you to: 

• Organise your preparation (handouts, writing-up instructions, setting up equipment, arranging the space).
• Make explicit and foreground any desired learning outcomes.
• Incorporate a variety of activity types to vary the flow and pace, and to sustain interest.
• Structure and order the phases of your lesson in a logical way.
• Plan the flow and pacing of your lesson so that valuable learning time isn’t wasted.
• Think about practical considerations, such as how you transition between different activities.
• Identify potential problems and opportunities – and have contingency plans in place to deal with these.
• Plan extension work or scaffold learning for your students, depending on how easy or difficult they find a particular task.
• Walkthrough the lesson in your head.

People sometimes think about a lesson plan in terms of a comfort blanket or a set of training wheels , but I find these kinds of metaphors rather patronising. It suggests that the teacher is somehow deficient or lacking in capability. Instead, teachers who plan in this way should be congratulated on being thorough and professional in their approach.  

Of course, as teachers become more experienced, they will find it easier to work from brief notes or to carry a plan in their heads. Over time, all teachers hone their skills, learn to adapt to circumstances and events with confidence and improvise judiciously, sometimes going ‘off plan’ completely, when the occasion calls for it. However, even experienced teachers sometimes find it useful to put together a detailed written plan – particularly if they are finding a particular group of learners challenging or if they want to think through a lesson in more detail.

2. For Your Academic Manager

You may also be asked for a lesson plan by your Academic Manager. This could be because they want to ensure that your content and methods are appropriate – either to the age and level of the students, to the syllabus or the ethos, approach and methodology of the school. But there may be other reasons too. For example, they may encourage you to use it as a tool for self-reflection, or they may want to keep copies on file with the class’s record of work so that they can evidence if required, that a lesson is purposeful and has been well-planned and thought through. This may be partly as a Quality Assurance (QA) measure but may also be a good thing for you as a teacher – for example, in the unlikely event of a complaint from a student or parent.  

3. For Another Teacher

Sometimes you may want to write a lesson plan that can be used by another teacher. For example:

• You may need another teacher to stand in for you in the case of illness. Some institutions (and some teachers) like to have one or two lesson plans on file so that if a class needs to be covered by another teacher, the replacement can walk into the class at short notice and deliver a lesson that is well-planned and organised, and that will fit into the learning scheme for the students, rather than being a ‘one off’ class.
• If you are responsible for the development of in-house materials, or if you share lesson ideas with colleagues, you will want to supply a generic lesson plan and resources that can be picked up by any member of the teaching staff, adapted and delivered in a way that addresses the main learning outcomes.
• If you do peer observations, it can sometimes be interesting to do a ‘lesson swap’ with another teacher. This is where a colleague delivers a lesson you have prepared and vice-versa. This can be a great exercise, as it can highlight any strengths and weaknesses in the planning - and it can be really interesting to see how someone else approaches, delivers and adapts the various elements of the lesson.  

4. For An Observer

Finally, you will at some stage have your teaching observed. This may be done by your TEFL tutor, your Academic Manager, or by an external assessor (for example, a British Council or EAQUALS inspector).

With a TEFL tutor, you may need to evidence your preparation in detail, as it is likely to form part of what you will need to submit in order to pass your course. Also, the additional detail will help them understand and assess the choices that you make when teaching.

Lesson plans for external observers also tend to need more detail. This is simply because someone external is unlikely to know the institution or the class. Also, since it is the role of such observers to assess the quality of the teaching, they will benefit from having a full picture. If they are observing a large number of classes, observers may not be able to stay for a full lesson and may need to understand the portion of the lesson they observe in a wider context.

Observations by an academic manager will usually be for one of three reasons:

• As a Quality Assurance measure
• To provide you with feedback and support
• To provide the focus for CPD

We do all three kinds of observation and, for each, we expect different levels of planning. It is worth noting that the way each type of observation is conducted and the kind of feedback for each is quite different too.

So, What Should I Include?

In short, decisions about how to write a lesson plan and its contents need to be guided by its purpose. As a teacher these decisions are sometimes taken out of your hands – dictated by your tutor, by the institution where you work, by your Academic Manager or by the inspecting body.  

However, where you are in control, you need to think about what information is useful. I have attached a template you can use and that can be adapted to your own context. The template and example provided are relatively detailed. However, because it has been produced in the form of a Word table, it should be relatively easy to delete any rows or sections that are not relevant to you. For example, if you work at a small school and the lesson plan is for your Academic Manager, you will probably not need the contextual notes on the class.  

Any section can be expanded if required. In particular, you may want to extend the ‘phases of teaching’ boxes to include more detail. This is down to personal preference and may depend on how experienced you are as a teacher. 

A Final Word

Just before I sign off, there is one other thing I should say: remember that a lesson plan is just a document. Do not fetishise it – what is important is the learning that takes place in the classroom. Don’t let the document become more important than the lesson itself.

By way of warning, I have listed below some things to look out for and avoid when you are planning your lesson:

• Is your plan too detailed and does it contain irrelevant or duplicated information?
• Is it too ‘tight’ and inflexible (ordering, timings)? Remember, a good teacher needs to be able to respond to events in real time, address the needs of the learners and take advantage of learning opportunities as they arise. Never stick to plan ‘A’ if it is not working.
• If there is too much of a focus on you as a teacher (techniques, strategies, management), rather than on the learning? As you teach, watch and respond to your students’ reactions, listen to what they say and check their learning regularly.
• Has writing the plan taken too much time? Try not to use a template that makes your job too admin-heavy and stressful. If in doubt, discuss it with your TEFL tutor or Academic Manager.

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Types of Lesson Plan, Formats and Parts (with Samples)

Teaching is an art, and every masterpiece begins with a plan. For educators in Nigeria and all over the world, that plan is called Lesson Plan . In this guide, we will be looking at the Types of Lesson Plan, the various formats, the parts and sample lesson plans.

Lesson Plans are simply the plan of how teachers plan to deliver their lessons. Lesson plans are not just for formality, they are the backbone of a successful teaching and learning.

Lesson plans are the guiding light for teachers, outlining the objectives of the lesson (what the students need to learn), teaching and learning activities (the teaching methodology), and assessment (what evaluation methods will be used to measure if the objectives of the lesson was achieved or not).

The Importance of Lesson Planning

Teaching without a lesson plan is like trying to find your way around in a new city without a map or city tour guide. It can be so frustrating trying to teach a class unprepared and without a lesson plan. And that is why this article on “Types of Lesson Plan” will not be complete if I fail to mention some of the importance of lesson planning .

Here are some of the reasons why lesson plans are important:

• Guidance: A well-structured lesson plan serves as a guiding roadmap for teachers, providing a clear and organised framework to follow. It acts as a compass that helps in achieving the lesson’s objectives while maintaining a logical flow of content.
• Builds Confidence in Teachers: A well-prepared and detailed lesson plan equips the teacher with understanding of the subject matter, teaching strategies, and potential challenges, fostering a sense of preparedness that directly translates into confidence in the classroom.
• Adequate Preparation: Lesson planning is synonymous with preparation. It prompts teachers to thoroughly research and understand the content they are about to impart. This preparation enhances the overall quality of teaching.
• Creates Anticipatory Mode for Students: A well-structured lesson plan sparks curiosity and engagement in learners making them to anticipate what is going to be taught. Students are more likely to be actively involved in the learning process when they have a clear understanding of the lesson’s direction.
• Time Management: Efficient time management is a crucial aspect of effective teaching. Lesson plans assist teachers in allocating time wisely for each segment of the lesson, preventing overshooting or falling short of time. This ensures that all planned activities are executed within the allocated timeframe.
• Avoids Repetition: Through careful planning, teachers can avoid unnecessary repetition in their teaching.
• Evaluation: Lesson plans serve as a valuable tool for assessing the effectiveness of teaching methods. They enable teachers to reflect on what worked well and what could be improved, fostering continuous professional development.

Key Components of a Lesson Plan

There are different Types of Lesson Plan , various formats and structure, and that is great. However, no matter the type, style or format adopted, every lesson plan should some basic components.

Below are the key components that make a lesson plan effective and impactful.

1. Learning Objectives

The learning objectives is the most important component of the lesson plan. They define the reasons for the lesson and serve as a compass for the teaching and learning activities.

From the lesson plan objectives, one can easy tell what the students are going to learn during the lesson and how learning will be evaluated at the end of the lesson.

Your lesson objectives must be SMART – Specific, Measurable, Attainable, Relevant, and Time-based.

Here are a few examples for Lesson Objectives for SS1 Physics for the topic “Motion in Nature”.

Specific Objectives: By the end of this lesson, students should be able to:

• Define motion and its importance.
• Describe the types of motion, including translational, oscillatory, random, and rotational.
• Explain the concept of relative motion.

2. Subject Matter

The subject matter has to do with the specific topic to be taught and how it aligns with the National Curriculum. Hence it is not just about what to teach, but how to teach it to achieve learning objectives. It includes sources of information and reference materials such as textbooks, lesson notes, websites, or tools for enhancing teaching and learning.

3. Procedure

The procedure is the step-by-step details of how the teacher will deliver the lesson and achieve the stated lesson objectives. The procedure can be arranged in sequential steps or in a tabular form depending on the lesson plan format or style. The procedure includes teacher’s activities, learners’ activities, questions and answers geared towards achieving the learning objects.

4. Evaluation

Assessing student understanding is a pivotal aspect of effective teaching. From multiple-choice questions to formative tests, evaluation helps teachers gauge the effectiveness of their teaching methods and make necessary adjustments.

5. Assignment

The assignment component of Lesson Plan isn’t just about giving the students tasks to do. Assignments are designed to reinforce students’ learning. It includes focused specific questions and exercises that will help reinforce the students’ knowledge of the subject matter.

Types of Lesson Plan: Step Lesson Plan vs. Tabular Lesson Plan

(1) Step Lesson Plan

The Step Lesson Plan is a detailed guide for teachers, ensuring a logical and effective structure for their lessons. Each step serves a specific purpose, contributing to a comprehensive learning experience.

• Introduction: During the introduction, the teacher set the stage for the lesson by introducing the topic and then go ahead to provide background information, and states the learning objectives so as to create anticipation in the students.
• Warm-up: After creating anticipation in students during the lesson introduction, next is to engage the students in short activity or exercise such as game or an interactive session or a quick review of previous lesson, so as to arose their interest and prepare them for learning.
• Presentation: This is the stage where the teacher impart the learners with new information or concepts. Presentation is the heart of the teaching and learning process, and can be achieved using any instructional method such as demonstrations, discussion, storytelling, technology-based or the use of multimedia to pass new information across to the learners.
• Practice: Practice time is set aside to engage the students in applying what they have learnt through individual or group activities and exercises.
• Review: This is a brief recapitulation of the main points covered in the lesson to ensure understanding.
• Conclusion: The final stage where the teacher reviews learning objectives, highlights key takeaways, and may preview the next lesson or assign classwork.

Layout of Step Lesson Plan

(2) Tabular Lesson Plan

The Tabular Lesson Plan offers an organized table format for teachers, streamlining information for efficient lesson delivery. It includes the following elements:

• Subject/Topic of the Lesson: Clearly stating the main subject or topic of the lesson.
• Objectives or Learning Outcomes: Specifying the desired outcomes the lesson aims to achieve.
• Materials or Resources: Listing the instructional materials or resources needed for the lesson.
• Anticipated Problems: Identifying potential challenges and outlining solutions in advance.
• Teaching Strategies: Describing the approaches or methods the teacher will use during the lesson.
• Assessments or Evaluations: Outlining the methods used to assess or evaluate student understanding.
• Time Allocation: Defining the time allocated for each activity or task to ensure efficient use of class time.

 Layout of Tabular Lesson Plan

NUMBER OF LEARNERS IN ATTENDANCE:

AVERAGE AGE:

BEHAVIORAL OBJECTIVES:

PRE-REQUISITE KNOWLEDGE:

LEARNING MATERIALS:

REFERENCE MATERIALS:

LESSON DEVELOPMENT

Where to Buy and Sell Lesson Plans in Nigeria

I will share a sample each of Step and Tabular Lesson Plan layout with you, but before then, let me introduce you to TermlyPlan. TermlyPlan.com is an online marketplace where teachers and educators like buy and sell lesson plans, question banks and other teaching resources. On the platform, you will find different Types of Lesson Plan across all classes and subjects.

If you have been teaching for years and have your lesson plans in place, you can sell them on TermlyPlan.com and make good money. Or Perhaps you are new to teaching and are struggling with your lesson planning, we’ve got you covered. You can buy the lesson plan you need on TermlyPlan with ease and at an affordable price so you can meet your lesson planning goals and deadlines.

To Buy already-made fixed price Lesson Plans, “ Click Here ”.

However, if you are interested in registering as a seller and to make money selling your own lesson plans, then “ Click Here Now ”.

Alright, back to the article. Let me quickly share two lesson plan samples with you, one for Step Lesson Plan and one for Tabular Lesson Plan.

Samples of Step and Tabular Lesson Plans

(A) Example of Step Lesson Plan: Sample Step Lesson Plan on Family Conflict for JSS2 Home Economics.

LESSON PLAN FOR WEEK TWO ENDING 22ND NOVEMBER, 2023

Click here to download the Lesson Plan sample above in pdf format

(B) Example of Tabular Lesson Plan: Sample Tabular Lesson Plan on Family Conflict for JSS2 Home Economics.

LESSON PLAN FOR WEEK TWO ENDING 22 ND NOVEMBER, 2023

• SUBJECT: Home Economics
• THEME: Home Economics
• TOPIC: Family Conflict
• SUB-TOPIC: Understanding Causes and Resolving Issues
• DATE: 22nd November, 2023
• CLASS: JSS2
• NUMBER OF LEARNERS IN ATTENDANCE: 25
• AVERAGE AGE: 13 years
• BEHAVIORAL OBJECTIVES: At the end of the lesson, learners should be able to:

              Cognitive:

• define family conflict.
• identify situational causes of family conflict.
• discuss personality differences as contributors to family conflict.
• explain the concept of power struggles in the context of family conflicts.

              Affective:

• recognize the negative emotional impact of unresolved family conflicts.
• reflect on personal experiences related to family conflicts.
• value the importance of open communication in conflict resolution within the family.
• appreciate the significance of addressing conflicts to maintain healthy family relationships.

             Psychomotor:

• demonstrate effective communication skills during conflict resolution.
• engage in role-playing activities to simulate conflict resolution scenarios.
• apply negotiation and compromise techniques in resolving conflicts.
• exhibit active listening skills when participating in discussions about family conflicts.
• RATIONALE (Why am I teaching the lesson? Why do students need to learn it): (1) To empower learners to comprehend the concept of family conflict, fostering a clear understanding of what constitutes conflicts within the family dynamic. (2) To equip learners with the awareness of the detrimental consequences of unresolved family conflicts, emphasizing the importance of addressing and resolving issues promptly. (3) Recognizing that there are intricate aspects to family relationships and conflicts that learners may not fully grasp, this step encourages students to explore the complexities of their own thoughts and emotions, fostering self-awareness and facilitating effective conflict resolution within the family unit.
• PRE-REQUISITE KNOWLEDGE: Basic understanding of family relationships.
• LEARNING MATERIALS: Pictures of people engaging in conflict resolution.
• REFERENCE MATERIALS: Home Economics for Junior Secondary Schools

Lesson Plan Formats: Types of Lesson Plan in Nigeria

Nigeria’s educational landscape boasts various lesson plan formats, each with its unique strengths. Let’s explore some widely used Types of Lesson Plan.

1. SMASE ASEI PDSI Lesson Plan Format

The SMASE ASEI (Activities, Students, Experiments, and Improvisation) PDSI lesson plan format is the current government-approved lesson plan format in Nigeria. This student-centered plan engages learners through activities, critical thinking, and teamwork. The ASEI lesson plan can be presented either in Step or Tabular style (See sample lesson plans above). ASEI lesson plan is based on PDSI practice (Plan, Do, See, Improve). Its advantages include holistic learning and the incorporation of different learning styles.

2. TKT Lesson Plan Format

The Teaching Knowledge Test (TKT) lesson plan format, offered by Cambridge Assessment English, has a basic structure that includes a title, aim, objectives, materials, anticipated problems and solutions, procedure, teaching and learning activities, differentiation, assessment, reflection. It is one of the oldest format of writing lesson plans in Nigeria. However, most school prefer the ASEI format to the TKT format of Lesson Plans.

3. ESSPIN Lesson Plan Format

The ESSPIN (Evaluating Student Skills and Progress in Information and Communication Technology) lesson plan format is a method used for assessing progress students in ICT. ESSPIN Lesson plan includes elements such as a descriptive title, specific and measurable objectives, necessary materials, an introduction, a detailed procedure, evaluation methods, and a conclusive summary.

4. ESL Lesson Plan Format

ESL lesson plan format is designed for teaching English as a Second Language (ESL) to learners. Elements of the lesson plan includes identifying goals, choosing suitable materials, creating an outline, planning for assessment, considering student needs, planning for interaction, and maintaining flexibility.

5. UNESCO Lesson Plan Format

Adaptable to various teaching contexts, UNESCO’s lesson plan format includes essential components like the title, objectives, time allocation, materials, introduction, body, conclusion, evaluation, follow-up, and reflection. Its flexibility makes it suitable for both face-to-face and online teaching.

Buy and Sell Lesson Plans, Question Banks and other Digital Teaching Resources on TermlyPlan.com

TermlyPlan.com is an online marketplace designed to cater to the needs of Nigerian teachers. It’s a platform powered by a community of educators like you. Buy and Sell different Types of Lesson Plans and Teaching Resources on TermlyPlan – Click Here to Get Started today.

There you have it, comprehensive article on the Types of Lesson Plan, Formats and Parts (with Samples). Let me know what you think about this piece in the comment section. I am open to your contributions, suggestions and questions.

PS: Putting Lesson Plans together is not an easy tasks and that is why we created TermlyPlan.com – an online marketplace for buying and selling lesson plans. You can easily order for any lesson plan you need and save yourself from the stress of trying to create one from scratch. Register on TermlyPlan today – it’s easy and completely FREE, “ Click Here ”.

ASEI Lesson Plans – A Comprehensive Guide

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Sample Assignments and Lesson Plans

Docs category: sample assignments and lesson plans.

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Lifecurious

Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻‍🏫

Here’s everything I learned in the process of earning CELTA’s top grade, plus something you won’t find elsewhere: Pass-A-quality example lesson plans, assignments, and more.

Are you doing a CELTA course and shooting for an A? Or just want to learn more about what it takes? You’re in the right place.

I’ll start by being more pessimistic, but then I’ll dial it back. First, here’s Jo Gakonga with a short summary of the CELTA assessment guidelines :

Jenna Cody also has a great write-up about her experience getting a Pass A, and how difficult/intense it was.

Both Jo and Jenna want you to know that you probably shouldn’t be aiming for a Pass A. Jo starts out with this line: “The rather harsh truth that you might not want to hear is that you’re almost certain not to get a Pass A at CELTA. They don’t give that very easily.” And here’s Jenna: “I highly doubt that someone on the CELTA course with zero teaching experience could get a Pass A unless they were preternaturally talented or had some indirect experience.” Then there are Cambridge’s published grade stats , broken down by country and year. The 2019 results show that 6.5% of students got a Pass A, and in 2018 it was 5.4%.

So how hard is it? Getting a Pass A will take a lot of work, but I think everything above paints too pessimistic a picture. I got it without any teaching experience, and I don’t think I’m that talented. There are lots of things you can do to improve your odds, and I’m here to help!

My first advantage was that I did a semi-full-time six week course, and I wasn’t working while doing it. Four week courses are probably the most common, and the limited time is why CELTA is described by almost all students as intense. I was very grateful for the extra two weeks in my course, and it definitely gave me more time to polish everything I did. So for starters, don’t do a four week course if you can help it. However, in order to find a course with a longer schedule, you might need to shop around internationally…

Choosing a CELTA Training Center

It used to be that you had to do the course in person. Covid changed that. Now you can shop around internationally and attend online, choosing the center that fits your budget, ideal start date, course duration, and time zone. CELTA is highly standardized and teaching centers get close scrutiny from Cambridge, so I’m guessing that tutors in most centers are at least decent. And no matter where you take the course, your tutors and students will all be speaking English.

I went with International House Mexico . In addition to being one of the best priced centers in the world, their time zone is friendly for US students, and most of their instructors turned out to be excellent.

Note that many companies teach Cambridge’s CELTA course, which was confusing to me at first when trying to choose where to take it. The biggest players are International House and Teaching House , both of which have many locations around the world. But there are many other training centers and universities that also teach CELTA. Cambridge’s official site can help you sort through them all by country and city, but its UX is not great. StudyCELTA has an easier to use search that lets you find places based on CELTA course type (online intensive, online part time, online blended, full time face to face, or part time face to face) and course starting date, but they only show testing centers that they partner with. I used a mix of both websites to narrow down my choices.

Example Materials

Probably one of the more useful things you can do (even more than giving yourself extra time for the course) is to learn from high quality examples. CELTA tutors will conduct some demo classes and probably give you example materials for some (but not all) assignments, along with example teaching practice (TP) lesson plans from a prior student or two at their center. You should definitely learn from those! However, the quality of the written materials may vary. Some will definitely not be at Pass A level. So here I’m providing examples of my own work to give you ideas about how to approach and structure things and give you a sense of the level of work that will be needed. If this helps you, please let me know in the comments!

These are meant to be examples only. Don’t use any parts of them directly. Cambridge holds the submissions of all past CELTA students, including me, and they put assignments (and possibly other work) through plagiarism detectors. They’ll deny you a certification at the end of the course if they detect that you reused someone else’s work.

• CELTA Assignment 1: Focus on the Learner (FOL)
• CELTA Assignment 2: Language Related Tasks (LRT) — Includes tutor feedback
• CELTA Assignment 3: Language Skills and Related Tasks (LSRT) — Includes tutor feedback
• CELTA Assignment 4: Lessons from the Classroom (LFC) — Includes tutor feedback
• CELTA TP6 Lesson Plan: Functional Language
• TP7 Print Sheet — Streamlined copy that I used as my reference during class
• CELTA TP8 Lesson Plan: Writing — Includes tutor feedback
• CELTA Self Evaluation for TP6
• CELTA Self Evaluation for TP7

Hopefully, yours come out better than mine!

Although your written materials might help push you over the edge from a regular Pass into Pass B or Pass A , of course they’re not everything. Being an effective teacher during your teaching practices is the baseline, and is at least as important. So I’ve got more tips…

• This will mean an additional 45+ minutes of prep for each lesson, but I found it so beneficial that I stuck with it every time. During every dry run, my first pass was somewhat rough and I was able to make adjustments that made it better the second time around when I had real students. It helped me understand where things weren’t working and also where I needed to shorten things to stay within the available time.
• Your first few dry runs will also be good opportunities to make sure you’re fully comfortable with any tools you’ll need like Zoom whiteboards/breakout rooms, Google Slides/Forms/Jamboards, etc.
• After submitting a TP lesson plan, prepare a streamlined version that you can print in advance of your lesson (see the example I included above). This printout should be easy to read at a glance and exclude any fluff you won’t need during the lesson (references, detailed language analysis, etc.).
• Incorporate any feedback tutors give you into your very next TP if possible, or as soon as appropriate. They want to see you show growth and responsiveness to feedback during the course. If your style or preferred teaching methodologies are different than theirs, that’s fine to go back to after the CELTA course. In the meantime, you should follow the opinionated approach that you’re paying them to teach you.
• Participate at least a little in post-TP peer feedback, and write meaningful self evaluations. Both are expected for students with high grades. To make self evals easier to write, I waited until getting TP feedback from my tutors and incorporated parts of their feedback into what I wrote.
• It’s okay to ask more questions about assignments since that’s not held against you in the same way.
• For me, my tutor said that if I was scored then, I’d probably get a Pass B. He also gave helpful tips on where to focus to continue doing better.
• After my next TP, I asked if I’d made enough progress on the areas he mentioned to be on track for Pass A, and I got even more advice.
• I was told that Pass A students typically include lots of scripting in their TP lesson plans, including for any instructions, transitions between lesson stages, ICQs (instruction checking questions), and CCQs (concept checking questions). Make sure your scripts are concise and use appropriately graded language for the level of your students. I started out a bit wordy, and continually got feedback about reducing TTT (teacher talking time).
• Learn everything you can about your language focus for the lesson, and make sure to include a language analysis table or section in every lesson plan. In addition to this being important for higher grades, the time I spent on this helped me several times with questions from students. I had solid answers for them as a result of the research I’d done beforehand, even when I hadn’t intended to include the more detailed coverage in the lesson.
• Since all assignments are allowed to be resubmitted once, CELTA tutors stress that failing an assignment on the first try is no big deal and that you can think of the first submission as a draft that you’ll get feedback on before submitting the final version. But I wouldn’t rely on this. Based on what I gathered from them, getting a Pass B will be hard if you need to resubmit more than one assignment, and Pass A might not be possible with any resubmissions. Take extra time before submitting to get your polish in on the first try.
• One of my tutors said assignments have a 10% word count leeway, so there’s no need to spend extra time e.g. shaving off a few more words if you’re over the limit. But you might want to confirm with your own tutors beforehand that it’s okay to rely on this.
• Be organized and on time for everything. My recommendation: Prepare a detailed checklist each week of everything you need to do that week (see the example below). The schedule given to me by IH Mexico was kind of a mess—it was hard to follow and too high level for me. Partly as a result, my peer that I worked most closely with occasionally prepared for the wrong things or didn’t realize an assignment was due until the last minute. My checklists made it much easier for me and made me feel good about completing even small things that I’d then get to check off.

Following is my checklist for week five that I wrote in Evernote (which lets you easily create lists with checkboxes). I marked things to show up live for (Zoom calls) with 🎙️, and deadlines with ⏰.

• 🎙️ Monday 11am: Live group class
• Read tutor feedback for LRT assignment
• Read guided lesson plan
• Read examples and references
• Read my prep notes from 12/04
• Review demo lesson
• ⏰ Wednesday 2 hr before: Submit final online
• Prepare print sheet
• Read my prep notes from 12/04 and 12/09
• ⏰ Friday 2 hr before: Submit final online
• Dry run beforehand
• ⏰ Thursday: Write and submit self evaluation
• Read tutor feedback
• Guided lesson planning session for next week
• ⏰ Saturday: Write and submit self evaluation
• Unit 14: Correction
• Unit 18: Lesson Planning 2
• Unit 19: Writing
• Unit 20: Recording & Recycling Language
• Observation: Task-based learning: Justin Vollmer (1 hr online)
• Ask tutor about delta between my current performance and Pass A
• Read instructions
• Read suggested resources and examples
• Fill in CELTA-5 info for the week
• Finish draft of to-do list for week 6

If any of this helped you, let me know! And feel free to share your own advice.

Are you preparing for CELTA? Then check out my post on the best English teaching books to help you prepare.

17 thoughts on “Getting a CELTA Pass A: Example CELTA Lesson Plans & Assignments 👨🏻‍🏫”

This is amazing! Thank you so much for your insight and all the detail you included! I start my CELTA this coming Monday! I’m also doing it with IH Mexico City, but I’m taking the part time course, so it will be spread out over 12 weeks. Fingers crossed!

Go get ’em, Pedro!

Hello! Cheers, i took my CELTA with IH Izmir i just completed my TP8 today im just hoping for the best although i must say the assignments really did my braincells dirty

Cheers, Dion! Congrats on completing the course. I liked the assignments (partly because I like writing generally), but they did take a lot of time.

Hello Steven!

I cannot adequately express how thankful I am to you for writing this article and including the resources above. I have been looking for an encouraging article from a CELTA graduate who passed with an A but had no prior teaching experience.

I saw your comment on Lao Ren Cha’s Blogspot page, and it nearly brought tears to my eyes. It has been so discouraging to continuously read about how one must settle for a ‘pass’ if they have no prior teaching experience.

My goal is an A pass as well, and I will religiously follow the advice here.

Thank you, thank you, thank you!

Thelma, it’s great to hear this was helpful! Clearly, you’re highly motivated and ambitious, and I’m sure you’ll have great advice to share with others after you’re done. Wishing you the best!

Thank you very much, Steven! I appreciate the encouragement!

I hope you are well.

I have returned to thank you for providing examples of your work. It really helped me to put my best foot forward during the course. I have just received my recommended grade and it’s a PASS B. What was that saying about the best laid plans of mice and men? 😀

Nonetheless, thank you so much for this helpful article and the examples. Much appreciated!

Congrats, Thelma! Pass B is dope! I know you were hoping for the A, but I think B is equal to A in terms of opening a few more doors for people without prior teaching experience. You’ll be a badass teacher. 😀

Thank you for the encouragement! Much appreciated!

Thank you so much for the tips and details of lesson plans. I am doing Celta and it’s taking a toll on my health. I can’t grasp evrrything,it’s just too hectic to do TP today and then prepare for next TP the day after next plus not forgetting assignments etc.. i am sure if one can learn all in 4 weeks ?

Thank you so much for writing this article! It’s absolutely fantastic and filled with a lot of extremely useful information. I’ll be starting a 4 weeks CELTA program in April 2023 (didn’t have the option of a semi-full time unfortunately) and was wondering about the TP sessions for each skill…will the course tutors give us specific topics to teach or do we get to select which texts/books to teach students for these sessions? For example, for planning and teaching reading skills, do we get to decide what to teach within this for the teaching practice session to fulfill the language skills related task?

Thanks in advance!

Thanks, Babloo! In my case at least, the reading class was TP1, and because it was earlier in the course there was more guidance on the topic and what to include. I was given a section from an English coursebook to extract the reading material from.

This is so useful, thank you. Apologies if you’ve already said elsewhere and I missed it… how much experience did you have with the English International Phonetic Alphabet (IPA) before starting CELTA? Thanks!

None. I learned it as much as I needed to during the course. You indirectly raise a good point, though, that it would be very helpful to gain at least basic knowledge of the English IPA beforehand.

Heyaaaa, just wanted to say that 2 years later this post is still very extremely much… SUPER helpful!! Especially the attached samples, carried me through. I’m in my final two weeks of (part-time) CELTA. (fingers crossed).

Dear Steven Levithan, I would like to express my deepest gratitude for sharing your valuable experiences regarding the CELTA course. Your approach and the exchange of ideas and information reflect your distinguished and noble character, which is highly appreciated and deserving of recognition. I have a few questions about the lesson plans you’ve designed. Firstly, are the topics of these plans requested by teachers, or do you select them personally? Secondly, after designing these plans, is it necessary to execute them live in the classroom? Lastly, during the live execution of these plans in class, is it permissible to use the template of the lesson plan, or should they be presented from memory? I would appreciate a comprehensive explanation, as well as any additional advice you may have for the first and second weeks of the course that I should implement or observe in the classroom. Thank you for your guidance and support. Sincerely, Hamid

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• Lesson Plan Assignment
• AllAssignmentHelp Samples

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George Daiya

Completed orders: 16, part 1 – approximately 900 words, part 2 – approximately 300 words, part 3 – approximately 800 words, part 2 – the analysis template , part 3- reflection template, standard 5: .

Use/fill in the Planning Template provided to demonstrate how you would plan a learning and teaching sequence (a learning experience) that includes the use of a graphic organisers (GO) constructed by the students – not by the teacher - and the cooperative learning structure - Corners- and a set of assessment tools. 

Firstly, Select a Year Level and Stage and a ‘bite sized’ selection of any KLA content   area you are most familiar with to teach the selected Year level group of students.                Second, select a set of  two  ‘learning outcomes/achievable goals* from a KLA content area that your Year or Stage level students need to achieve (related to the content area). Refer to either the National Curriculum documents or NSW State syllabus documents to guide your choice of up to three learning outcomes - provide both the curriculum number and its description that matches the content/learning you want your learners to achieve. One of the achievable goals must relate to students learning collaboratively - this goal/outcome will most likely not be stated in your Key Learning Area in which case you must compose such a goal in the content of the learning you intend to plan Third, now complete the Planning Template headings in the construction of a sequence of learning activities/tasks - these may spread over a few lessons time slots. it is very difficult to determine time frames as it all depends on the level of your learners and  how you organise the learning around your choice of a graphic organiser# that students will construct and a predetermined cooperative learning structure: Corners, but a rough guide is that it could spread  over three or more lessons depending on the Year level and the

The experts at  AllAssignmentHelp.com  have helped thousands of students all over the world. This is the reason why we are the only name for all students with requests: Can someone  take my online class  for me? Our online class helpers have knowledge of all kinds of learning management systems like Canvas and Blackboard and can take your classes directly online.

Using the Analysis Template  Step A: Revisit your lesson plan and identify and explain where in you plan students will be drawing on two BT  levels of thinking – one must be a Higher Order Thinking level. Name these levels of thinking and recount where in the lessons they are evident. Step B : Identify where two MI (Interpersonal and one other that is not  Verbal- Linguistic or Logical Mathematic) will be drawn upon in the learning plan. Step C:  In more depth explain Group Processing plus any two other Cooperative Learning Principles from the list of five: (i) Positive Interdependence, (ii) Individual Accountability, (iii) Interpersonal Skills, (iv)Promotive Interaction, and (v) Group Processing. Your explanation should provide evidence of these principles inside the cooperative learning structure - Corners -  that you have incorporated.

Using the Reflection Template; reflect on your planning of the learning experiences through the lens of the Professional Standards for Australian Teachers (Graduate level). (i) Consider Standard 3: Plan for and implement effective teaching and learning and specifically its Element 3.2: Plan, structure and sequence learning programs and explain, and indicate where in your learning sequence, there is alignment with this element.

(ii) Consider Standard 5: Assess, provide feedback and report on student  learning and its related Element 5.1: describe the assessment strategies you would employ (use the assessment terms you were introduced to in Week 6's topic on Assessment) to determine whether or not the students have  achieved the three learning outcomes you originally selected. 

LESSON PLAN ASSIGNMENT Part 1- Planning Template Factors or determinants    

Descriptions

a. Key Learning Area Topic/focus Stage & Year level In the Teaching Cycle – This is the ‘What’. 

Aim/Topic Focus: Individually or in a group, the selected students will go for addition, subtraction, reading and ordering of whole numbers and natural numbers. Even the students will be asked to solve mathematical questions with their expertise and talent. A teacher will provide a reflection of the teaching style in regards to the development of the selected age group students.

Stage & year level:  The role of the teacher for stage three children of 5 years to 7 (Early Stage), to understand their mental status also inspire them to understand their surrounding situations. The kids of early age have been selected as per the selected part of the study to understand their mental status and the power of calculation at this stage. As it has been found that, the early stage students’ mind works faster than adult age. This mathematical practice or subject will help to judge them well. 

b. Why this learning experience (i.e. rationale)?

Also, What Learning Outcomes/achievable goals are you aiming for? In the Teaching Cycle – This is the ‘Why’.    Learning Outcomes

1.1    Ask mathematical questions to early stage for exploring their knowledge

1.2    Counting up to 30, orders, reads and representation of numbers in proper range

1.3    Using pictorial and concrete representations to understand the mathematical problems

1.4    By using some informal technique trying to learn them combines, separates and compares the collection of objects in numeric format

1.5    Linking  mathematical idea with the given problem to justify existing knowledge and understanding in relation to early stage 1 content

c. Explanation of prior learning: What do students already know or what skills have they already acquired relevant to this learning experience?    Any experience with Graphic Organisers & Cooperative Learning?

The students will focus on the following resources as per the graphic organiser and cooperative learning. The teachers have targeted early age kids or students and have decided to teacher them about the mathematical terms. The teachers will use the resources like Children’s book ‘Ten Little Fingers and Ten Little Toes, written by Mem Fox. Along with this, The Teacher will use A4 Paper for collecting the responses of students in written form by the use of colour pencils and marker. Teacher will use number charts too to memorise the numbers by the students.

d. Graphic organiser selected; how is its use by the students suitable for addressing the learning outcomes or indicators?(i.e. justification for using it)  

If the learning outcome for the teachers is to provide them, adequate knowledge also to guide them in right way so that the selected age group kids get balanced knowledge. Under this situation, the students will use some practical examples, rhyme books or handle some demonstrated situations graphed and designed by teachers so that they can grab the situation in a way that is more generic. The teachers here can focus again on the Bloom’s Taxonomy model and use the next two factors understand and apply (Morton, & Colbert?Getz, 2017). These stages will help the teachers to understand the mental status of the kids.

e. How will the cooperative learning structure assist students achieve the learning outcomes or indicators(i.e. justification for using it)    Under the concept of CL the teachers will ask the students few questions in systematic also will use some pictograph data as well as other formats to make them understandable about numbers. The teachers will use even the physical part of the body of each student to learn the numbers such as fingers and toes. Kagan (1989) stated that the LC or cooperative learning structure assist a model or design to the students or learner that inspire them towards the education and make the education system excited for them. 

f. The justification for the method of selecting the students for the CL structure    The students have selected graphic organiser method under CL structure. The student of this age group has selected rhyme books, practical examples, pictograph and number charts to grab knowledge from their teachers. According to the CL structure, the students need a kind of education system that could help them to learn with a free mind. The graphic organiser would be the best selection from the perspective of students because it will help them to grab practical knowledge that will also fulfil the objective of CL in nature.

g. [This is the main body of the learning sequence it will need MOST of the word allowance] Description of the overall task and sequence (Remember to - Label the 5 CL principles as they become operative in the strategy part of the lesson. Also, label and briefly explain the assessment types you will be using). (This section should be covered concisely in clear sequential steps minimising the use of dot points. It describes what the teacher and students will be doing throughout the entire learning experience).

In the Teaching Cycle – This is the ‘How’.    

Introduction 15 Mins: 

Read the books Ten Little Fingers and Ten Little Toes to the class, while reading the books:

•    Showing them the front cover and asked them about what they understand from that book along with this asked them what that book reminds of?

•    Hold up your hands and ask students to hold up their hands and then ask students to count the numbers of hand in the class

•    Asking the students to count the hands in reverse as 10, 9, 8, etc

•    Ask the students to count the number of pages inside the book

•    Ask the students to the numbers in ascending an descending order randomly

•    Ask the children by pointing out the figure or picture and ask them the counting displayed on it

•    Ask them to count the number in loud voice

Teaching Notes

•    To check either students are on their seats r not

•    Need to read slowly so that students can capture by listening

•    Need to avoid the flipping from pages that might distract students

•    Need to use visual to make the facts more understandable for them

•    Use number charts for them to spell out the numbers clearly

Body 25 mins:

Need to divide the students into groups and try to count the numbers by using fingers and toes.

•    Provide A4 sheet paper to each student and ask them to count their fingers and toes and write down the numbers on the sheet of paper

•    Ask them to now with other group members in the class. Count the numbers of toes and fingers of others and write down the counting on the sheet

•    Ask the students to draw the print of their hand on the sheet by putting hand on the paper and write down the number of fingers on the sheet

Teaching Notes:

•    Students must be grouped together with proper balance

•    Each should be provided with A4 Paper colour pencils and markers

•    When students are busy with their task listen their counting sincerely

•    While performing the task and during round familiar them with the term addition and subtraction

•    Try to observe the children how they are counting or what criteria they follow for counting

•    Children must be mastered in counting up to 30 and back to 10

Conclusion 10 min: The teachers needed to use the sports whistle and ask them to stop their task and then ask them to windup their materials. Along with this, while winding up ask them some reflective questions

•    What actually students found after counting their fingers and toes

•    Is all the members have equal numbers of toes and fingers

•    How did they work it out

Extended questions like:

•    How many family members they have

•    What they were doing 

•    Count numbers of fingers and toes of their family members

•    Student must be aware  about the pack up ring bell

•    Ask the students to sit in the same group until got instruction to leave the floor or classroom

•    Teacher must write down the responses of the students on a sheet of paper after asking them random questions

Bloom’s Taxonomy and Multiple Intelligence incorporated

There are 6 Thinking levels in Bloom’s Taxonomy of Thinking levels. Name the two (inclusive of one of the three highest levels) that you aimed to foster in your learning sequence; very explain why and wherein the learning sequence there is evidence of this    

•    Analyse

•    Create

These two are the most valuable stage in BT or Bloom’s Taxonomy model because after analysing the idea or the thinking level if the teacher does not create any path to execute that idea into actual way then it is worthless. It is the responsibility of the teacher that he or she must display his or her idea to the students so that the teacher can guide his or her students in a strategic way (Adams, 2015). According to the BT model, the service provider or the communicator should have the power to express him/herself in front of the audience and hence for that confident level of communication there must be a creative idea. Name two Multiple Intelligence that you aimed to activate (one must be Interpersonal and one other (not Verbal-Linguistic, nor logical Mathematical); very briefly explain why and where in the learning sequence there is evidence of these.    

•    Self Smart

•    Logic Smart

As per the multiple intelligence skill tests, the teacher or the service provider should have this two specialised character or features in self. Students of the selected stage, 5-7 years, are very intellectual as well as curious from the mind and so they expect something different and miracle from their teachers. At this stage, the self-smart skill of Multiple intelligence tests is helpful for the teacher to handle the situation on the quick basis (Meltzer, 2018). Kids are curious to know new things also their mind runs faster than the mind of an adult hence the teachers must have proper logic behind of their every answer or statement delivering to their students to remove the gap of communication. Cooperative Learning Principles incorporated Name of CL Principle     Explain Group Processing plus any two other Cooperative Learning Principles your learning sequence exemplified. Identify where inside the cooperative learning structure these are evident.

1. Jigsaw theory (Kind of Puzzle)     Along with the group processing plus, this advanced CL principle also helpful for the teachers to fulfil the learning outcome. This CL principle is explaining that teachers should provide kind of tasks to the students so that they can work together to solve this and Group Processing Plus also following the similar thought. (Leading Lesson 1 and 2)

2. Three Step Interview     This CL principle is deriving an interaction between two different kids so that they can know each other. The Group Processing, on the other hand, is focusing on the similar factor that interaction must take kids to make the education practices successful. (Leading Lesson 1 only)

3. Visible Quiz     Visible Quiz is another group intervention CL principle that enforces the students to work in a group. It has again justified the concept of Group Processing Plus for handling group of the students in the class. (Leading Lesson 2 Only)

Reflection on the Professional Standards for Australian Teachers Standard 3:  Plan for and implement effective teaching and its related elements Where in your planning of the learning experience is there alignment with the Elements (3.2)  - Plan, structure and sequence learning programs Showing how in the learning plan there is evidence of this.    Under the section, 3.2 criteria I needed to set for my student as a teacher so that I can deliver my knowledge to my students. Before going through the entire process, I have to go for a subjective study about the mental status of the students so that I can be able to understand their demands and the requirements. As the selected stage group, students are very small in age, but their mind runs faster than the mind of an adult, and hence I must understand them. Before starting my teaching session in the class, I have to learn the mind of my students in all the way and based on that reading I have to go for planning to set syllabus and teaching style for them. The section has even described that I have to read the mind of the students, but the question is why, as I am the teacher and I know better what is good for my students or not. The fact is not like this; the fact is it is true that I am the respected teacher of my students but every human being has some expectations from their teachers or tutor. Thus, being a good teacher or tutor, I have to understand what my student is demanding from me. What else he or she is needed from me (teacher) is the most imperative task for me. After knowing the expectations of my students, I need to set my way of teaching or my teaching style. The challenge what I might face is if I mention the expectations of every kid in the class than it will take long time to finish me. Thus, I have to understand the common expectations of the kids in the classroom and then I should go with best teaching style.

Assess, provide feedback and report on student learning and its related elements Where in your planning of the learning experience is there alignment with element 5.1 - Assess student learning Name and describe the assessment strategies you will use to determine whether the students have achieved the two learning outcomes you originally selected.     Teaching has been defined as one of the systematic processes that are organized in regards to providing better educations to them. Under the segment, 5.1 criteria I expected to set for my understudy as an educator with the goal that I can convey my insight to my understudies. Before going for the whole procedure, I need to go for subjective investigation about the psychological status of the understudies with the goal that I can have the capacity to comprehend their requests and the necessities. As they chose to arrange a gathering, understudies are little in age, yet their mind runs quicker than the brain of any grown-up, and consequently, I must comprehend them. Before beginning my showing session in the class, I need to develop a kind of formal as well as a diagnostic cultural environment for them, so that my students receive primitive education, as per their requirement as well as expectation. The segment has even depicted that I need to peruse the psyche of the understudies. However, the inquiry is the reason, as I am the instructor and I know better what is useful for my understudies or not. In fact, the truth of the matter is not this way; the undeniable reality is doubtlessly I am the regarded instructor of my understudies yet every person has a few desires from their educators or guide. Along these lines, being a decent instructor or coach I need to comprehend what my understudy is requesting from me. What else he or she is required from me (educator) is the most basic assignment for me. After knowing, the desires of my understudies I have to set my method for instructing or my educating style. The test what I may confront is whether I say the desires of each child in the class than it will take a long time to complete me. Subsequently, I need to comprehend the basic desires of the children in the classroom and after that, I ought to run with best instructing style.

Reflection on your Assignment 1 response to question 5 Cut and paste here your original response to the question:

5. What ways of assessing are you aware of?  What types are the most effective? …………………………………………………. ……………………………………………….. …………………………………………………. NB [If you did not submit Assignment 1 you could not respond to this section of the Reflection template]    Reflection: There are numbers of assessments are present those are helpful for establishing the education system in a normative way to the students. The assessment is like summative assessment and formative assessment. Both of these assessment criteria are the best way to provide education to students in a systematic way also this is being helpful for generically handing the students. It will be the best route for me to handle my students in paternalistic because as a teacher if I must provide better educations facilities them, I also must check how much they have gained from my teaching process or style. The formative assessment and summative assessment is like a test for my students and me.  By the help of these two types of tests, both we come to know about our knowledge level and the potential to grab required knowledge.

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Darnis, F. & Lafont, L., (2015). Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching. Physical Education and Sport Pedagogy, 20(5), pp.459-473.

Kagan, S., (1989). The structural approach to cooperative learning. Educational leadership, 47(4), pp.12-15.

Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.

Morton, D.A. & Colbert?Getz, J.M., (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anatomical sciences education, 10(2), pp.170-175.

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For Earth Day, Try These Green Classroom Activities (Downloadable)

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Earth Day is April 22 in the United States and the day the spring equinox occurs in some parts of the world. It’s a day to reflect on the work being done to raise awareness of climate change and the need to protect natural resources for future generations. Protecting the earth can feel like an enormous, distant undertaking to young people. To help them understand that they can play a role by focusing on their backyards or school yards, educators can scale those feelings of enormity to manageable activities that make a difference.

We collected simple ideas for teachers and students to educate, empower, and build a connection with nature so that they may be inspired to respect it and protect it. Classrooms can be the perfect greenhouse to grow future stewards of the environment.

Click to Download the Activities

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