MODULE 4

Instructional Planning and Delivery

Unit 4.4.5
Instructional Plan
Preparation

Lesson 15 Classroom Session Plan

Preparation
Lesson 16 Feedback Mechanism for
Improvement
Lesson 17 Planning for Laboratory and
Industry-Based Instruction
 Lesson 15: Classroom Session Plan
Preparation

Editor: Dr Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

Lesson 15: Classroom Session Plan Preparation

Learning outcome: At the end of this lesson, you will be able to prepare an
Instructional Session Plan.

Contents
1.0 INTRODUCTION .......................................................................................................................... 3
2.0 STEPS IN SESSION PLANNING ..................................................................................................... 3
3.0 PREPARATION OF SESSION PLAN ............................................................................................... 5
3.1 Introduction Phase ..................................................................................................................... 7
3.2 Development Phase ................................................................................................................... 7
3.3 Consolidation Phase ................................................................................................................... 7
4.0 CONCLUSION .............................................................................................................................. 9

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

Lesson 15: Classroom Session Plan Preparation

1.0 INTRODUCTION

The accomplishment of instructions and achievement of session learning outcomes is

facilitated by proper planning. Effective teachers plan their instructional activities, as it is
impossible to plan, once the process is set in motion. Good preparation allows the teacher to
be in command of the teaching-learning situation, rather than being commanded by many
unplanned and unexpected events. Planning is concerned with 'what to do', 'how to do it',
and 'when to do it' during instruction. The process of planning an instructional session is
often more valuable than the plan itself. The time spent thinking about the session gives the
teacher a clearer understanding of the topic as he analyses and sequences it. An
instructional session plan is the outcome of the planning process and is a write-up of
instructional decisions. While preparing the plan the instructional time (which is usually 45
to 60 minutes for classroom sessions) is divided into three phases viz. Introduction,
Development and Consolidation. To help you to decide what should be included in these
phases, their purpose and alternative strategies are discussed in this lesson.

2.0 STEPS IN SESSION PLANNING

The essential steps in instructional session planning can be put under three categories, as
a) Preliminary steps
b) Main steps, and
c) Final steps.

2.1 Preliminary Steps

The Preliminary Steps in instructional session planning are the following:

Step 2.1a. Choose the topic based on content analysis.

Step 2.1b. Write the learning outcomes of the session.
Step 2.1c. Identify entry-level knowledge and skills.
Step 2.1d. Select material for the session.
Step 2.1e. Gather relevant material.

The main purpose of these steps is to determine what is to be included during the session.
Material can be selected depending upon the entry-level of students. Awareness about
existing knowledge will determine what should be included in the session. Awareness of
previous experience will tell about students’ attitudes and willingness to learn. The
information presented during the session may be accepted or rejected by students. If
students are made aware of its relevance for the present and future, it is less likely to be
rejected. Also, if the presentation is difficult to understand, it will be rejected. These factors

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

must be considered during these preliminary steps. Once the preliminary steps have been
completed, the main steps could be undertaken.

2.2 Main Steps

The Main Steps in the instructional session planning are:

Step 2.2a. Select the appropriate instructional method.

Step 2.2b. Identify teaching points and arrange them in a logical sequence.
Step 2.2c. Select suitable learning activities.
Step 2.2d. Decide how learning would be assessed.

The main steps deal with how the topic should be taught, what sequence should be followed
and how the learning should be assessed. The instructional method should be selected
depending on the nature of the learning outcomes to be achieved. The next stage will be the
identification of important teaching points and their sequence. Teaching points are key
points to be included during an instructional session for achieving the learning outcomes.
The following rules may be helpful in sequencing. Proceed from:

a) Known to unknown d) Particular to general

b) Simple to complex e) Observations to reasoning
c) Concrete to abstract f) Whole to part and back to whole.

The effectiveness of learning is highly dependent on active learner participation in the

instructional activity. One way to ensure this is oral questioning. The teacher must frame
relevant questions to be asked at intermediate stages for developing the learning outcomes.
In session planning, suitable learning activities and learning experiences in which students
can be active participants must also be identified. The activities should be:

i. Consistent with the learning outcomes of the session

ii. Varied to break monotony to promote interest
iii. Consistent with the knowledge and experience of the students, and
iv. Balanced so that the session learning outcomes do not get out of focus.

The last or the main step is concerned with the assessment of achievement of session
outcomes. The assessment procedure should be adequate and consistent with the
outcomes.

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

2.3 Final Steps

The final steps in instructional session planning are:

Step 2.3a. Prepare Instructional Session Plan.

Step 2.3b. Prepare media, handouts, and assignments based on the session plan.
Step 2.3c. Arrange and check physical resources and media.
Step 2.3d. Choose the instructional methods
Step 2.3e. Decide the instructional strategy
Step 2.3f. Deliver instructional session plan.

These final steps are concerned with the recording of the final plan on paper, which could be
useful in an instructional setting, the selection and preparation of suitable media and the
setting up of the learning environment.

3.0 PREPARATION OF SESSION PLAN

The instructional session plan is a write up of the instructional decisions in a written form.
Essentially, the plan should take the form of an outline, and should fulfil the following
requirements:
a) Choose the topic
b) State the learning outcomes of the session.
c) Develop the sequence in which the key teaching points will be presented.
d) Gather information about the topic, students, time available and entry-level
knowledge.
e) Identify the instructional methods and the instructional strategy to be used.
f) Note down the details of photographs, PowerPoint slides and other visuals required
for each teaching point.
g) Decide on the key features of student participation in the session.

Just as every plan (short term or long term) has a time frame, similarly while formulating an
instructional session plan, the instructional time which is the duration of the session needs
to be considered. Normally a classroom session last for 45 to 60 minutes duration. This time
is to be effectively utilised for instructional purposes. This time is usually divided into three
phases viz. introduction, development and consolidation in a 'knowledge' type session.
'Knowledge' type session is one in which information is passed on to the students by the
teacher lecturing, in combination with audio-visual media. The time for each of these phases
may be approximately 10%, 75%, and 15% respectively. A good session plan must identify
activities to be performed by teachers and students in these phases. To help you to decide
what should be included in these phases, their purpose and alternative strategies are
presented.

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

There are several formats available for instructional planning. However, based on outcome-
based education for engineering programmes, the following sample format is considered for
discussion and implementation. An example is given in Appendix A:
Session Plan Format (Sample)
a) Name of the Teacher: ……………………………………………….……………………………....
b) Name of UG/Diploma Programme: ......................................................................
c) Semester: ...............................
d) Course Code and Course Name: ............................................................................
e) Relevant Course Outcome (CO): ……………………………………………….………………………
f) Unit (Topic) Number with Title: ………………………………………..…………………...............
g) Sub-topic Title: ……………………………………………………………………...............................
h) Session Duration: …………………………….
i) Participants: UG Students
j) Session Learning Outcomes (starting with action-oriented verbs):
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
k) Entry-level knowledge and skills of students
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
l) Equipment required in Classroom/ Laboratory/ Workshop
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
m) Instructional media required
• List of media available
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................
• List of media to be prepared
i. ………………………………………………………………………….................................
ii. ………………………………………………………………………….................................

n) Instructional strategy and methods to be used should be developed in the following sequence

Time Teaching Points Teacher’s Activity Student’s Media to be

required Activity used
5 minutes Introduction

6 minutes Development
a) 1st teaching point
5 minutes b) 2nd teaching point

..... c) ..................
and so, on ..................
...... ..................
....... n) ..................
1 Consolidation

60 minutes

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

3.1 Introduction Phase

The main purpose of this phase is to gain the attention of the students. The introduction is
used to indicate what the learner would be able to do after the session i.e. by stating the
learning outcomes of the session. Session outcomes may be presented explicitly or implied
in the statements made. During the introduction, previous knowledge is recalled and linked
with the learning outcomes of the session. The introduction should be used to establish
rapport with the students and show the relevance of the topic to them. An introduction can
be made more interesting by the narration of anecdotes, stories, incidents, episodes,
historical background or asking questions or showing simple demonstrations or use of
charts, pictures, cartoons, drawings and so on. However, whatever is done should be
relevant to the topic to be introduced. During session planning, it is necessary to decide
what will be done during the introduction and record it on paper.

3.2 Development Phase

Once the session outcomes have been decided and it is planned how these will be
introduced, the next stage is to plan how these will be developed. This phase of the session
plan makes you think, about how you will present the content logically to the students, so
that, they can achieve the learning outcomes. Planning for this will require selecting the
suitable methods, material and media and also the interactivity that you would like to build
into this phase as you go ahead. Relevant assignments including practice assignments may
have to be planned. Choice of method, media, material and learning experiences will depend
upon outcomes, individual needs, interests and abilities of the students. The choice will also
depend upon whether the teacher wants the students to learn:
a) Concepts, principles and procedures.
b) a skill, or
c) some attitudes and values.

Time and resources will also dictate the choices. It is necessary to plan for the active
participation of the learner and also vary the stimuli during this phase.
3.3 Consolidation Phase
The purpose of this phase is the consolidation of the learning by summarization of the
presentation and evaluating the achievement of learning outcomes by students. These two
activities need not necessarily occur in this order. The order will be dictated by
circumstances.

The planning will have to be done to decide how summarisation will be carried out.
Students' help can be taken for revising/ summarising. This phase should also be used for
pulling loose ends together by linking learning outcomes, drawing conclusions and evolving
generalisations. By the use of key questions orally or in written form, informal evaluation of
the achievement of learning outcomes can be carried out. Homework and reading exercises
can also be set during this phase. This phase should relate to the three stages i.e. where
students were before, where students should be now and where they will go from here?

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

The evaluation component will be used to determine where students should be now. The
method of evaluation will depend upon session outcomes. If a formal evaluation is a must,
most of the time it is done separately from an instructional session.

In the instructional session plan presentation, where the teaching of several new concepts
and principles has to be included, these summarization and evaluation phases may occur
several times and, it may be difficult to separate these distinctly. Consolidation of one aspect
may merge with the introduction of the next aspect.

The above discussed three broad phases of instructional planning concerning Gagne’s Nine
Events of Instruction discussed in Lesson 4 are depicted in Table 1 as a ready reckoner. For
more details, details kindly refer to section 4 of Lesson 4.

Table 1 Relation between Phases of Session Planning and Gagne’s Nine Events of Instruction

Phases of Instructional Events Relations to Learning Processes

Session Planning
Introduction 1. Gaining attention Reception of patterns of neural impulses
(learning material or stimulus)
2. Informing the learner of the Activating the process of executive
objective control

3. Stimulating recall of prerequisite Retrieval of prior learning to working

learning memory
Development 4. Presenting the stimulus material Emphasizing features of selective
perception
5. Providing learning guidance Semantic encoding; cues for retrieval

6. Eliciting the performance Activating response organization

7. Providing feedback about Establishing reinforcement
performance correctness
Consolidation 8. Assessing the performance Activating retrieval; making reinforcement
possible
9. Enhancing retention and Providing cues and strategies for retrieval
transfer

ACTIVITY
Prepare a session plan for a classroom session of 45-60 minutes in the suggested
format.

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

4.0 CONCLUSION
An instructional session plan is a written document prepared by a teacher for his/her use.
The 'process' of planning makes the teacher understand the topic better, and thus, take care
of the unexpected during the actual presentation. Instructional session planning is divided
into three major steps; preliminary, main and final. Preliminary steps begin with topic
selection and consist of deciding session learning outcomes, identifying entry behaviours of
students and selecting material. The main steps consist of selecting relevant methods,
putting teaching points in a logical sequence and selecting suitable learning activities. The
final steps involve the actual preparation of the session plan and the selection of material
and media before implementation in the actual setting.
**********
Acknowledgements
Dr N. K. Banthiya and Prof. P. C. Jain (Former Professors of NITTTR Bhopal)

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

Appendix A
Session Plan (Sample)
a) Name of Teacher: XYZ
b) Name of UG/Diploma Programme: UG Programme in Mechanical Engineering
c) Semester: Four
d) Course Code and Course Name: Fluid Mechanics
e) Relevant Course Outcome (CO): Interpret the properties of Lubricants
f) Unit (Topic) Number with Title: III - Oils and Greases
g) Sub-topic Title: Viscosity of lubricants and their applications
h) Session Duration: 60 minutes
i) Participants: Trainee Teachers
j) Session Learning Outcomes (starting with action-oriented verbs): After attending the
session the students will be able to…..
i. explain the need for additives.
ii. select the additives for the given situation.

k) Entry-level knowledge and skills of students.

i. Purposes of lubrication

l) Equipment required in Classroom

i. Computer with multimedia projector/ interactive board.
ii. Whiteboard/ Chalkboard

m) Instructional media required

• List of Media Available
i. Sample lubricant.
ii. Sample Additive.
• List of Media developed
iii. Computer-based presentation.
iv. Handout/ worksheet

n) Instructional strategy and methods to be used should be developed in the following sequence.

Time Teaching Points Teacher’s Activity Student’s Activity Visual/Any

other material
2 mins INTRODUCTION • Ask why oils are used? (For Students/ Trainees PPT.1 shows the
a) Oils used mainly as lubricants lubrication) answer the title of the
• Ask any other purpose (For question/ ask the session and
b) Oils are also used for
transmitting power for cooling
transmitting power, rust question, give an objectives/
as a cutting fluid or for rust
prevention prevention) example Learning
c) Additives added to the oil • Inform about additives added Outcomes
to give special properties
• Write the topic on the
whiteboard
• State objectives/ LOs of the
session to understand different
types of additives
• Show PPT of objectives/ LOs

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Unit 4.4.5: Instructional Plan Preparation L15: Classroom Session Plan Preparation

Time Teaching Points Teacher’s Activity Student’s Activity Visual/Any

other material
DEVELOPMENT
Additives – definition, • Ask the meaning of additive Trainees give Visual of an
purposes of additives • Define additive answer automobile (with
a) Additives are chemicals • State why different additives engine)
added to give special for the same effect
properties Visual of a
b) Different additives are bearing (with
used for achieving the point
same effect when oils work emphasizing rust
under different conditions inhibitors and
corrosion
Detergents and Dispersants
• Ask what a detergent is May give examples inhibitors in oil)
Meaning, difference,
• Link with detergents and of detergents oil containing
purposes. available in the detergent)
a) Used for keeping insoluble dispersants in the present
context market
suspended in the oil to Visual of a piston-
prevent sludge formation • State the difference between
detergent and dispersant cylinder
b) Detergents used at high Trainees give mechanism to
temperatures and • Ask for examples
examples show the anti-
dispersants at low • Show PPT of an automobile
wear property of
temperatures with engine oil containing
additive
c) These are contained in I.C. detergent
engine oils • Distribute a handout in which Trainees fill up the
PPT of an internal
figures have been drawn blank in the figure
Rust Inhibitors and combustion
corrosion inhibitors engine to show
• Ask or explain what inhibition Trainees explain
Used for inhibiting chemical an example of
is. 'inhibition'
corrosion and rusting. viscosity index
• Link with rust and corrosion improver
These are contained in most
• Show PPT of a bearing with Trainees fill up the
machinery lubrication oils lubricating oil blank in the figure
Anti-wear additives
a) Used to reduce wear Trainees answer
(between sliding or rubbing • Ask what is wear? Where does give an example
surfaces) wear occur?
b) Examples are cams, a • Link trainees answer to explain Trainees fill up the
piston in the cylinder • Show PPT of sliding surface blank in the figure
Viscosity index improving • Ask the question, 'what Trainees answer it
Used to lessen the amount by happens when the becomes thin or
which the thickness of oil temperature of oil increases? viscosity decreases
changes with temperature • Link the answer with the Trainees give
Example internal combustion requirement in this case example ppt fill up
the blank in the
engine • Give an example of use/ obtain
figure
example by questioning

CONSOLIDATION • Ask trainees to fill in the gap in Trainees fill in the PPT of examples
a) Definition of additive the statement. Statement on gap
b) Additives type PPT. Trainees revise the
• Detergents and dispersants • Additives used in oil to give- list
• Rust inhibitors and ....... (special properties) Trainees give
corrosion inhibitors • Types of additives are answers
• Anti-wear additives summarised on a magnetic
• Viscosity index improvers board by magnetic cut-outs.
• Examples of each type • Show examples (different than
• Home assignment/ further before) of what property is
learning activity important in each case?
• Give home assignments based
on the topic learned

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