The terms ‘lesson’ and ‘session’ can be used interchangeably. Here we will refer to the lesson, but session can apply just as well.
The user of the curriculum a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process. (who, in a PCD Participatory Curriculum Development approach, should have been intensively involved in the curriculum development process) will be guided by it, and by the scheme of work. There is a need to plan during the implementation phase as well, because it is often difficult to translate the planned curriculum into reality in the intense and dynamic environment of a classroom or a field situation. One way to do this is to develop a ‘lesson plan’ for each lesson; this practice is highly recommended for teachers or trainers who are new to teaching, or who are implementing a new or revised curriculum for the first time. Annex 1 gives an example of a ‘lesson plan’ for a session on observing tree roots in a soil profile[1].
A lesson plan is a detailed description that covers:
— The class or group you teach (year, number of participants), what subject and topic, when the lesson will be held.
— The main aim a broad statement which gives a general direction or guidance to a teaching or training programme. of the lesson (What you hope to achieve.)
— The main objectives (What the participants will be able to do by the end of the lesson.)
— A breakdown of the lesson into different elements. This may include the introduction of the lesson, during which you should find out the prior knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit) of the participants; the presentation of the main theme, perhaps a demonstration or a practical activity for your participants; and a conclusion. Allocate time to each element to make sure it fits into the lesson.
— A list of the methods you will use in each part of the lesson.
— A list of the materials you will need for each activity.
— A guide to how you will evaluate the learning in the lesson.
Tips for trainers
— Share the lesson plan with participants, perhaps as you introduce the lesson. It gives an overview of what has been planned, which is helpful for the learning process.
— Use the lesson plan to help you monitor your teaching; you may find that you were overambitious, especially regarding time.
— After the lesson, it is a good idea to make notes that describe how the lesson went—what worked well, what could be improved and what you could do better or differently next time.
— Modes of and criteria for evaluation need to be formulated very early in the process of curriculum development. These should be negotiated with participants as far as possible.
§ What are the indicators of achievement?
§ Have there been any changes in knowledge, skills and attitudes (KSA Knowledge, Skills and Attitudes)?
§ If so, to what extent?
§ What factors contributed to the results?
§ How can these be used to improve the lesson delivery?