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Using Lesson Design in Training and Development

I have spent over twenty-five years in some form of education; be it elementary and secondary education, higher education, and now staff and professional development.   Through-out these experiences, I have utilized a lesson planning model developed by Madeline Hunter who taught at the School of Education, UCLA.  Hunter’s model, often referred to as Instructional Theory into Practice or Lesson Design, has served me extremely well no matter on what level of education and training I have used it.  I am going to first provide an overview of this model and then, in future blogs posts, describe each aspect of the Lesson Design in hopes that you will find this model equally relevant for your training and development needs.

Before I can begin considering how to design my training experience, I must first answer the following two questions:

  1. What do I want the learner to know and be able to do?
  2. How will I know that the learner knows and is able to do it?

Planning the training event using Lesson Design:

Learning Objectives: What objectives must be met in order to declare this learning event a success?

Anticipatory Set:  How do I engage the trainees by creating an organizing framework for the ideas, principles and information that is to follow?

Input and Modeling:  For each objective, how do I provide the main concepts and skills needed to enable the trainees to learn the information and be able to do it?  How do I model the concepts and ideas?

Checking For Understanding:  For each objective, how do I determine whether the participants understand the concepts and skills presented before moving on to the next objective?

Guided Practice:  How do I provide the learner the opportunity to practice, under my direct supervision, all of the concepts and skills presented, to ensure the learners understand the skills and concepts and are able to “practice them” after the training experience has ended?

Closure:  What do I do to provide a final summary of the content and skills learned during the training activity?

Independent Practice: How do I determine whether the learners are successfully practicing the new learning on the job?

For more information about applying Lesson Design principles to your training, email us.

1 comment
  • Marisa Gallippi says:

    I have found that Checking for Understanding and Guided Practice are steps that cannot be overlooked regardless of what is being learned. Checking for understanding and guided practice is when educators know if they can move on to the independent practice, or if more time is needed with Input and Modeling.
    The steps in a lesson design that you outline are the success criteria for achieving the learning objectives!

    Thank you,
    Marisa Gallippi, OCT, M.Sc.

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