| DEVELOPING LESSON PLANS: In developing | | | | content of the lesson or course and be stated |
| lesson plan formats, two things are paramount: | | | | simply. --The length of time for the lesson should |
| extraordinarily careful documentation and room | | | | include time required for lesson presentation and |
| left for possible changes. Sloppy accounting of the | | | | suggested time, date, and hour at which lesson |
| direction your class will be going is worse than | | | | delivery would be most effective. --The target |
| none. And documentation that doesn't have | | | | population entry shgould answer several questions. |
| leeway for change is almost instantly obsolete. | | | | What skill level will the trainees have? Is the |
| The types of plan formats generally used are the: | | | | content appropriate for the audience? Will the |
| outline, sentence outline, narrative outline, | | | | audience be homogeneous, or a "mixed" group of |
| narrative. The primary difference is in the amount | | | | people with different backgrounds, ages, and job |
| of information and narrative in the body of the | | | | skills?Copyright AE Schwartz & Associates All |
| presentation. Your plan for a presentation should | | | | rights reserved. For additional presentation |
| be at least a sentence outline or preferably a | | | | materials and resources: ReadySetPresent and for |
| narrative outline.READING LESSON PLANS: All | | | | a Free listing as a Trainer, Consultant, Speaker, |
| maps have common information, called the | | | | Vendor/Organization: TrainingConsortiumCEO, A.E. |
| legend, which tells you how to read them. The | | | | Schwartz & Associates, Boston, MA., a |
| lesson plan should also have a legend (the cover | | | | comprehensive organization which offers over 40 |
| sheet) which tells the trainer what the learning | | | | skills based management training programs. Mr. |
| environment will be. The cover sheet includes the | | | | Schwartz conducts over 150 programs annually |
| course title, the lesson title, the length of time for | | | | for clients in industry, research, technology, |
| the lesson, the target audience, the performance | | | | government, Fortune 100/500 companies, and |
| objectives, the evaluation procedures, and the | | | | nonprofit organizations worldwide. He is often |
| equipment and supplies needed for you and your | | | | found at conferences as a key note presenter |
| students. Although your department may have a | | | | and/or facilitator. His style is fast-paced, |
| specific format for this information the purpose is | | | | participatory, practical, and humorous. He has |
| more important than the format.MAKING | | | | authored over 65 books and products, and taught |
| INFORMATIVE LESSON PLANS: --The course title | | | | lectured at over a dozen colleges and universities |
| or lesson title should accurately reflect the | | | | throughout the United States. |