Having set the objectives for a session let us now move on to “Preparing a session plan”.
As is often said, failing to plan is planning to fail!
Sound planning and preparation are the keys to successful delivery of a session. Keeping this in mind we encourage the preparation of a session plan before conducting it. At the outset, it is advisable to come up with a detailed session plan which can eventually be modified based on individual experience.
A session plan helps structure a vast pool of information on a particular topic into smaller logical chunks. Such a structured session plan enables the facilitator to effectively accommodate the subject matter within a stipulated time. Moreover, such a plan also aids the facilitator to design adequate active learning methodologies and be equipped with required teaching materials well in advance.
The recommended structure for a session plan includes:
While outlining the session plan the key points to be remembered are:
- From the available total time for any given session, appropriately allocate time to complete the intended content(s).
- The content coverage as per the session plan should map completely to the stated objectives. For example, if one of the objective for a session is: Identify the types of security attacks, then the content title could be Types of Security Attacks. or
if the objective is “List tools used to overcome security attacks” then the content title could be “Tools to overcome security attacks”.
Once the content and it’s flow is decided, decide upon the methodology for conducting the same depending upon the significance and relevance of the topic and the available time. As the attention span of a learner is typically between 3 to 4 minutes, it is very essential that during this time the facilitator provides a stimulating learning environment which will actively involve the learners. For example, to explain the types of security attacks, we could use a Role-play methodology, where some learners can be encouraged to participate and others to observe and comment on the each type.
Another important point to consider would be that, the selected activities in the class is directed by the stated objectives. For example, if the objective is to ensure that the learners are able to identify the different forms of security attacks, then an activity to test the same by way of either a quiz (picture, word, music etc), a board activity or any other such method may be adopted.
Similarly, if the objective is to make the learners list the tools used to overcome the security attacks, a brainstorming activity wherein the facilitator elicits maximum tools within a stipulated short time from the learners. The facilitator may also choose to give a group task wherein the members of the group discuss amongst themselves and arrive at a comprehensive list of tools within a limited time frame.
The faculty approach and the learner’s activity is totally dependent on the learning methodology adopted. For example, if the methodology adopted is a role-play to be facilitated by the faculty, the faculty approach would be “facilitates” and the learner’s activity would be “participates, observes and comments”.
The learning outcome from a session is directly dependent on the methodology adopted by the facilitator and the responses received from the learners. Therefore the details under the “Learning Outcome” column should include the various learner intelligences tapped/honed and the learning levels that the learners were taken to. For example, if the methodology adopted is a role-play, then the learners are typically taken to the application level of learning as per Bloom’s taxonomy and their intrapersonal, interpersonal, linguistic, kinesthetic and spatial intelligences as per Gardner’s Theory of Multiple Intelligence are tapped/honed.
You are now ready to prepare your first session plan on the topic for which you have already set the objectives. Send in your innovative session plans at mission.10X@wipro.com.
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