Lesson Planning - The Nuts and Bolts of the Process - How Do Learning Outcomes Inform Learning and Teaching Practices?

Sep 22, 2026

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Learning outcomes shape the roles of instructors and learners by clarifying what content to teach, which strategies to use, the experiential tasks learners must complete, and how learners will demonstrate knowledge, skills, abilities, and dispositions during instruction and assessment. The guide explains how to structure lesson plans as organized learning episodes aligned to course outcomes, emphasizes seamless progression from prior learning, and provides practical teaching and learning techniques, lesson-planning checklists, and sample lesson plan templates.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages12

Reading Time4 min

AccessFree to download

How Learning Outcomes Inform Learning and Teaching Practices?

Before Developing Your Lesson Plan

The parts and flow of a lesson plan

Using the appropriate Teaching and Learning Techniques

Lesson Planning Checklists

Sample Lesson Plan Template I

Sample Lesson Plan Template II

Sample Lesson Plan Template III

| | | --- | | 􀂙 How Learning Outcomes Inform Learning and Teaching?
􀂙 Before Developing Your Lesson Plan
􀂙 Lesson Planning Checklists
􀂙 Teaching and Learning Techniques…
􀂙 Sample Lesson Plans… | LESSON PLANNING The Nuts and Bolts of the Process How Do Learning Outcomes Inform Learning and Teaching Practices? Learning outcomes guide the instructor and the learner. | Instructor | | Learner | | | --- | --- | --- | --- | | • | The content for each class; | • | The knowledge, skills, abilities and | | • | The teaching and learning strategies used; | | dispositions that they must acquire and be able to demonstrate during the course; and | | • | The experiential learning/tasks for learners; and | • | The learning attributes that they must be able to communicate during assessment | | • | Class and course assessment. | | processes. | Samples of Quality Learning Outcomes At the conclusion of this course, learners will be able to: 1. Debate the foundational assumptions, central ideas, and dominant criticisms of the behaviourist, constructivist, and post-modern approaches to writing learning outcomes for college programs. 2. Describe the differences of annual reports for corporations and not-for-profit businesses as outlined by Jones and Harris (2012) . 3. Write an annual report for a not-for-profit organization that follows the five areas of criteria for annual reports as outlined by Smith and Jones (2014) . Before Developing your Lesson Plan, Think About: What is a class lesson? • An organized set of learning episodes designed to present one piece of your course while working toward achieving one or more learning outcomes. • What are your course learning outcomes? The parts and flow of a lesson plan Every lesson plan is a complete segment that you create for the purposes of new learning. Think about who your students are as you create lesson plans. • Who are my students? • What do they already know? • Why is this learning necessary? • What must they learn? • What must they do to learn? • How must students illustrate their learning? Lessons should build seamlessly into the next. Each lesson plan should build upon previous learning. Using the appropriate Teaching and Learning Techniques The techniques you plan for your class lesson depend on: • The types of students in your class and their previous knowledge; • The type of learning outcomes to be achieved; • The physical teaching environment and the available equipment and resources; and • Your philosophy of how people learn. Teaching and Learning Techniques To convey theory, use: To involve people, use: Short Presentations Discussion Groups Interview an Expert Selected Reading Case Studies Demonstration by an Expert Group Problem Solving Discussion Field Trips Role Playing Guided experience Written work Case study Group work, such as jigsaw learning To provide balanced presentation of a controversial subject, use: • Discussion group • Panel discussion • Selected reading • Simulation • Debate To teach a skill, use: • Demonstration • Guided experiences To pool thoughts and ideas, use: • Discussion • Group work To reinforce memory, use: • Drill • Practice with feedback (coaching) • Labs • Practice with feedback (coaching) • Brainstorming • World café • Memory aids • Written work Lesson Planning Checklists Guidelines for creating meaningful lesson plans. At the beginning, I plan to: 1. Use a bridge-in to capture students’ interest and engage them in learning 􀂆 2. Determine what students know about the topic 􀂆 3. Connect learning to previous learning 􀂆 4. Make the learning outcomes clear 􀂆 5. Ensure that students are learning material that is meaningful to the subject and new 􀂆 6. Facilitate opportunities for students to practice transferring theory to practice 􀂆 7. Review and build on related material 􀂆 At the end, I plan t

FAQs

How do learning outcomes guide both instructors and learners?

Learning outcomes direct instructors on content, teaching and learning strategies, experiential tasks, and course/class assessment, while helping learners know what knowledge and skills they must acquire and demonstrate during the course.

What are the key parts and flow considerations when creating a lesson plan?

A lesson plan is an organized segment built from learning episodes aligned to one or more learning outcomes. Lessons should connect to students’ existing knowledge, answer why the learning is necessary, and build seamlessly toward subsequent lessons.

Which teaching and learning techniques should be selected for different instructional goals?

Techniques depend on student types and prior knowledge, the learning outcomes targeted, the teaching environment and available resources, and the instructor’s philosophy of learning. The document lists options such as short presentations, discussion groups, case studies, demonstrations, guided experiences, group work, debates, and memory supports like drills and labs.

Sep 22, 2026

Upload by Fahsai