Training & Instructional Design
Creating a Lesson Plan
This material (Comp20_Unit3) was developed by Columbia University, funded by the Department of Health and Human
Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000003.
Creating a Lesson Plan
Learning Objectives
• Write measurable objectives for a training program
• Write learning objectives that use Blooms Taxonomy to
classify learning from the simplest to the most complex
• Write learning objectives that are tied to needs analysis
• Select appropriate activities for training objectives
• Construct a lesson plan using appropriate instructional
approaches tied to the needs analysis
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Creating a Lesson Plan
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Why Write Lesson Plans
Lesson Planning
Core skill for trainers
Aids in organization and delivery of lessons
Guide for managing the learning environment
Leads to more creative lessons
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Anatomy of a Lesson Plan
Step 1
• Unit topic
• Content
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Step 2
• Instructional
goals
• Learning
objectives
• Materials
Training & Instructional Design
Creating a Lesson Plan
Step 3
• Instructional
procedures
• Evaluation
procedures
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Writing Learning Objectives
Objectives are:
• Statements which describe what the learner is
expected to do after instruction
• Specific, observable, and measurable learning
outcomes
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Objectives Versus Goals
Goal
Objective
Broad, generalized
statement about
what students will
gain from instruction
over an entire course
or curriculum
Specific statement
describing what the
learner will know or
be able to do as a
result of engaging in
a learning activity
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Examples of Objectives & Goals
Goal
Objective
Students will learn
how to write lesson
plans
Students will be able
to write measurable
objectives for a
training program
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Purpose of Objectives
By knowing where you intend to go, you increase the chances of you and the
learner ending up there
Guides the teacher relative to the planning of instruction, delivery of instruction
and evaluation of student achievement
Guides the learner; helps him/her focus and set priorities
Allows for analysis in terms of the levels of teaching and learning
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Anatomy of an Objective
• A well-written objective statement provides
a clear picture of the outcome or
performance expected as a result of the
lesson
• It should be specific, concise, and,
measurable
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Anatomy of an Objective (cont.)
Behavior
Condition
Standard
The behavior
should be
specific and
observable
The conditions
under which the
behavior is to be
completed
should be
stated, including
what tools or
assistance is to
be provided
The level of
performance
that is desirable
should be
stated, including
an acceptable
range of
answers that
are allowable as
correct
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Objective Example
Consider the following objective:
• Given a normal clinical environment and using
the new EHR, intake staff will be able to
accurately create an electronic chart for all new
patients
• This example describes the observable behavior
(create electronic chart), the conditions (clinical
environment and the new EHR), and the standard
(all new patients)
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Measureable Verbs
Evaluation: Ability to judge the
value of learned material
Synthesis: Ability to put parts
together to form a new whole
Analysis: Ability to break down
material into its component parts
Application: Ability to use
learned material in new
situations
Comprehension: Ability to grasp
the meaning of material
Knowledge: Remembering of
previously learned material
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Measureable Verbs (cont.)
Level 1: Recall
Level 2:
Interpretation
Level 3: ProblemSolving
Knowledge
Application
Synthesis
Comprehension
Analysis
Evaluation
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Recall Verbs
Knowledge: Remembering of
previously learned material
Comprehension: Ability to
grasp the meaning of material
defines, describes,
identifies, knows, labels,
lists, matches, names,
outlines, recalls,
recognizes, reproduces,
selects, states
converts, defends,
distinguishes, estimates,
explains, extends,
generalizes, gives an
example, infers,
interprets, paraphrases,
predicts, rewrites,
summarizes, translates
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Sample Objective
Recall
After attending HIPAA workshop, the student
will state the policy on patient confidentiality
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Interpretation Verbs
Application: Ability to use
learned material in new
situations
Analysis: Ability to break down
material into its component
parts
applies, changes,
computes, constructs,
demonstrates, discovers,
manipulates, modifies,
operates, predicts,
prepares, produces,
relates, shows, solves,
uses
analyzes, compares,
contrasts, diagrams,
deconstructs,
differentiates,
distinguishes, identifies,
illustrates, infers,
outlines, relates, selects,
separates
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Sample Objective
Interpretation
After attending HIPAA workshop, the student
will demonstrate how to position computer
monitors to protect patient information in a
public setting
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Problem-Solving Verbs
Synthesis: Ability to put parts
together to form a new whole
Evaluation: Ability to judge the
value of learned material
categorizes, combines,
compiles, composes,
creates, devises,
designs, explains,
generates, modifies,
organizes, plans,
rearranges, reconstructs,
relates, reorganizes,
revises, rewrites,
summarizes, tells, writes
appraises, compares,
concludes, contrasts,
criticizes, critiques,
defends, describes,
discriminates, evaluates,
explains, interprets,
justifies, relates,
summarizes, supports
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Creating a Lesson Plan
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Sample Objective
Problem-Solving
After attending the new EHR training, the
student will modify procedures to
accommodate a patient without insurance
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Non-Functional Verbs
These verbs are non-specific & non-measurable
•
•
•
•
•
•
•
•
•
Able to
Shows interest in
Has knowledge of
Capable of
Learns
Memorizes
Conscious of
Understands
Familiar with
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Objective Checklist
Does the objective
focus on student
performance?
✔
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Is the task
measurable or
observable?
✔
Training & Instructional Design
Creating a Lesson Plan
What criteria will I
use to establish
that the objective
has been reached?
✔
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Needs Analysis Checklist
Organizational
analysis
✔
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Learner
analysis
Job & task
analysis
✔
Training & Instructional Design
Creating a Lesson Plan
✔
Instructional
analysis
✔
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EHR Intake Task Analysis
Collect Patient
Information
Verify Patient
Insurance
Schedule
Appointment
Collect patient
demographics
Verify
insurance
enrollment
Select care
provider
Collect
insurance
information
Check for
patient copays
Select
location
Notify patient
of amount
due at first
visit
Select date
and time
Select thirdparty provider,
plan, and
group
Identify
primary policy
holder
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Validate
appointment
confirmation
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Other EHR Intake Skills
If training staff to work in the emergency room
• Are there special protocols for when there is an emergency
and the triage is flooded with new patients?
How do HIPAA privacy and confidentiality
affect the patient registration process?
• Communicating with the patient in a public setting
• Computer screen orientation
• Logging out when leaving the computer terminal
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EHR Intake Learning Objectives
By the end of this lesson intake personnel will
be able to:
•
•
•
•
Recall the steps of the intake process
Assist patients who have incomplete information
Resolve any potential complications adequately
Select the appropriate registration protocol given the intake
environment
• Apply HIPAA regulations to the registration process
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Training & Instructional Design
Creating a Lesson Plan
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Instructional Materials
Create a materials list
•
•
•
•
•
•
PowerPoint presentation
Handouts and/or textbooks
Visual aids
A/V equipment
Computers & software
Additional personnel
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Instructional Procedures:
Overview
Introduction:
Focusing Event
Independent
Practice:
Assignments to
Measure Progress
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Development:
Modeling/Explanation
Demonstration
Checking For
Understanding:
Assessment/Feedb
ack
Training & Instructional Design
Creating a Lesson Plan
Practice:
Guided/Monitored
Activity
Closure: Wrapping
it up
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Instructional Procedures
Introduction:
Focusing Event
Introduce the
objectives of this
lesson
Set up expectation
for the learners
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Development:
Modeling/Explanation
Demonstration
Practice:
Guided/Monitored
Activity
Lecture
Observe, listen,
read
Small or whole
group discussions
Problem sets
Demonstrations
Training & Instructional Design
Creating a Lesson Plan
Practice on actual
tools
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Instructional Procedures (cont.)
Independent Practice:
Assignments to
Measure Progress
Checking For
Understanding:
Assessment/Feedback
Closure: Wrapping it
Up
Independent
practice
Quizzes
Assign homework
Roleplay/simulations
Formal exams
Introduce next
topic
Other cooperative
activities
Workplace
performance
Plan for follow-up
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Example Lesson Plan
Objective
Materials
Procedures
Time
Recall the steps of
the intake process.
•
•
Introduction to
Intake process
and why patient
confidentiality is
important
Lecture
presentation
Distribute a selftest quiz to test
knowledge of
step
15 minutes
Divide students
into small groups
and ask them
identify methods
and procedures
to ensure patient
privacy
30 minutes
•
PowerPoint
presentation
Handout of
intake workflow
for a specific
clinic
•
•
Apply HIPAA
regulations to the
registration process.
•
•
Table 1.1
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Video of patient
registration
process in busy
clinic
Flip board and
markers
•
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Creating a Lesson Plan
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Creating a Lesson Plan
Summary
• Develop lesson plans, but be flexible to
enough to adapt to changes as they occur
• Respond to them and use to use them to
your learners benefit
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Creating a Lesson Plan
References
References
1. Clark DR. Bloom’s Taxonomy [monograph on the Internet]. Big Dog & Little Dog’s Performance Juxtaposition;
c2004 [cited 2010 Jun 21. Available from: http://www.nwlink.com/~donclark/hrd/sat.html
2. Molenda, M. (2003). In search of the elusive Addie model. Performance improvement, 42(5), 34. Retrieved from
http://ed.isu.edu/addie/.
3. Carkhuff RR, Fisher SG. (1984). Instructional systems design: volumes I & II. Amherst, MA: Human Resource
Development Press.
4. Carliner S. Training Design. (2003). Danvers, MA: American Society for Training and Development.
5. Fleming M, Levie WH. Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications,
Inc.; 1978.
6. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).Taxonomy of educational
objectives: the classification of educational goals;
7. Handbook I: Cognitive Domain New York, Longmans, Green, 1956.
8. Gagne RM, Wager WW, & Golas K. (2004) Principles of Instructional Design (5th ed.). California: Wadsworth
Publishing.
9. Reigeluth CM. (1999). Instructional-design Theories and Models: A new paradigm of instructional theory. New
Jersey: Lawrence Erlbaum Associates, Inc.
Charts, Tables, & Figures:
1.1 Table: Zimmerman, J. (2010). Example lesson plan. Department of Biomedical Informatics, Columbia University
Medical Center, New York, NY.
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