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National Weather Service Training Center
Hydrometeorology & Management Division

1. Introduction

How do you keep students interested in your lesson?
How do you improve retention of the material covered in class?
How should your lesson be structured help keep student interest and improve retention?

The answers to the first two questions were addressed in the chapter on adult learning concepts earlier in this guide. The purpose of this lesson is address the third question in detail and describe a lesson structure that will support good adult learning.

We will briefly review several ideas from Mitchell (1993) and Pike (1994) that deal with student interest and retention. Then we will incorporate these ideas into a "Lesson Structure Model" that is designed to increase student interest and improve overall student retention of lesson material. This "Lesson Structure Model" can be used as a framework for the development of your training presentations.

In addition, the concept of a lesson plan will be discussed. Questions like "How should you structure your lesson plan?" and "How much detail should a lesson plan contain?" will be addressed.

2. The Basic Structure

Well-prepared presentations, not only for training but for many other purposes, have three basic components:

(1) an introduction;
(2) the main presentation; and
(3) a consolidation or conclusion.

Integrated into these three basic components is the three part concept of:

tell 'em what you're gonna tell 'em
tell 'em
tell 'em what you told 'em

By using this approach an instructor presents the main points of a lesson three times during three different segments of the presentation.

This idea of redundancy, to forecast, to teach, to review, helps students retain material longer. Pike (1994) cites a study that concludes that "if people were exposed to an idea one time, at the end of 30 days they retained less than 10 percent. But if they were exposed to an idea six times, with interval reinforcement, at the end of 30 days they retained more than 90 percent. Interval reinforcement means that an idea was presented once and then reviewed perhaps ten minutes later, an hour later, a day later, three days later, a week later, two weeks later, three week later."

For a given lesson, the concept of "interval reinforcement" cannot be carried out to its fullest extent, but the tell 'em approach does provide some of this redundancy and will increase overall retention. If the material from one lesson can be reinforced or used in later lessons or exercises, all the better.

3. Factors to Consider

Adult Attention Span: Research studies have suggested that the average adult can "listen with understanding" for approximately ninety minutes, and "listen with retention" for approximately twenty minutes. The length of the latter observation varies somewhat with the education level of the individual. Generally, the lower the education level, the shorter the "listen with retention" period. Education level, as used here, does not necessarily imply formal education.

Pike (1994) suggests the 90/20/8 rule. "No module we teach ever runs more than ninety minutes, the pace is changed at least every twenty minutes, and we try to find a way to involve people in the content every eight minutes."

Basic Structure: Mitchell (1993) indicates that every lesson plan has four steps: (1) a preparation step; (2) a presentation step; (3) a practice step; and (4) an evaluation step.

Preparation: The preparation step is designed to make learning easier, more focused, and more dynamic. It prepares both the instructor and the student for the lesson material. It tells the students what is coming, why it is important, and sets the stage for the presentation of the lesson content.

Presentation: The presentation is the heart of the lesson. It involves the delivery of the primary lesson material. Lesson content can be delivered in many ways but there are two basic approaches used: the blank-slate approach and the Socratic method. The blank-slate approach "assumes that the learner knows nothing and the trainer knows all and transmits the information to the learner, usually through words" [Mitchell 1993]. The Socratic method, on the other hand, "assumes that the learner knows a great deal and can be guided by questioning to reach new understanding" [Mitchell 1993]. It is likely that some combination of these two approaches will be used in any given presentation.

Practice: The practice step is based on the premise that "people learn by doing". The idea here is that adults learn best when they actually perform a task or use it in a real-life situation.

Evaluation: Evaluation, as used here, does not mean "testing" in the tradition sense, but means "detailed feedback to the trainee to help him or her measure progress" [Mitchell 1993]. Evaluation is an important part of every lesson and is covered in detail in other sections of this guide.

4. Lesson Structure Model

How can we incorporate the two concepts discussed in the previous section into a Lesson Structure Model? The four-step structure of Mitchell can be used in two ways: (1) to structure over the overall lesson; and (2) to structure each module within the lesson. The duration results of Pike will influence the length of each module segment.

Let's start by breaking up a basic lesson into modules and segments (Figure 1). Each lesson has an overall goal and several objectives that will satisfy that goal. These objectives help keep the lesson focused and moving toward the overall purpose of the lesson. As a lesson is developed, each objective results in one or more modules that concentrates on one well-focused subtopic. Each module, in turn, is divided into segments. Each segment is no more than 20 minutes in length.

Let's start by applying the four-step structure of Mitchell to the overall lesson. This means that the lesson needs a preparation section , a presentation section, a practice section, and an evaluation section. We will call the preparation section the "Introduction" in our model. The details of what should be contained in the Introduction are described in the next section.

The other three sections of Mitchell's four-step structure (presentation, practice and evaluation) will be contained within each module of the lesson. They will be addressed individually are part of the segments in Section 6.

In line with the tell 'em concept, we need to bring the lesson together with a "Consolidation", a conclusion or summary at the end, that retells the students the main points of the lesson for the third time. The details of this section are covered in Section 7.

5. "The Introduction"

The "Introduction" may be the most important part of a lesson. It sets the stage for the rest of the lesson and prepares the students for learning. Never underestimate the importance of a good introduction.

Let's examine some the things that might be included in a lesson introduction.

Attention Getter: * When a class starts the students are usually milling around, chatting with someone, or even nodding off. You need to get their attention and divert them from the frivolity of the moment. This may be as simple as a clap of the hand, a loud "Let's get started!", "ringing a cow bell", or turning on the overhead with an appropriate cartoon. The objective is to get them to focus their attention on you, so that you can start the lesson. Follow this action with a little small talk to set a relaxed atmosphere in the room. (Talk about the weather?)

Introduce Yourself: * Even if the students know you, it is good practice to introduce yourself the first time you meet with a group. You may want to tell them a little about yourself and your Weather Service background, particularly if they do not know you.

Topic: * Always start a new training session with a brief explanation of what the session will cover. This opening will help the student focus attention on the topic at hand.

Motivational Statement: * Students are frequently tuned to WII-FM when a class starts, the very personal What's In It For Me station. A motivational statement at the beginning of a lesson helps them tune into the lesson topic instead. It tells the student why the lesson is important to them, what benefit they will get from the lesson, and why they should pay attention during the lesson. Through motivational statements, a trainer sells the lesson to the students. Motivational statements can often be critical to the overall success of a lesson, particularly if students question their need to be there.

Relationship to Job: It is good to relate the lesson to the student's job and how the student will use the material covered in the lesson. This can often be done by weaving the relationship into the motivational statements.

Link to Other Lessons: In the same way the lesson is related to a student's job, the lesson should be linked to other lessons.

Objectives and Overview: * Always state the lesson objectives at the start of a lesson. The lesson goal and objectives define what the lesson will focus on. When properly phrased, objectives clearly define the outcome of the training and let the student know what will be expected of him/her. Objectives are a natural bridge to the content of the lesson. An overview of the lesson topics can be used as the first tell 'em step, i.e., tell 'em what you're gonna tell 'em. Here is an excellent opportunity to highlight the main points of the lesson.

Structure and Timing: Explaining the structure and timing of the training session will help students better prepare themselves psychologically for the lesson. Explain how the session will be presented, how much time will be spent on various topics, what will be expected from the students, whether there will be handouts or whether they need to take notes, etc. Include anything that will help the student be more comfortable during the training session.

Ground Rules: Ground rules include such things as safety rules and when asking questions are acceptable. Students like to know whether they may ask questions during the lesson or whether they are expected to wait for a break or the end of the lesson.

Jargon, Acronyms, Technical Language: Every discipline has its set of jargon, acronyms, and technical terms. Some of these terms may need to be defined up front or an acronym list handed out at the start of a class. In any case, ensure that students know that they may interrupt you and ask for an explanation of unfamiliar terms as terms arise during class.

Finished Product: Depending upon the content of the lesson, it is sometimes useful to show students what they are working toward, be it finished product or an example of the lesson goal.

Pre-Test: If there is a need to confirm the student's level of knowledge or skill on the lesson material, the end of the "Introduction" is a good place to conduct a pre-test.

It is strongly suggested that the items marked with a "*" be included in every lesson introduction. The sequence presented above is also the recommended sequence for covering these items. A good introduction will take no more than 5 to 10 minutes.

6. "The Main Presentation"

As described in Section 5 the main portion of the lesson contains a series of modules that focus on one subtopic. Each module is broken up into a series segments. The structure of these segments merges the ideas of Pike (1994) and Mitchell (1993). Each segment is developed using three simple rules:

Each segment will:

1. focus on one specific subtopic or purpose;
2. employ only one delivery methodology; and
3. last no longer than 20 minutes.

For example, Segment (A) of each module should be a brief introduction to the module. It should identify the module topic, state the purpose (or objective) of the module, and contain a brief motivational statement and overview. The depth of this introduction is much less than the lesson introduction described in the previous section. This segment will typically be from 1 to 3 minutes in length.

If there has been a (overnight or comfort) break since the previous module was completed, a review or brief summary of the previous module(s) might be in order as part of this introductory segment.

Segment (B) of each module will be the presentation segment during which the main topic of the module is presented to the students. Only one delivery method (lecture, discussion, role play, video, demonstration, etc.) should be used during this segment. This segment should last from 10 to 20 minutes in order to take advantage of Pike's ideas on adult attention span.

Segment (C) of each module will be the practice and evaluation segment. In this segment the ideas described in Segment (B) are applied using an exercise, a project, a simulation, or another form of hands-on practice. Appropriate feedback needs to be provided during this practice as the evaluation portion of the segment. This segment should last no longer than 20 minutes and be different in methodology from the previous segment.

Segment (D) of each module summarizes the module and provides a bridge to the next module. This segment will typically take less than 5 minutes. The end of a module is a good point to break a lesson for either comfort purposes or the end of a day.
Throughout the entire series of segments, student participation is strongly encouraged.

7. "The Consolidation"

When the lesson is finished it is time to tell 'em again what was covered during the lesson and bring the lesson to an explicit conclusion. There needs to be a break between lessons so that individual topics can be properly started and stopped. Listed below are some of the things that a typical "consolidation" section contains.

Summary: A final summary should be used to draw together everything that has been said during the lesson. Key points should be emphasized, significant questions raised by the student can be highlighted, application of the lesson material to the student's job could be mentioned, and any challenges that the lesson offers to the students can be stated.

Level of Achievement: The lesson objectives should be restated and compared to what was covered in the lesson. This process reinforces the original purpose for the lesson.

Praise: If good progress has been made during the lesson or difficult tasks were completed quickly, praise this above average performance.

Reinforce the Motivational Message: Restate the motivational message that was stated at the beginning of the lesson. Show again why the lesson was important to the student.

Look Forward to the Next Session: If there is another lesson to follow, offer a "bridge" from the current lesson to the next one. This bridge will help with program continuity and keep adjoining lessons in context.

Do Not Introduce New Material: The consolidation portion of a lesson is a concluding section for a lesson and new material should not be introduced.

Do Not Ask Questions to Test Understanding: If a test or evaluation section is used during the lesson, schedule it independently from lesson itself. Use the consolidation section to tie up loose ends and bring the lesson to closure, not to "test" the students.

8. Lesson Plans

A lesson plan is a very important part of the training process. It is like the script for a play; it outlines the lesson content and other activities related to the lesson. It contains things such as the lesson content (in the sequence covered), the use of props or other material used during the lesson, and other details, actions, or even "ad libs" that an instructor may want to include in the lesson.

How much detail should a lesson plan contain? If you were in a formal, rigorous training environment, the answer would be "very detailed", essentially everything that will be associated with a training session. On the other hand, detailed lesson plans take time to prepare and time is generally at a premium in a WFO or RFC. There is no substitute for good training preparation, but the level of lesson plan detail will depend upon the background of the instructor, the lesson topic, and the amount of notes that an instructor feels he/she needs to deliver an effective training lesson.

How should you structure your lesson plan? The level of detail in a lesson plan can range from the extemporaneous approach (where a few keys words are all that an instructor uses) to a detailed script (which the trainer reads word-for-word). For most people, something in between works best. We recommend that the minimum content level be an outline of the main topics of the lesson with several key points listed under each main topic, and a reference to associated visual aids or props. The more detail you put into the lesson plan, the less you have to remember during your presentation. In this way, all those ideas you prepared during the development of the lesson will not be lost "in the heat of battle".

Some people like to use visual aids to key their presentation. Even though this works for many people, a separate lesson plan is still recommended.

9. Concluding Remarks

This lesson describes a "Lesson Structure Model" that is designed to increase student interest and improve overall student retention of lesson material. This model incorporates the ideas of lesson structure from Mitchell (1993) and adult attention span from Pike (1994). Each lesson is divided into a series of modules that concentrates on one subtopic. Each module, in turn, is divided into segments. Each segment is developed using three simple rules: each segment will: (a) focus on one specific subtopic or purpose; (b) employ only one delivery methodology; and (c) last no longer than 20 minutes.

The basic idea is to follow Pike's 90/20/8 rule: "No module we teach ever runs more than ninety minutes, the pace is changed at least every twenty minutes, and we try to find a way to involve people in the content every eight minutes."

A lesson plan is an outline of the content of a lesson and is used by a trainer as a guide to delivery of the training material. We recommend that, at a minimum, lesson plans contain
an outline of the main topics of the lesson with several key points listed under each main topic, and a references to associated visual aids and props. The more detail you put into a lesson plan, the less you have to remember during your presentation.


References

Buckley, Roger, and Jim Caple, 1991: One-to-One Training and Coaching Skills. Pfeiffer, San Diego, 138 pp.

Mitchell, Garry, 1993: The Trainer's Handbook, The AMA Guide to Effective Training, 2nd Edition. AMACOM, New York, 423 pp.

NWSTC, 1996: One-to-One Training. SOO-DOH Training Techniques lesson handout. 24 pp.

Pike, Robert W., 1994: Creative Training techniques Handbook, 2nd Edition. Lakewood Books, Minneapolis, 197 pp.

Review Questions and Exercises

Use the following questions to review the content of this lesson:

(1) How many times during a lesson should an instructor the key points of the lesson?

(2) The typical person can "listen with retention" for how many minutes?

A. 2 minutes
B. 5 minutes
C. 10 minutes
D. 20 minutes

(3) According to Mitchell, the basic structure of a lesson contains:

A. A preparation step
B. A presentation step
C. A practice & evaluation step
D. All of the above

(4) What is the difference between a lesson module and a lesson segment?


(5) What items should be contained in every introduction?


(6) Which of the following are considered part of the lesson
consolidation?

_____ Testing of some kind
_____ A Lesson Summary
_____ A bridge to the next lesson
_____ Restatement of the lesson objectives
_____ New material

(7) What is a lesson plan?


(8) True or False

All lesson plans must be very detailed.

Complete the Following Exercise

Compare the structure of a training lesson you have developed with the "Lesson Structure Model" presented here. Is there any thing you need to change in your lesson? Did you prepare a lesson plan for that lesson?

Appendix A

Answers to the Review Questions

(1) 3 times

(2) D

(3) D

(4) Modules are the main subsections of a lesson. They focus on one well-defined subtopic. Modules contain at least four segments. Each segment lasts no more than 20 minutes and covers the module introduction, the main presentation, practice and evaluation elements, and a module summary.

(5)	An attention getter Self introduction Lesson topic A motivational statement Lesson objectives and overview

[ other items listed in Section 5 are optional ]

(6)	No - Testing of some kind Yes - A Lesson Summary Yes - A bridge to the next lesson Yes - Restatement of the lesson objectives No - New material

(7) A lesson plan is a document that outlines the lesson content and other activities related to the lesson.

(8) False - The level of detail varies with the presenter.