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Figure 2-5.–Lesson plan format–Continued - 14172_46
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Types of Questions
a  summary,  remotivation,  assignment  (if  applicable),  and a closure. l Summary. The summary should reemphasize the main support points and relate them to the learning objectives. This is the last chance for students to make notes. l Remotivation. Remotivation should emphasize the reasons for remembering and using the information and skills taught in the lesson. Give a reminder of the real benefit to them. l  Assignment.  The  assignment  should  let  the students know where they are now and where they are going  next.  Use  as  needed. l Closure. During the closure, you should make appropriate  comments  to  let  the  students  know  the lesson  is  complete.  “That’s  it  for  today.” DELIVERING THE LESSON PLAN The delivery of your lesson plan is just as important as the actual preparation. You may want to refer to chapter  7  for  some  public-speaking  delivery  tips.  There are a few differences between delivering a speech and a lesson plan. For instance, a speech is designed to use one-way communication; learning must be a two-way street.  Communication  between  the  instructor  and  the students is imperative. Encourage questions throughout your presentation of a lesson plan. EFFECTIVE  QUESTIONING  TECHNIQUES Effective questioning techniques can significantly enhance your training effectiveness. Seven  Purposes  of  Questions All questions used in a lesson plan should fulfill one of  the  following  seven  purposes: 1. Get and maintain interest 2. Stimulate and guide student thinking 3.  Obtain  student  participation 4.  Evaluate  and  summarize 6.  Open  and  distribute  discussions 7. Develop the subject Characteristics  of  Effective  Questions Effective   questions   should   have   the   following characteristics: l   Purposeful l   Clear and concise l   Challenging l    Limited to one idea Techniques Once you have planned your questions, a few basic questioning  techniques  will  help  to  make  sure  they  meet their  purpose. l Ask your questions in a conversational tone of voice. l Ask the entire class the question, pause, then call on a student to answer. ASK. . . PAUSE. . .CALL. . .  This  technique,  illustrated  in  figure  2-6,  allows  the entire class time to formulate an answer before they know who is going to be called upon to answer. l  Distribute  questions  at  random.  Avoid  following a pattern when calling on students to answer. l  Adapt  the  question  to  the  student’s  ability. l  Allow  a  reasonable  interval  of  time  for answering. If it becomes apparent that the student is unable to respond, ask another student to help out. l Ask questions of the inattentive. l Do not permit frequent group (choral) responses. It  is  difficult  to  determine  the  scope  of  the  correct responses. Those who hear more than one response may leave the lesson unsure of the correct answer. l  Use  thought-provoking  questions.  Try  to formulate  questions  that  require  understanding  of  the lesson material instead of recitation. 5. Determine student attitudes 2-17

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