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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
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