Lordk Edid6512-Design Project Report

Design Project Report:
Lesson Planning to Support Instructional Design & Delivery in Higher Education
By:
Kara Lord
A paper presented in partial fulfillment of the requirements of EDID 6512 –
Design Project II
Trimester III
Academic Year: 2017-2018
UNIVERSITY of the WEST INDIES
Cave Hill | Open Campus
MSc. Instructional Design and Technology
Student Name: Kara Lord
Student ID#: 406003336
E-mail: Kara.Lord@my.open.uwi.edu
Project Advisor: Dr. Laura Gray
Course Coordinator: Dr. Camille Dickson-Deane
Submission Date: 1st July, 2018

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EDID 6512: Design Project II – Lesson Planning in Higher Education
Table of Contents
Introduction ................................................................................................................................................. 2
The Problem .............................................................................................................................................. 3
The Need (Justification) ............................................................................................................................ 4
Target Group............................................................................................................................................... 5
Primary Target .......................................................................................................................................... 5
Focus Group .............................................................................................................................................. 6
Secondary Audience ................................................................................................................................. 7
Literature Review ....................................................................................................................................... 7
Theoretical Background ............................................................................................................................ 7
The Effectiveness of Lesson Planning .................................................................................................... 10
Design Solutions ........................................................................................................................................ 12
Design 1 – View Lesson Plan Templates................................................................................................ 13
Design 2 – View Lesson Plan Template ................................................................................................. 13
Design 3 – View Lesson Plan Template ................................................................................................. 14
Design Solutions - Prototype Description ........................................................................................... 14
Evaluation .................................................................................................................................................. 22
Methods .................................................................................................................................................. 23
Results ..................................................................................................................................................... 28
Modifications ............................................................................................................................................. 37
Discussion .................................................................................................................................................. 41
Summary and Conclusion ........................................................................................................................ 44
References .................................................................................................................................................. 45
Appendices ................................................................................................................................................. 51
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Introduction
Lesson plans are formal, structured tools used to organize and prepare for upcoming
activities (Nesari, & Heidari, 2014). The use of lesson plans as a constructive tool in teaching
and learning has been employed by teachers within the early childhood, primary and secondary
levels for instruction (Cicek, & Tok, 2014; Nesari, & Heidari, 2014). It is used as a tool to ensure
that the teacher has everything that is needed to successfully manage and complete the proposed
topic(s) within a module/course. Further, it commonly incorporates areas that allow the planner
to focus on preparing: content, activities, objectives, and tangible materials needed (Nesari &
Heidari, 2014).
This design project highlights the importance and need for the use of a lesson plan
template which will assist lecturers in higher education to objectively plan, prepare, design,
monitor, evaluate and manage the instruction to be delivered as part of a curriculum. The major
concern is that while teachers in various capacities of education are required to prepare lesson
plans prior to the completion of class activities for any given topic; there seems to be a lack of
monitoring and quality assurance for those teaching in higher education.
This project takes a reflective look at the use of lesson planning as it relates to the support
it provides to instructional design and the delivery of content. It highlights the need and
appropriate applicable use of a template for higher education. The aim of the project altogether is
to:
- Create a template which is designed specifically for use in tertiary level institutions such
as colleges and universities;

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- Apply a solutions based approach (founded on theory and practice) to lesson planning
which is systematic, thorough, and practical for users;
- Develop a prototype with the potential to be applicable across various fields of
instructions; particularly those which vary in approach between theory based and
competency based learning;
- Implement the tool for the purposes of testing; and
- Evaluate in an objective and purposeful manner to assist in the design process by
including considerations for modifications and updates which can be made to provide an
improved product.
The Problem
It is important to bring structure to the higher education teaching-learning realm. The
major concern is that higher education has created an atmosphere where learning is student
centered. While this is not usually a negative connotation in education, it has produced an
environment where lecturers place little to no emphasis on ensuring that learning takes place.
Specifically, it is notable that evaluation (whether formative or summative) is not a common
aspect of each lesson in higher education. Additionally, whether learning takes place must be
based on the objectives of the lesson/program and the competencies/outcomes expected.
The major problem is that in some cases, higher education classes are met with lecturers
who simply attend class and speak, present using PowerPoint, provide readings from book
chapters or are not even physically present during instruction. This speaks to a greater need to
ensure that adult learners are provided with the kind of capacity building support which is both
engaging and meaningful to training for their field of work (Knowles, et al., 1984; Knowles,
Holton, & Swanson, 2005; and Clardy, 2005).

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It is no secret that adult learning may be quite self-directed in nature and learners enjoy
being an active part of the learning process (Knowles, 1975; Knowles, et al., 1984; and Knowles,
Holton, & Swanson, 2005). However, this does not imply that the process should not be
adequately planned for to support instruction. Therefore, it is evident that a lesson plan template
which is suitable, appropriate and purposeful for adult learning is needed.
The Need (Justification)
In considering the need for and importance of the use of lesson planning in higher
education, an objective approach was tailored. As a result, a needs assessment was conducted
through the use of face to face semi-structured interviews with 3 members of the target group
who are not participants in the prototyping process. This was done to ascertain open views about
the use of lesson planning in education, the possibility of its application in higher education, the
potential benefits of its use as well as any suggestions which could inform the development
process for the template (See Appendix A).
The semi-structured approach was used as it provides a solid scope for prepared
questions which would be responded to by all interviewees as well as the flexibility to insert any
additional questions which could provide further insights to discovering the nature and extent of
the need (Creswell, 2008). Undoubtedly, the needs assessment produced the following highlights
about the lesson planning in higher education:
- It is an important tool which can be used to bring structure to the teaching and learning
approach;
- It is useful to guide the lecturer particularly as it relates to monitoring and control of the
classroom;
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- It is instrumental to encourage the appropriate timing of activities which will allow
smoother transitioning and thoughtful planning;
- It is a tool which can pull together both theory and practice in the classroom in order to
encourage learning based on Bloom’s taxonomy and stated learning outcomes.
The needs assessment exposed concerns that lesson planning was not being used by
lecturers at the target university but that it is a mandate by some institutions of higher education.
This concerns about the lack of use however was highlighted as it demonstrates the lack of
planning and intention which goes into instruction.
In this regard, it is surmised that more emphasis can be placed on ensuring that lecturers
are prepared even before they enter their teaching spaces to provide a more thorough, and
comprehensive approach to teaching. It is proposed that this in turn can lead to more engaging
learning spaces for students, better management of time and resources, as well as a means of
purposeful teaching to fulfill respective objectives.
Target Group
Primary Target
The primary target group which this design project is geared towards are persons serving
in the teaching capacity as lecturers at the university level. This includes but is not limited, for
example, to those who hold the position of assistant lecturer, adjunct lecturer, senior lecturer, and
professor. For this project in particular, the scope will seek to cover lecturers within the Faculty
of Education and Humanities, Department of Foundation and Education Management at a
University in Guyana. These lecturers are ideal as they all teach within the education
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programme, delivering modules on the theory and practice of teaching at various levels and
disciplines.
The department is staffed by a total of fifteen lecturers (twelve full-time and three part-
time) serving at various levels (positions). Lecturers are qualified at the Masters (13), and
Doctoral (2) levels of academic achievement in a number of specialty areas. These areas include
curriculum development; education & development; educational leadership; testing,
measurement & evaluation; early childhood education; mathematics; science education; special
needs education; and psychology. It should be noted that there is a disparity in the number of
male vs. female teaching staff within the department; there are three male lecturers and twelve
female lecturers.
Focus Group
The focus group for testing of the designed lesson plan template will take place with 5
lecturers within the department which includes: two (2) males, one (1) senior lecturer (doctoral
level qualification) and two (2) female lecturers. This group was selected through purposive and
convenience sampling. Understandably, the members of the focus group for testing and
evaluation of the prototype had to be selected from the primary target group. It should be noted
that the selected sample would function as a representative of the primary target group.
Additionally, the focus group was purposively selected from members of the primary target
population who would be teaching during the summer/ third semester period when
implementation could be conducted.
The five (5) participants represent a sample of 33.3% of the entire population. An
invitation e-mail was sent to potential participants from the target group providing general
information on the project and what would be required of them should they choose to participate.
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Potential participants were then asked to respond to the e-mail indicating their interest. In this
regard, participation was allowed through convenience.
Secondary Audience
While the members of the primary target group will be supported throughout the
implementation of this design project; the major impact rests with the secondary audience. These
are the students of the lecturers within the faculty. All students are nursery, primary, and
secondary school teachers. It is intended that the teaching-learning experience will be enriched
through the use of lesson planning in higher education.
Literature Review
Theoretical Background
The premise for the importance in the use of a structured approach to teaching-learning
rests in the theoretical works of cognitive psychology. The cognitive approach to teaching and
learning is traditionally viewed as a teacher centered approach (Santrock, 2009). However, its
use to support the development of lesson plans is arguably a more hands on approach which
highlights the importance of every aspect of the educational experience.
The cognitive information processing model (CIP) in particular as developed originally
based on the work of Miller (1956) can serve some foundational background for the importance
of lesson planning. In this regard, the theory proposes the structuring and organization of content
in a manner which promotes the easy retention of information (Driscoll, 2005; Santrock, 2009;
and Slavin, 2015). The application of CIP strongly indicates a limit in the memory capacity for
the intake of new information (Miller, 1956). This means that lessons should be tailored to
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provide information in a manner which allows students to engage in a process of retaining
information from - receiving, decoding, short term memory access, to the use of appropriate
encoding devices for storage in long term memory (Atkinson, & Shiffrin, 1968; Beitzel, 2012;
and Slavin, 2015).
Additionally, Gagne’s theory of instruction provides a nine-step approach for the
organization of learning content (Driscoll, 2005). This approach will be adapted for practical use
in the design construction of the lesson plan template in order to allow educators to present
content and engage learners in a manner which is supportive of cognitive retention. In this way,
lecturers can seek to ensure that student’s learning needs are met based on the objectives of
engagement in a systematic, systemic, thorough and organized manner (Driscoll, 2005). Gagne’s
approach is one which allows the instructor the scope to build on previous knowledge, interact
for the support of student learning and provide feedback for continued student improvement
(Santrock, 2009).
It is argued that “applying Gagne’s nine-step model is an excellent way to ensure an
effective, and systematic learning program as it gives structure to the lesson plan and a holistic
view to teaching” (Khadjooi, Rostami, & Ishaq, 2011, p. 119). Further, it should be noted that
the lesson plan template will not emphasize the use of each event in its original order, but will
seek to provide an appropriate avenue for use. Khadjooi, Rostami & Ishaq (2011) posits that
“…the exact form of these events is not something that can be specified in general for all lessons,
but rather must be decided for each learning objective” (p. 119). This notions supports the
importance of flexibility in the lesson plan template.
Ultimately, the cognitive approach supports teaching as a conscious and deliberate act
with the intention and outcome of learning. The lesson plan template which this design project
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proposes is a tool that not only serves as a record for instruction but can be used to tailor
instruction in support of retention, engagement, and participation. This is important since
andragogical principles support the notion that adult learners prefer to be involved in their
learning activities (Knowles, et al., 1984; Knowles, Holton, & Swanson, 2005; Rabourn, Shoup,
& BrckaLorenz, 2015; and Chong, Loh, & Babu, 2015).
Still, beyond the cognitive notions of how learning should take place, are the more social
and constructivists ideas. Specifically, Bruner’s constructivist model for discovery learning
allows for the use of scaffolding, relies heavily on the ability to make previous learning relevant,
and is geared towards engaging students in learning activities (Santrock, 2009). As a result, there
are glaring similarities in the cognitive and constructivist models which will undoubtedly have a
place in considering the appropriate design of the lesson plan template for higher education.
In order to address the importance of intentionally targeting, using, and developing
competencies in learning; Bloom’s taxonomy is a reliable theory which has only be strengthened
through empiricism (Cullinane, 2009; Slavin, 2015). The original version of Bloom’s taxonomy
highlights cognitive skills from basic to higher order thinking which can be used or should be
focused on for development based on age and lesson appropriateness. These include skills which
range from the basics of remembering new/previous information to more advanced levels of
synthesizing or creating new knowledge (Issacs, 1996).
It should be noted that Bloom’s students have synthesized and added 2 additional
taxonomies to his work. In this regard, every aspect of the original (revised version) and added
taxonomies will form part of the skills and competencies aspect of the template. Therefore, the
cognitive, psychomotor, and affective realm allows for consideration of various skills which are
needed or will be targeted for successful completion of a lesson.

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The Effectiveness of Lesson Planning
It is accepted that the effective use of the lesson plan promotes learning and increases
competence during the period of instruction (Jones, 1998). The lesson plan is used as a clear
guide to facilitate learning in all aspects of education (Nesari, & Heidari, 2014). Planning
altogether is an activity which has been deemed to be important in many facets of both personal
and professional experiences; organizations for example oftentimes plan activities which are
associated with growth, development, and goal setting. In the same way, the education sector is
no exception when it comes to effective planning. The lesson plan should be the tool of choice.
The belief is strongly held that the use of lesson planning is a measure which is important
for planning ahead; such an activity leads to successful outcomes (TEAL, 2012). In fact, the
center for Teaching Excellence in Adult Literacy have found that the lesson plan provides a
“detailed description of an instructor’s course of instruction for an individual lesson intended to
help learners achieve a particular learning objective” (TEAL, 2012, p. 79). They go on to
indicate that “lesson plans communicate to learners what they will learn and how they will be
assessed, and they help instructors organize content, materials, time, instructional strategies, and
assistance in the classroom” (p. 79).
However, if lesson planning is to be effective, it is important to consider a number of
factors which will influence how the plan is completed. Undoubtedly, each plan is tailored
specifically for a number of reasons. There is some consensus that when planning a lesson, there
must be clear consideration for the audience as well as the learning competencies expected
(TEAL, 2012; Womack, Pepper, Hanna, & Bell, 2015). This means that before the planning
process can begin, the instructor must consider who the lesson plan is tailored towards, this will
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inform appropriate teaching strategies, time for activities, and methods of assessment for
example.
Additionally, it is of relevant importance for the lesson planner to consider the learning
competencies they expect the learners to possess by the end of the lesson. This consideration
once again lends support to better understanding how to appropriately plan the lesson based on
the expected outcomes. Similarly, an effective lesson plan must take stock of the degree of
acceptable performance that is expected and how said performance will be measured. These
factors to be considered have implications for whether the plan will be effective in supporting the
teaching-learning process.
Another dimension to be considered is that the lesson plan is not an instrument to be used
only in support of instruction but can also be considered as a tool which facilitates classroom
management. Othmane (2015) highlights the importance of lesson planning towards ensuring
that there is order in the classroom. It is suggested that the plan can be used to assist in the
maintenance of discipline by engaging and involving learners during instruction. Further, the
dissertation asserts that having a plan provides an avenue for ensuring that learners are
meaningfully occupied. It also facilitates having a plan which allows for transition from one
activity to the next; timing these activities can particularly be helpful in managing various
obstacles in the classroom setting. For example, time management ensures that students: don’t
become bored through under engagement; frustrated after being overworked; or lose interest
considering age appropriateness and their attention span.
It is evident that the activity of planning a lesson does not indicate effectiveness in the
delivery of instruction. However, effective lesson planning can lead to improved quality of
instruction which supports, facilitates, and fosters learning (Jones, 1998; Nesari, & Heidari,
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2014). In 2012, a group of researchers found that effective lesson planning was one of 4 key
components which leads to successful learning outcomes (Womack, Hanna, & Bell, 2012).
However, it still must be considered that lesson planning may not be a smooth or easy process.
Instead, lesson planning can be viewed as complicated and time consuming. Stella (2012)
for example conducted a quantitative research (survey design) in six secondary schools regarding
the use of lesson planning to effectively teach Chemistry. The findings indicate that teacher’s
primary favoured a column based format for lesson planning and appreciated the importance of
the process. On the other hand, it was also reported that some teachers were completely unable to
use the lesson plan altogether as a tool to support instruction. Stella (2012) specifically addressed
the need to employ trained teachers in the education system. Still, much can be said for the
importance of offering training to teachers which is specific to the use of cohesive lesson
planning towards the benefit of improved instruction and meaningful learning.
Notably, it was the intention of this review of literature to provide a look at any
evaluation which had been conducting on the use of lesson planning specifically in post-
secondary, tertiary, and/or higher education. However, while it is evident that lesson planning
may be an activity done at some universities; there is little empirical evidence to illustrate the
importance, relevance, and effectiveness of its use.
Design Solutions
The proposed design solution is a lesson plan template which is developed with Gagne’s
nine-step theoretical framework in mind. The idea is not to replicate the nine steps in a
mandatory sequential manner but to allow room for flexibility based on the objectives and nature
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of the lesson. The lesson plan design is an offline, printable or paper-based template (to be used
as desired) which allows for the input of structured information, but not detailed notes.
It should be noted that the design allows for the instructor to plan a lesson which may
include a presentation style lecture or a collaborative based learning situation. However, any
detailed lessons notes may be covered in a separate notes of lesson file or PowerPoint
presentation to be shared with students. The lesson plan is primarily to be used as the lecturer’s
guide. The following solutions outlined highlight considerations which have been made based on
existing lesson plan templates for nursery, primary, and secondary education.
Design 1 – View Lesson Plan Templates Here & Here
An online template allows sections which include subject/course, a lesson title, topic,
details of activities to be completed, and tab buttons for resources needed, graded sections,
comments, and feedback. The proposed solution will seek to incorporate much of these section
headings with the exception of allowing for details in notes and personalized grading. This
means that it will include an area for general comments, and feedback after each lesson to allow
preparation for future improvements. While the online template design is flexible and may be
practical in eliminating the tedious use of a paper based lesson plan, there would be an integral
need for the inclusion of accessibility features and training in the use of this resource.
Design 2 – View Lesson Plan Template Here
A less formal design exists where teachers may make a note in an agenda style of what is
to be covered in the current lesson. This serves as a guideline of what to do. This presents a
somewhat PowerPoint form of lesson planning. The proposed template will include a
“QuickPoints” section to offer some structural guidelines on what needs to be planned for in
advance while helping the teacher to organize their thoughts on how to proceed. This section
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should not be completed in solitude however since it does not consider pacing and time
management for successful lesson completion.
Design 3 – View Lesson Plan Template Here
The final design solution template to be considered has been drawn from use in nursery,
primary, and physical education. It incorporates the conscious planning of the skills which will
be utilized by students at various aspects of the lesson. These include, cognitive and
psychomotor skills, for example, and will be adapted for more training/capacity building courses
in higher education. The proposed design will include a section listing these skills with boxes to
be ticked appropriately. For example, if the current lesson requires cognitive skills such as
memory, and application; these boxes should be ticked under the cognitive section.
Design Solutions - Prototype Description
The Development Process
The lesson plan prototype which has been created has gone through a rigorous process
which was birthed out of an originally perceived need. The finished product has been through an
iterative design process which is based on both empirical evidence, theory and practice (See
Appendix D). This means that the prototype is not simply a tool which has been compiled from
sheer will and imagination.
The ADDIE model is a practical guide which is used to support process based solutions
in instructional design and training; in this regard, it has been used to support this project. This
model is one which is systematic and systemic in its approach to designing and developing the
prototype. The model provides a respected theory based approach which has been tested for
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reliability, consistency and effectiveness (Reigeluth, & Carr-Chellman, 2009). The process of
which has been outlined below with the specific activities completed in each stage (see also
figure 1).
- Analysis: the need for this type of project was first analyzed before the prototype could
be created. This allowed for in-depth research of appropriate theory to support the
construction of the template, a look at current templates in practice, and empirical studies
conducted on the effective use of lesson planning. Additionally, the needs assessment
conducted aided greatly in providing a clear understanding of the problem.
- Design: before the prototype itself was created, a process of first viewing alternative
design templates was completed. This then lead to a first draft of listing what elements
would be incorporated on the prototype, then to a second draft of sketching the template
to provide clear ideas on which elements would fit best where and whether the prototype
should be online, offline, or paper based in nature.
- Develop: the prototype in its development stage was done using Microsoft word with an
added developer option which comes standard with the software but has to be activated
before viewing, and use could be facilitated. This allowed for the actual building of the
prototype in an offline space which could also be printed and used as a paper based tool.
- Implement: the penultimate phase of the project involves the actual use of the prototype.
Here participants from a focus group were asked to complete the template and use same
in the actual delivery of instruction for at least 2 lessons.
- Evaluate: post implementation allows for feedback from participants on the use of the
prototype while providing comments for improvement as needed.

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Diagram 1 – ADDIE Model in Practice

Research,
evidence, theory,
practical
Research, data implications.
collection, Analyze
findings,
improvements. Listing
inclusion items,
sketching,
drafting.
Evaluate Design
ADDIE
Usability, Creating the
testing, template,
application. reworking
Implement Develop elements.
Description
The prototype created is one which is deemed to be usable and accessible. It has
intentionally been created to allow for offline access. This is important particularly for the
consistent and sustainable usability by persons who live in remote areas where internet access is
limited or non-existent. The prototype can be used in 2 ways:
1. Offline: with software access via Microsoft word where the lesson plan template can be
typed into with clickable boxes; or
2. Paper- based: printed, making multiple copies which can be used to fill in the blank
spaces provided and ticking the boxes as appropriate.
The paper based and offline options were important to facilitate a prototype which can be
deemed to be hassle free and user friendly. The input boxes, clickable boxes and input selection
options provided allows for ease of use and timely completion. These aspects are perceivably
important for the template to be completed in a hassle free manner.

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The five (5) key components of the template are:
- General information section: this includes spaces provided to detail the name of
instructor, faculty/school, topic/module, date, etc.
Image 1: General Information Section
- Module objectives section: this provides a space for the facilitator to outline at most 3
objectives which are specific to the lesson; appropriate text boxes are provided.
Image 2: Module Objectives Section
- Skills and competencies section: this has been organized using Bloom’s taxonomy and
includes skills in the cognitive, psychomotor and affective domains. The lesson planner
can click on or tick the corresponding boxes provided for each skill listed which will be
required or developed as a result of the lesson.

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Image 3: Skills & Competencies Section
- Agenda: through confirmation of the needs assessment, lecturers have indicated that their
informal style of lesson planning largely incorporates the use of a point based format
where they would list the tasks/activities to be completed. The “Quick Points” section
takes an adult based agenda style approach which allows the planner to highlight (by
noting) any important points which should be touched on before, during or after
completion of the lesson.
Image 4: Quick Points Section
- Gagne based style lesson sheet: this aspect of the plan includes activities based on
Gagne’s nine-step theory of instruction. It includes activities which are monitored by
time and can be filled in as needed. It also includes the provision to include (by selecting)
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any and all resources needed for the lesson; and to choose the type of evaluation (by
selecting a combination of formative and/or summative methods) to be completed.
Image 5: Main Body Section
Additionally, the template includes some important features which should be noted for ease of
use and accessibility purposes; these are:
- Clickable buttons: the date/schedule, resources, and evaluation areas allow for easy
clickable input. Also, the skills, and competency is completed using clickable boxes (See
image 3) which are available in offline format or can be ticked if the template is printed.
- Hidden tips: a feature which is visible only in the offline version by moving the mouse
over the underlined text. Helpful comments will appear in a text box which will disappear
after the mouse is relocated. This feature is also space saving and serves as a guide for
use of the template particularly in the areas that may be unclear.

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Image 6: Hidden Tip Example
- Sectioned input: this allows for order and organization to the template which helps in a
processed based approach to inputting information. The process transitions from the input
of the most general and basic information to specific points for the lesson. It is considered
to be sequential and appropriately grouped.
Image 7: Section Examples
- Text/comment boxes: these are clickable boxes which allow the user to input information
in this area only (See images 1, 2, 4, & 5 for examples). This feature again helps with the
order and organization of the template as any excessive input of details may have
otherwise caused unnecessary shifts in the layout. It should be noted that these boxes
have been constructed to wrap text and can hold an excess of details in the offline format
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but details outside of the space allotted for would not be visible if printed after
completion.
- Drop down menu: this feature allows users to select from a list of pre-existing inputted
items. The drop down menu has been used in the resource and evaluation section to
provide options for input of various tangible resources and various types of testing and
evaluation methods which will be used in the lesson.
Image 8: Drop Down Menu

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Evaluation
Evaluation is a judgmental process which is systematic in its approach (Rossi, Lipsey, &
Freeman, 2004); the purpose of which is to assess the merit and worth of a programme or policy
(Morra Imas, & Rist, 2009). In this case, evaluation will be used as a systematic, objective
approach to assessing a tangible product; i.e. the lesson plan template. In this regard, the purpose
of evaluation is to make judgments about:
- the appropriateness of the instrument regarding it applicability for use in higher
education;
- the value of the lesson plan template to supporting the quality of instruction delivered by
lecturers;
- the usefulness and ease of use of the prototype; and
- any assessments to be used as recommendations for improvement of the instrument.
It should be noted that the evaluation criteria includes the following considerations:
- Relevance: whether it’s appropriate for use in higher education across disciplines.
- Coherence: whether it is clear and easy to use.
- Effectiveness: whether it is thorough and all-encompassing in its approach to supporting
lesson planning and development.
- Efficiency: whether it is time and/or resource consuming, tedious and/or lacks feasibility.
- Impact: whether it has proven to be useful in the effective and efficient delivery of
instruction to the benefit of learning or achieving learning outcomes.
- Sustainability: whether the template can be integrated as a consistent tool to be used by
lecturers to support the delivery of instruction.

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(UNICEF, 2002; WHO, 2007; & UNDP, 2009)
Methods
Overall, evaluation of the prototype was completed using a mixed methods approach;
specifically, the use of an objective type feedback form and a focus group session was conducted
after implementation. However, evaluation of the prototype began even before implementation.
As part of its iterative construction the prototype endured a rigorous process which led to the
finished product as described in the previous section. Apart of the evaluation process prior to
implementation involved the use of expert evaluation. This is usually an approach used to verify
and ensure the validity of an instrument.
The concepts of validity and reliability are key elements which usually work in tandem
and form part of an integral aspect in any nature of research which seeks to ensure rigour and
scientific evidence (Rossi, Lipsey, & Freeman, 2004). Validity in this regard means that the
instrument is fit for purpose and appropriate for use as designed (Sternberg, & Sternberg, 2010).
On the other hand, reliability in this case, while not focused on in the evaluation process would
mean that there is consistency in the instrument for use regardless of the situation (Field, 2013).
Additionally, participant evaluation employed the use of both quantitative (evaluation
self-report feedback form) and qualitative (reflective focus group session) methods. Mixed
methods have been seen to be more advanced as it allows the evaluator to enjoy the benefit of
producing results of statistical value and explanatory depth (Tucker-Brown, 2012; Wisdom &
Creswell, 2013).
The evaluation feedback form was designed as a questionnaire to gather quantitative data
(See Appendix B). Most of the items are constructed on a Likert scale using statements to assess
the following categories:

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- Layout & Design
- Access & Usability
- Relevance & Appropriateness
Biographical questions focused on: gender, position title, level of qualification, and area
of specialization. These areas were particularly selected to ensure diversity in respondents, as
they were outlined as key indicators of the target group as well as to avoid the inclusion of
irrelevant details which could possibly be used for participant identification. Finally, 3 open
ended questions were included to allow participants to report on how much time it took to
complete the template, any brief suggestions they had for improvement, and general comments.
Self-report questionnaires can have limitations such as participant bias in responses and
social desirability bias (Demetriou, Ozer, & Essau, 2015). This means that when a person is
allowed to provide their thoughts and experiences, it may be limited and subject to false
reporting (Field, 2013). For example: a participant may respond randomly by clicking on a box
without consideration for the appropriateness of the response, simply to complete and submit
their responses.
In an effort to avoid such biases, the evaluation form has been designed to ask specific
questions without exhausting the amount of questions which could have been included to ensure
reliability. It should be noted, however, that some questions have been added to ensure accuracy
in responses. Still, self-reporting in this case is deemed to be essential and appropriate as it is the
best way to gather objective experiential responses which shed light on the direct user experience
of the prototype.
The use of the focus group session not only provides balance in the evaluation of the
lesson plan template; it also allows for individual reporting on their user experience in a more
25
descriptive manner which could not have been captured using the feedback form (Barbour, &
Schostak, 2005; Harrell, & Bradley, 2009). In this regard, focus group sessions are completed as
a phenomenological method of study. It is particularly useful in this case as it allows the
respondents the opportunities to share their thoughts, experiences, and ideas openly. This can
promote engagement and deeper experiential consideration to provide rich and balance
information about user experiences (Creswell, 2008; Wisdom, & Creswell, 2013).
The purpose of conducting the focus group is with a particular interest in gathering
further insights about what can be done to improve the design prototype. Using the focus group
session along with the objective type questionnaire (feedback form) allows for the collection of
both subjective and objective information which can be compared for validity and verification
purposes (Creswell, 2008; Tucker-Brown, 2012).
It must be noted that ethical considerations in data collection have been made in
accordance with the guidelines of the British Psychological Society (2014 & 2017). Ethics is
regarded to be an essential aspect of research which specifically involves external participation.
The purpose of ethics is to ensure that all participants are treated respectfully, professionally and
fairly throughout the research process (Resnik, 2015). In this regard, the following ethical
provisions have been included in all aspects of research for this project (including the needs
assessment and process of evaluation):
Participant Information
- Participant information was circulated to all potential participants. This includes details
on the nature of the research project as well as what action and/or kinds of information
would be requested from the participant. It should be noted that participants were allowed
26
sufficient time to review the information, provide a response (if interested), and
undertake actions as needed once agreeing to participate.
Willingness to Participate
- Participants were allowed the freedom of choice on whether they wanted (after being
informed through the participant information) to take part in the study. This was
particularly facilitated since the sampling is convenience in nature. As a result,
participants were sent an invitation to participant via e-mail, to which they were
instructed to reply affirmatively should they wish to participate.
Confidentiality & Data Protection
- Participants were ensured of confidentiality; both online feedback as well as audio
recording and transcripts have only been made available for data analysis to the research.
They are stored securely under password protection online.
Expert Evaluation
In an effort to review the lesson plan template prior to implementation, the use of 3
expert evaluators were sought for their individual areas of expertise. These areas are instructional
design; curriculum development, measurement & evaluations; and communication & graphic
design. Theses expects all work in their respective fields and were called on to review the
template as designed in order to offer their specific points for feedback. The feedback received
included the following:
- adding hidden hints/tips within the template’s design to guide the users as needed;
- including a space provided where the date of the lesson could be inputted;
- changing the objectives section from a point format to a comment bar for easy input; and
- editing the text boxes to allow for text wrapping.

27
The curriculum and evaluation expert in particular favoured the use of a design template which
included the following fields:
- Lesson objectives
- Bloom’s taxonomy (competencies)
- Timed activities
- Resources
- Evaluation
- Reflection
Particularly, reflective teaching was seen as an important approach for educators to
constantly and consistently take stock of what works and what can be improved in future lessons.
It allows the lecturer to make a note of how they felt about the delivery of the lesson, its impact,
and effectiveness in engaging learners, and promoting learning.
Participant Evaluation
The post implementation period was followed by the use of 2 research methods for data
collection. It should be noted that at the implementation phase, participants were asked to use the
prototype with no less than 2 of their instructional sessions (within a 2 week period). After the
templates were used, an online evaluation form was disseminated via e-mail to each participant.
This form was used to provide a self-report on the use of prototype with regard to the previously
stated evaluation criteria.
Subsequently, one (1) focus group session was held with three (3) participants from the
primary target group. The focus group was an audio recorded session which was conducted in a
semi-structured format with the permission of the participants. The questions for the interview
schedule were determined based on their ability to offer a broad scope of feedback which could
28
be used to supplement the evaluation form with evidence which was more detailed and
descriptive in nature (See Appendix C for focus group interview protocol). This allowed for a
more phenomenological approach where participants could share their experiences in using the
template with an emphasis on gaining insights into their thoughts for the general use and
application of the template to higher education as well as to making modifications for improved
usability.
Results – Participant Evaluation
The participant evaluation form yielded quantitative data which could be used to
objectively assess (based on the report of participant experience) whether the lesson plan
template was useful, usable and efficient. In, this regard, results are being presented based on the
key criteria judged; i.e.: layout and design; access and usability; and relevance and
appropriateness.
In an effort to capture much of the information which had been sought from participants,
the presentation of results/findings will be depicted using tables. The tables allow for the display
of responses in percentages to all the statements posed to the respondents along with their
responses. Please note that responses are colour coded on a spectrum based on whether they (the
responses) are of a positive or negative nature in terms of feedback on the template.
Layout & Design
Overall, the layout and design seemed to be positively received by the participants with
100% either agreeing or strongly agreeing that the template was pleasing in appearance.
Additionally, 100% of the participants agreed that the template was well organized and
29
structured (See table 1). An area of concern however is the stability of the template across
software versions; 40% of the participants indicated that items on the template had shifted and
were not found to be set properly on the page after opening the document.
Table 1. Layout & Design Results
Responses (%)
Statements Strongly Agree Unsure Disagree Strongly
Agree Disagree
1. Pleasing in appearance 20 80 0 0 0
2. Well organized and structured 0 100 0 0 0
with various sections
3. Includes all areas needed to 20 60 20 0 0
support lesson planning
4. Has appropriate options for the 40 60 0 0 0
input of information
5. Sections were stable (items did 20 40 0 40 0
not shift on the page)
6. The overall layout was 20 60 20 0 0
appropriate for use
Colour Key
Positive Response
Negative Response
Neutral Response
The final question in this sections pointed towards whether participants believed that the
overall layout of the template was appropriate for use. Understandably there are always more
ways than one to present the layout of a tool. Most participants (60%) agreed with this statement
while 20% strongly agreed. Interestingly, 20% indicated that the layout was somewhat
appropriate which provides the expectations that there may be suggestions for improving the
layout and design of the template.

30
Access & Usability
Overall, the software document used to build the lesson plan template was deemed to be
easy to download (100%), open (100%), and complete (80%). This means that users need to be
at least computer literate at the basic proficiency to be able to access the document for use. Since
the template was created using the Microsoft word (2010) software, specific details on
accessibility such as the availability of the on screen keyboard and magnification options were
not specifically measured. It should be noted that these are accessibility features which have
already been built into the use of said software.
Positively, all the boxes (text and clickable) reportedly worked; with 100% of the
participants indicating that they were able to enter content in the text boxes as well as click on
the clickable boxes (100%). Similarly, the drop down menu was also reportedly functional for
use (100%). However, there seems to be much consistency with the self-reporting process as
participants once again indicated that items had shifted within the template: 20% indicating yes
while 20% said somewhat. Notably, 60% of the participants highlighted that items did not shift
on the template. This certainly points to the differences in software versions which may be
causing fluctuations in how the template is presented after being opened.
Table 2. Access & Usability Results
Responses (%)
Statements Yes No Somewhat Unsure Not
Applicable
1. The document was easy to 100 0 0 0 0
download
2. The document was easy to 100 0 0 0 0
open
3. I found the template easy to 80 0 20 0 0
complete
31
Responses (%)
Statements Yes No Somewhat Unsure Not
Applicable
4. Items on the template had 20 60 20 0 0
shifted and fallen out of
place
5. I was able to enter 100 0 0 0 0
information into the
comment/text boxes
6. I was able to click on all 100 0 0 0 0
clickable icons
7. I was able to select options 100 0 0 0 0
in the drop down menus
8. The use of various methods 60 0 40 0 0
to input information made
the template easier to
complete
9. The hints/tips were easy to 100 0 0 0 0
view
10. The hints/tips were helpful 60 0 40 0 0
11. I was clear on how to 20 20 60 0 0
complete the template
12. The template is flexible for 80 0 20 0 0
use
13. I found the template time 0 80 20 0 0
consuming to complete
14. I was able to effectively plan 80 0 20 0 0
for my lesson
Colour Key
Positive Response
Negative Response
Neutral Response
Interestingly, through observation of the quantitative results, it is evident that there are
some concerns regarding clarity on how to use the template as well as the usefulness of the hints.
Participants indicated that hints are only somewhat helpful (40%); while 60% said that they were
32
only somewhat clear on how to use the template. It should be noted that 20% said that they were
clear while 20% said that they were not clear on how to use the template. Since a number of
varying methods of input have been included to complete the template; this signifies that more
consideration can be made towards ensuring that users are aware of how to use the features on
the template.
Relevance & Appropriateness
This section received positive responses almost completely throughout the evaluation.
Clearly, the participants felt strongly about the importance of lesson planning with 100%
suggesting that it is essential for the effective delivery of instruction and 80% indicating that they
strongly believe that lesson planning should be used in higher education.
Table 3. Relevance & Appropriateness Results
Responses (%)
Statements Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. The template can be used for 20 80 0 0 0
various subject areas
2. The template is appropriate for 0 100 0 0 0
use across disciplines
3. The template is appropriate for 20 60 20 0 0
use in both theory and
competency based programmes
4. The template can be used 20 80 0 0 0
regardless of the method of
instruction
5. I believe lesson planning is 100 0 0 0 0
important for effective delivery
of instruction
6. I believe lesson planning 80 20 0 0 0
should be used in higher
education
7. I believe lesson planning can 80 20 0 0 0
support instruction in higher
education
33
Responses (%)
Statements Strongly Agree Neutral Disagree Strongly
Agree Disagree
8. I am keen to use this template 0 100 0 0 0
as a tool to plan my lessons in
the future
9. I believe lecturers should be 0 20 0 40 40
exempt from the use of lesson
planning
10. I found the template to be 20 80 0 0 0
thorough and complete
Colour Key
Positive Response
Negative Response
Neutral Response
Significantly, 100% of the respondents indicated that they are keen to use this lesson plan
template as a tool to support their future lesson planning (agree) and 100% found the template to
be thorough and complete (20% strongly agree; 80% agree). Conversely, while 80% of
respondents (40% strongly disagree; 40% disagree) indicated their belief that lecturers should not
be exempt from lesson planning (see question #9 – Table 3); 20% cited that lecturers should be
exempt from the process.
It should be noted that since all participants agreed with the importance of using lesson
planning and its significance in supporting the delivery of instruction; the results seen in
response to question 9 may have been an error (when reading/interpreting the statement or as a
result of the respondent selecting agree/strongly agree for most of the questions since the
statements are positively phased). Nevertheless, it must be considered that some lecturers may
believe that although lesson planning is important, it is not an essential for higher learning.
34
Miscellaneous
On average, the lesson plan template reportedly takes 26 minutes to complete. The
reported time for completion ranges from 12 to 45 minutes. Suggestions to improve the template
include: adapting the template to be used with various versions of software; editing text boxes so
information can easily be reviewed, and including an option where additional text boxes may be
added as needed.
Results – Focus Group
The results for this section have been categorized using themes as thematic analysis was
selected for the analysis of the qualitative information gathered through the focus group session.
As a result, the following themes have been identified and will be used to organize the reporting
of results: General experiences; Positive attributes; Negative attributes; Improvement
suggestions.
General Experiences
The participants reported having a positive/ “good” experience using the lesson plan
template. There was much consensus on the usability features playing a major role in ensuring
that the template could be completed successfully. No participant indicated having a negative
overall experience using the template but one (1) participant did indicate that it was a bit time
consuming when completing the template for the first time.
Notably, participants indicated that they still needed to have their notes of lesson
separately as the template did not provide enough space to include the amount of details needed
for a particular lesson. This outcome was expected, as the template has been designed to offer a
35
guide for lecturers who simply need to compile a quick plan for how they will undertake
instruction.
Positive Attributes
The clickable features were found to support the timely completion of the template.
Specifically, the inclusion of Bloom’s taxonomy using a clickable box to select target
competencies was found to be a positive attribute of the template which worked well. Features
such as the drop down menu and the option to quickly add the date using a built in calendar were
also found to be helpful and time friendly.
Additionally, the smallest text boxes used in the general information section were found
to be large enough to hold the type of information to be provided when typing content into the
template. It should be noted that no participant reported to have tried printing the template and
using it in a paper-based format.
The Quick Points sections was seen to be “very useful” as lecturers usually have matters
to address with students which may be forgotten if a reminder is not kept. The section was also
found to be helpful as it allows lecturers to create an agenda of what needs to be completed
during the lesson.
Negative Attributes
Generally speaking, the negative attributes of the template were found in the subtle
details of its design rather than the overall, look, feel and function. For example: an interesting
flaw in the design was found in the medium sized text boxes which were used for recording
activities of the lesson. These boxes reportedly lacked the ability to be easily reviewed. This
means that after information had been entered, if the information was too detailed or excessive,
36
the boxes would not expand for easier visibility; instead the user would have to use the up and
down arrows on the keyboard to navigate within the boxes.
Similarly, it was indicated that the larger text boxes such as the feedback (used after
evaluation) and reflection boxes lacked the ability to allow the user to continue onto another line
by pressing the enter button. This means that although these boxes were designed to allow users
more room to add a larger amount of details; it was not possible to begin a new point or thought
by clicking enter to go onto a new line. Instead, users were made to enter information with little
order to their work in these sections.
Also, there was some confusion in the inclusion of additional text boxes in the resources
and evaluation sections. It was clarified that these boxes were added to allow users to include
any additional items which were not found on the list. One participant did indicate however that
it created an expectation that when an item was selected from the drop down menu that it would
appear in the comment boxes.
Similarly, the boxes under the evaluation section caused the same confusion and 1
participant highlighted that some types of summative assessment would not be done at the end of
each lesson; this means that clear instruction should be provided to ensure that lecturers are
aware that they were not expected to have certain types of assessments after each lesson.
Improvement Suggestions
Features for improvement can clearly be found in the discussion on negative attributes
where participants sought to highlight what did not work well. In this regard, clear concerns have
been shared about the following issues:
- The appropriate and flexible usability of medium sized and large comment boxes.
37
- The inclusion of clear and useful instructions on how to complete the template to avoid
confusion and ensure competence in use.
- The adaptability of varying software versions when considering usability and access
holistically.
- The upgrading/modification of the overall template to increase/improve stability,
therefore preventing the shifting of items – a different software may be used to improve
quality in this regard.
The qualitative comments which have been derived from the focus group session has
particularly been instrumental in allowing for greater understanding of the kinds of issues
surrounding the design and use of the lesson plan template. This has led to the consideration of
the kinds of modifications which can be made to improve the quality of the template overall.
Modifications
Since the evaluation of the template sought to address some key criteria; it has been
deemed suitable to consider any changes to be made based on these criteria. As a result,
recommendations for changes to the template are hereby made based on: layout & design, and
access & usability. The final criteria; i.e.: relevance and appropriateness will not be addressed
during this modification section specifically as it primarily relates to the perceived importance of
the template for participants. This in turn does not necessarily speak specifically to the features
of the template itself.

38
Layout & Design
A significant consideration which had been overlooked during the design of the template
was the function of repeated use. Although it had been envisaged that the template would be
used per lesson during a 12-15 weeks period of teaching; specifics in the design did not cater to
ensure that participants are aware of how to handle repeated use.
In this regard, participants had the option of completely coping and pasting the template
within the same file (per course); copying and pasting the template into a new word document; or
downloading/creating multiple template files which could be stored separately per lesson in a
folder. Admittedly, this aspect of the template was not thought through well enough in the design
phase of the project. However, the following modification suggestion can be made in an effort to
provide a solution:
- The template should be designed to run continuously in one file which caters for up to 15
lessons in a semester.
This modification will prevent the need for lecturers to feel overburdened/overwhelmed
by copying and pasting a fresh template on every occasion of planning for a new lesson.
Additionally, this new running template design should ideally be structured to retrofit standard
information which can be found in the general section.
This means that when the user enters information such as: name, institution, faculty, and
course; the information will also be entered in the corresponding sections throughout the file.
The intention here is to save the user’s time and to avoid the loathing which may build with
repetition.
Another modification to be made especially when accounting for the last
recommendation provided is the appropriate use of software. Clearly, although the Microsoft
39
word program has been efficient through the use of its developer function in creating and
developing the template; it lacks the options needed to ensure that items do not shift and move
during use. Also, a key finding has been that varying versions of the word software causes the
template to be viewed differently by users. The results record that some users have noticed the
template out of order with items found disorganized and not in place.
As a result, the upgrading and/or consideration of appropriate software has been offered
as a recommendation by participants for improvement. The lack of structure and stability in the
prototype must be addressed as this speaks to a significant layout and design issue which affects
the look and feel of the template. It is these qualities which can prevent a lecturer from using the
template altogether. In an effort to correct the problems which have been occurring, the
following suggestion is proposed:
- The use of the Adobe PDF software in its Forms feature.
Notably, the Adobe PDF software already has an option to convert Microsoft word
documents to its standard, untouchable version (the user is not allowed to edit or make any
changes to the words and format of the document). However, the forms option in PDF is one
which requires an upgrade of the software in order to create forms; this seems to not be available
universally.
It should be noted that this option was considered in the design and development phases
of the project but up until implementation time, no headway had been made to successfully
convert the word file to a PDF Form. A genuine concern during development phase was whether
the word document would provide enough stability so that items and sections would not shift
prior to (during initial viewing after downloading) nor during use. Clearly, it is vital however
that additional support is sought to ensure the conversion is successful.

40
The use of the PDF form would also be beneficial in the undertaking of the previous
suggestion for modification which involves creating a running form that transfers basic
information throughout the template. The PDF form does have an auto fill option which would
be useful in this endeavor. The use of this type of PDF document would however necessitate that
the user download the appropriate version of the PDF software before they can view the form or
access the fillable options. This point has implications for the consideration of access and
usability.
Access & Usability
There are three (3) significant items which must be considered for modification based on
the results of evaluation. A concern highlighted in both the quantitative and qualitative feedback
methods regarded the clarity on the use of the template. In this regard, the following
modifications are proposed for the improvement of the template to ensure that participants are
clear on its use:
1. Including additional hints and tips in all sections of the main body of the template.
2. Having all hints and tips reviewed specifically to ensure that the instructions are clear
from the users point of view.
3. The inclusion of a brief introductory page (for first time use) which highlights the
sections (their purpose), varying methods of input, and instructions on how to use.
For example: an additional tip can be added to both the resources and evaluation sections to
advise users of the purpose for the additional text boxes which have been made available.
The second feature to be discussed is the importance of accessible and inclusive
elements. As previously mentioned, with the use of the Microsoft word version of the document,
41
much attention had not been given to specific accessibility features such as magnification as this
and other features are already built into the software program.
However, a particular feature which can be suggested is the use of audio support. Audio
cues can be used as an assistive tool for those with visual impairment. It can be helpful in
providing the user with support when seeking to view the hints/tips. Instead of enlarging the page
to read the smaller, hidden hints; the audio support feature can be a clickable one which reads the
hint/tip for the user.
Finally, based on the suggestions for improvements made during the focus group session;
it is necessary to ensure that all comment boxes are tested for appropriate functionality. This can
be done by means of simply editing the usability/functionality features of each comment box.
For example: after expert evaluation, the medium and large sized comment boxes were edited to
ensure that they wrap text; a feature which it did not complete before specifically being
formatted to accommodate this. In the same way, text boxes may be edited to recognize the
pressing of the “enter” button as a command to create a new sentence.
It is envisioned that after these suggested changes have been made to the specific
features, design, and the overall template; this will increase the efficiency of the tool. That is,
users will complete the template in a shorter amount of time with a reduced amount of effort.
Discussion
With consideration of the suggestions for future modification; the ideal hope is that the
length of time taken to complete the lesson plan template will be reduced. Clearly, the attributes
which are believed to be most positive are those which save the lecturers’ time when completing
42
the template. This is understandable as adding another detailed layer of work to anyone’s work
load can be frustrating if the process is believed to be complex and time consuming (Woods, &
West, 2010; Spector, 2012; and Arnold, & Randall, et al., 2016). In this regard, high priority
must be given to ensuring that lesson planning is not perceived to be an exhausting or
burdensome activity for lecturers and the template must therefore be so structured as to allow
users to complete it in an optimal completion time.
Additionally, it is envisioned that the first time completing the template will incur a
longer time for completion as the user becomes familiar with the design and its features.
However, with recurring use, the user should become better oriented and more familiar with the
template, allowing for a decrease in the average completion time. Notably, altogether time was
considered for evaluation in regards to the efficiency of the template; more attention could have
been placed on also seeking to gauge an optimal completion time from the participants. The
users are the best means of gaining feedback on not only what has been done and could have
been done better but also what ideally should take place.
On another note, considerations must be made for multiple uses of the template. As is, the
template currently only allows for single use with one (1) lesson. Admittedly, multiple use of the
same template had not been thoroughly considered in its design. This may not be ideal for the
lecturer; but, it must not be ignored that the lecturer will have the benefit of having existing
templates which can simply be modified when completing the same course in the new academic
year. This should be seen to be a significant advantage for educators and instructors since the
lesson plan is meant to be an organized, time saving tool for effective lesson delivery (Nesari, &
Heidari, 2014).
43
Upon further consideration, perhaps the printable version of the template should be
reconsidered as it does not facilitate the use of one (1) feature in particular; i.e. the drop down
menu. Although three (3) comment boxes are provided for instructors to write/fill in the
resources, evaluation methods to be used; the printable version of the template does eliminate the
use of an existing resource which could have be useful for thoughtful lesson planning.
Additionally, the printable version does subtract the accessibility features like the drop down
menu and the clickable buttons which were specifically added for inclusivity.
Finally, the inclusion of theories such as cognitive information processing, Gagne’s 9
steps of instruction, Bloom’s taxonomy, and andragogy have been instrumental and are
invaluable to the successful design and development of the template. The intention was to ensure
that the template has been thoughtfully executed with consideration of the most appropriate
approaches that would support learning and instruction. The use of theory is critical to support
the development of solutions which are effective. For example: the use of Bloom’s taxonomy is
one which allows for thorough emphasis to be place not only on the value of learning objectives
and competencies but is also quite useful for the evaluation of learning (Cullinane, 2009).
Additionally, the intention was to create a design which can be used widely across
disciplines, regardless of the type of lesson. This can be considered to be a successful outcome as
participants generally agreed that the template is applicable across subject areas and varying
types of lessons (See table 3, Questions 1 & 2).

44
Summary and Conclusion
Altogether, the most ideal, favourable outcome of this project has not been the design of a
perfect tool but has resulted in a design which is flexible, and can be adapted for general use in
both theory based and training/capacity based instruction. Additionally, the design has been
evaluated to be complete & thorough, easy to use, inclusive and not overly extensive; it encourages
regular and efficient use among faculty members. Ultimately, the use of Gagne’s nine-step
cognitive theory in tandem with the consideration of existing lesson plan templates allowed for the
successful design of a model which is specific for relevant, and appropriate use in higher education.
The completion of this project has from its beginning to end allowed for an organized,
purposeful, process-based and solutions-oriented approach to instructional design. The use of well
supported methods, theories, and best ethical practices has encompassed a process of analysis
(through the needs assessment), research (in both theory and practice), design & development
(using a formal approach in an iterative manner), implementation (for experiential and
constructivist learning), and evaluation (in a balanced, non-biased, judgmental manner).

45
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Appendices
Appendix A – Interview Protocol
(Individual Face to Face)
Semi-Structured
Opening Remarks
Welcome to our interview session and thank you for agreeing to participate today by offering
your views.
Before we begin, please confirm that you are open and willing to have our conversation
recorded.
Please be reminded that all comments provided will remain anonymous and private and you will
in no way be identified in the study.
Begin Recording
1. To your knowledge, why are lesson plans used?
- Prompt: what is the purpose for the use of lesson planning?
2. Please describe your lesson planning style.
- Talk a little bit about how you plan for your lessons before classes.
3. Do you believe that lesson plans are widely used by lecturers?
- To your knowledge are you aware of the wide use of lesson planning at institutions of
higher education?
4. Is lesson planning needed to support instruction in higher education? Why or why not?
5. What do you believe should be part of a good lesson plan template?
- What features/sections would you like to see in any good lesson plan?
52
Appendix B – Participant Evaluation Feedback Form
Online – Google Forms
Please click the button below to visit the Feedback page.
Instructions: hover your mouse over the buttom/graphic. Hold the ctrl (control) key on your
keyboard and left click on the mouse at the same time.
This will automatically open a webpage which will take you directly to the Evaluation form.
If this does not work, as an alternate option; please click Here.

53
Appendix C – Interview Protocol
(Focus Group)
Opening Remarks
Welcome to our interview session and thank you for agreeing to participate today by offering
your views.
Before we begin, please confirm that you are open and willing to have our conversation
recorded.
Please be reminded that all comments provided will remain anonymous and private and you will
in no way be identified in the study.
Begin Recording
The following questions were used to guide the focus group discussion.
1. Please describe your experience using the lesson plan template.
2. What would you say are some of the positive attributes of the template?
3. What would you say are some of the negative attributes of the template?
4. What are your recommendations for improvement? Please state any and all comments
you may have.
54
Appendix D – Lesson Plan Template

Lesson Plan Click here to enter a date.
Faculty/School: Course Code/ Title:

Module/Topic:
Program Title:
Lecturer/Facilitator:
Module Objectives Skills & Competencies
Memory☐ Receiving☐ Imitation☐

By the end of this module, participants will be able to: Understanding☐ Responding☐ Manipulation☐
Application☐ Valuing☐ Precision☐
Analysis☐ Organization☒ Articulation☐
Evaluation☐ Internalization☐ Naturalization☒
Creation☐
Agenda | “Quick Points” | Housekeeping
Remember to:
1. 2. 3.
4. 5. 6.
Tip: If you hover over texts that appears to be hyperlinked, you will find useful information to help guide your planning.
Time Activities Resources/Materials Evaluation Feedback Reflection
Gaining Choose an item. Formative Summative
attention: Choose an item. Choose an Choose an
Choose an item. item. item.
Choose an item. Choose an Choose an
Choose an item. item. item.
Choose an item. Choose an Choose an
Informing Choose an item. item. item.
learners of Choose an item.
objectives Choose an item.
Recall/Prior Choose an item.
learning
Content
Guided Practice:
Thoughts & Ideas Comments
Tip: If you hover over texts that appears to be hyperlinked, you will find useful information to help guide your planning.

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Design Project Report:

Lesson Planning to Support Instructional Design & Delivery in Higher Education

A paper presented in partial fulfillment of the requirements of EDID 6512 –

Academic Year: 2017-2018

UNIVERSITY of the WEST INDIES

Cave Hill | Open Campus

MSc. Instructional Design and Technology

Student Name: Kara Lord

Student ID#: 406003336

Project Advisor: Dr. Laura Gray

Course Coordinator: Dr. Camille Dickson-Deane

Submission Date: 1st July, 2018

The Problem .............................................................................................................................................. 3

The Need (Justification) ............................................................................................................................ 4

Primary Target .......................................................................................................................................... 5

Focus Group .............................................................................................................................................. 6

Secondary Audience ................................................................................................................................. 7

Literature Review ....................................................................................................................................... 7

Theoretical Background ............................................................................................................................ 7

The Effectiveness of Lesson Planning .................................................................................................... 10

Design Solutions ........................................................................................................................................ 12

Design 1 – View Lesson Plan Templates................................................................................................ 13

Design 2 – View Lesson Plan Template ................................................................................................. 13

Design 3 – View Lesson Plan Template ................................................................................................. 14

Design Solutions - Prototype Description ........................................................................................... 14

Summary and Conclusion ........................................................................................................................ 44

monitoring and quality assurance for those teaching in higher education.

as colleges and universities;

which is systematic, thorough, and practical for users;

- Develop a prototype with the potential to be applicable across various fields of

competency based learning;

- Implement the tool for the purposes of testing; and

- Evaluate in an objective and purposeful manner to assist in the design process by

It is important to bring structure to the higher education teaching-learning realm. The

Specifically, it is notable that evaluation (whether formative or summative) is not a common

based on the objectives of the lesson/program and the competencies/outcomes expected.

Holton, & Swanson, 2005; and Clardy, 2005).

which is suitable, appropriate and purposeful for adult learning is needed.

The Need (Justification)

process for the template (See Appendix A).

about the lesson planning in higher education:

- It is instrumental to encourage the appropriate timing of activities which will allow

smoother transitioning and thoughtful planning;

encourage learning based on Bloom’s taxonomy and stated learning outcomes.

planning and intention which goes into instruction.

purposeful teaching to fulfill respective objectives.

of Education and Humanities, Department of Foundation and Education Management at a

curriculum development; education & development; educational leadership; testing,

implementation could be conducted.

regard, participation was allowed through convenience.

through the use of lesson planning in higher education.

highlights the importance of every aspect of the educational experience.

The cognitive information processing model (CIP) in particular as developed originally

provide information in a manner which allows students to engage in a process of retaining

and Slavin, 2015).

Additionally, Gagne’s theory of instruction provides a nine-step approach for the

It is argued that “applying Gagne’s nine-step model is an excellent way to ensure an

importance of flexibility in the lesson plan template.

instruction in support of retention, engagement, and participation. This is important since

& BrckaLorenz, 2015; and Chong, Loh, & Babu, 2015).

In order to address the importance of intentionally targeting, using, and developing

synthesizing or creating new knowledge (Issacs, 1996).

needed or will be targeted for successful completion of a lesson.