BOPPPS Workshop

Here is a workshop on a lesson planning framework that works great for college instructors. The instructions for each section of the workshop, including all materials needed, are here in this post. 

The workshop is in the form of a BOPPPS, so as you teach it, participants are experiencing a BOPPPS. If you're looking to help your instructors create more dynamic lessons, or if you are training your staff on how to deliver a lesson, this post is sure to help.


LESSON PLANNING PROFESSIONAL DEVELOPMENT WORKSHOP
120-145 Minutes
Materials:
·       Post-its
·       Skittles x 12 packages
·       Handouts
o   Components of a BOPPPS Plan,
o   BOPPPS Framework,
o   Sample Lesson,
o   Objectives Note Page,
o   Identifying and Rewriting Objectives,
o   Blank BOPPPS Template,
o    Evaluation Page, and
o   1 Minute Paper
·       Cut outs
o   Sequencing a BOPPPS, and
o   Objectives Cards
o  2 copies of each course book
o  2 copies of each course outline

Bridge-In            5-10 minutes
REASONS TO PLAN
Discuss with in a small group, using Sweets to Speak for face-to-face workshop (the colour of the candy drawn matches the colour of the question they are to discuss
Do you agree or disagree with the following statements? Why?
a.       Lesson plans restrict teachers when they are conducting a class. (red)
b.       Teachers should spend more time making plans than actually teaching. (purple)
c.       An activity worth doing is worth spending extended time on e.g. building a spaghetti tower for 60 minutes in a leadership class. (green)
d.       It doesn’t matter what’s in the plan so long as there’s lots of variety in it. (yellow)
e.    Lessons should have a short introduction to start, a short summary to conclude. (orange)



ANSWERS
a. Lesson plans restrict teachers when they are conducting a class. Teachers should be flexible within their plans, but the plan provides an important framework for organizing learning. Without some kind of plan, teachers are likely to lack coherence, and thus effectiveness, in their teaching.

b. Teachers should spend more time making plans than actually teaching. If they were paid to do so, the world would be a happier place. The reality of the profession is that teachers are typically paid for contact hours. Thus, planning is a luxury. As teachers start out, they will have to invest a significant amount of time in planning. As they develop materials and experience, this decreases.

c. If an activity is worth doing, it is worth spending time on  Variety is one of the watchwords of effective planning, especially for its contribution to motivation, one of the essential conditions of learning. Doing anything, however wonderful, for too long, is likely to sap motivation.

d. It doesn’t matter what’s in the plan so long as there’s lots of variety in it. Students are in the classroom to learn and to enjoy themselves. ‘Fun and useful’ is better than either alone, and should be the target that learners strive for. Variety is good so long as it is accompanied by coherence and purpose.

e. Lessons should have a short introduction to start, a short summary to conclude. It is a good idea to provide both. Certainly, it is wise to ease students into the lesson (Begins the learning cycle, gains attention, builds motivation, and explains why the lesson is important.), and providing a summary statement or task provides an opportunity for learners to reflect briefly and integrate the learning during the closing of the learning cycle.



Objective           3-5 minutes
For face-to-face delivery, ask the students what the objective of the workshop is (it will be written on the board). 
Learners will be able to apply the components of a BOPPPS lesson planning framework when planning a 60 minute Service Excellence for Business lesson of their choice.

Pre-Assessment              5-10 minutes
MEANING OF BOPPPS
For face-to-face delivery, have students write them on post-its and stick them to the white board to compare. 
There are many lesson planning frameworks to be used in a classroom. For the purposes of this workshop, the BOPPPS framework has been selected.
·       What are the components of a BOPPPS lesson planning framework?
·       If you are unfamiliar, guess what each letter of the acronym stands for?
·       How many did we get correct?
ANSWERS
1.           Bridge in
2.           Objective
3.           Pre-Assessment
4.           Participatory Learning
5.           Post-Assessment
6.           Summary

Participatory Learning                 50-60 minutes total
COMPONENTS OF A BOPPPS PLAN         15 minutes
Both face-to-face and online delivery will have a tangible “drag and drop” option.
Below are the components of a BOPPPS lesson plan. First identify the term, and then match the term to the definition, and to the appropriate example on the handout provided. When you are finished, compare your answers with the person sitting next to you.
Discuss:
1.       Which answers did you have in common?
2.       Did you disagree on any of the answers? Why?
Then, share answers as a class.





COMPONENTS OF A BOPPPS PLAN


Identify the term, and then match the definition and examples accordingly by writing the appropriate number in the space provided.
Term

Definition
Example
B


1
Determine what learners know so you can tailor class to their needs; allow learners to add their own experiences to improve participation and engagement.
1
Evaluate the annotated bibliography provided, underlining and correcting any mistakes found.
Then, create an annotated bibliography of 10 sources in APA format.
Definition
Example

____
____

O


2
Let students know what you're going to teach them, focus learners and instructors on purpose of lesson, ensure that everybody understands what is expected and when the learning has been accomplished, and establish a foundation for the evaluation of the learning. Clarifies what the learner should know, think, value or do by the end of the lesson, under what conditions and how well.
2
Academic Integrity Officer Danielle Istl of the University of Windsor showed one in 82 international students was accused of academic misconduct, compared with one in 300 domestic students.
Definition
Example

____
____

P


3
Provides an opportunity for learners to reflect briefly and integrate the learning during the closing of the learning cycle.
3
Using the index card provided, in one minute, write down one thing new you learned today, one thing still a bit confusing, and how you will use this information.
Definition
Example

____
____

P


4
Learners are involved as actively in the learning process as possible. There is an intentional sequence of activities or learning events that will help the learner achieve the specified objective or desired outcome.
4
Create a checklist of 7-10 items to use when creating APA annotated bibliographies. Use this checklist to correct potential errors in your annotated bibliography.
Definition
Example

____
____

P


5
Gains learner attention, builds motivation, and explains why the lesson is important.
5
What strategies do you use to determine if a source is scholarly or not?
Definition
Example

____
____

S


6
Formally or informally demonstrates if the learner has indeed learned and is linked directly with the objective or outcome.
6
Learners will create an annotated bibliography of ten sources in APA format, with no more than three errors.

Definition
Example

____
____



ANSWERS

Term
Definition
Example
B
Bridge in
5. Gains learner attention, builds motivation, and explains why the lesson is important.

2. Academic Integrity Officer Danielle Istl of the University of Windsor showed one in 82 international students was accused of academic misconduct, compared with one in 300 domestic students.
O
Objective
2. Let students know what you're going to teach them, focus learners and instructors on purpose of lesson, ensure that everybody understands what is expected and when the learning has been accomplished, and establish a foundation for the evaluation of the learning. Clarifies what the learner should know, think, value or do by the end of the lesson, under what conditions and how well.


6. Learners will create an annotated bibliography of ten sources in APA format, with no more than three errors.
P
Pre-Assessment
1. Determine what learners know so you can tailor class to their needs; allow learners to add their own experiences to improve participation and engagement.

5. What strategies do you use to determine if a source is scholarly or not?

P
Participatory Learning
4. Learners are involved as actively in the learning process as possible. There is an intentional sequence of activities or learning events that will help the learner achieve the specified objective or desired outcome.
1. Evaluate the annotated bibliography provided, underlining and correcting any mistakes found.
Then, create an annotated bibliography of 10 sources in APA format.

P
Post-Assessment
6. Formally or informally demonstrates if the learner has indeed learned and is linked directly with the objective or outcome.
4. Create a checklist of 7-10 items to use when creating APA annotated bibliographies. Use this checklist to correct potential errors in your annotated bibliography.

S
Summary
3. Provides an opportunity for learners to reflect briefly and integrate the learning during the closing of the learning cycle.
3. Using the index card provided, in one minute, write down one thing new you learned today, one thing still a bit confusing, and how you will use this information.


A LESSON SEQUENCE     5-7 minutes
For face-to-face delivery, cut the strips and give them to pairs to work out, and then compare with the class. 
Order and identify the stages of the following teaching sequence according to the BOPPPS framework.
The teacher shows students the old Canada Food Guide and asks if they are surprised by what they see?
Lesson Stage: B       O      P       P       P       S 
The teacher explains that by the end of this lesson, they will be able to use everyday objects to quickly judge how big portion sizes of different foods should be.
Lesson Stage: B       O      P       P       P       S 
The teacher elicits from students what the four categories of the food guide are.
Lesson Stage: B       O      P       P       P       S 
The students think of one food in each category that they enjoy eating, tell a partner, and then share as a whole class.
Lesson Stage: B       O      P       P       P       S 
Students are quizzed using the deck of cards (high card answers)on the size of a standard serving of meat or protein, the number of protein servings people should have in a day, and how many servings of veggies people can have.
Lesson Stage:          B       O      P       P       P       S 
The teacher explains that now students will be able to easily follow the Canada Food Guide in their day-to-day life.
Lesson Stage:          B       O      P       P       P       S 


SAMPLE LESSON
Using Everyday Objects for Healthy Portion Sizes Health Promotion and Nutrition Lesson
Plan Developed by Sarah Topps (April 2014)
Materials: Computer, Projector, Lesson Plan, Playing Cards, Matchbox                   Time: 10 minutes

Bridge: Show the old Canada Food Guide – are you surprised by what you see? There are some healthy food groups that stay the same, such as vegetables. Many foods are good for you, as long as they are eaten in moderation.

Objective: By the end of this lesson, you will be able to use everyday objects to quickly judge how big your portion sizes of different foods should be. We will be using the current Canada Food Guide for categories.

Pre-Assessment: Who can tell me what the four categories are? How much should we be eating of each category?

Participatory Learning:
Think-Pair-Share
·       Think of one food in each category that you enjoy eating. Tell your partner. Share with the class.
·       Describe the number of portions and size for each of the other categories.
The portions are not the same size, however we can use everyday objects to demonstrate them.
*Pass around the objects (playing cards and match boxes).
·       Discuss how to measure the portions using the objects and the attached diagram.

Post-Assessment: Now, who can tell me the size of a standard serving of meat or protein?  How many servings should you have in a day? How many servings of veggies can you have?

Summary: I hope you all feel more familiar with the Canada Food Guide and feel that you have learned an easy way to follow it in your day-to-day life.
Thank you for your attention. Any questions?

OBJECTIVES       20 minutes

For and face-to-face delivery, students will complete the notes and share with a partner before confirming all the details with a group in the form of an information gap. Instructor will divide students into groups of 5, and will ask students to hide their notes. Students discuss only the topic they draw from the deck of cards. Give students 2 minutes to speak.

Check out the 3 minute video called “Writing Objectives for Career-College Instructors” posted May 8 2017 at http://learninghowtochange.blogspot.ca or click the side menu link to “Writing Lesson Objectives" It is also available here https://www.powtoon.com/online-presentation/e0hx1nOHrmk/?mode=movie

Note-taking handout is attached.
Cards
Stems
Action Verbs
Blooms Categories
Learning Statements
SMART Model
Stems
Action Verbs
Blooms Categories
Learning Statements
SMART Model
Stems
Action Verbs
Blooms Categories
Learning Statements
SMART Model





Note Taking Handout

Check out the 3 minute video called “Writing Objectives for Career-College Instructors” posted May 8 2017 at http://learninghowtochange.blogspot.ca or click the side menu link to “Writing Lesson Objectives “


Take Notes on the hand out. After you have finished taking notes, compare with a partner.  You will then be asked to share in a group, talking only about the area you draw from the deck of cards.



Stems  

Action Verbs
Blooms Categories
Learning Statements    

SMART Model







OBJECTIVE EDITING       10-15 minutes
For and face-to-face delivery, students will complete the exercises and share with a partner before confirming all the details as a class. 

Answers will vary for the revision task, but accept any stem, like:
·       Learners will be able to
·       Students will
·       By the end of this lesson/class

Comments:
This objective does not have action verbs from Bloom’s Taxonomy. The lesson here is straightforward, which is not necessarily a bad thing for students. However, motivation and active learning should be evident. Our goal is to work our way up the pyramid of Bloom’s to higher-order thinking. There is also no indication of what the participatory learning stage of the lesson will be.

Suggested revision:
Students will summarize the chapter on “Delivering Good Service” and discuss the end of chapter questions with a partner before comparing in a group seminar.
For this answer, summarize was selected because it demonstrates understanding through the use of paraphrasing skills. Discuss was selected because it also demonstrates understanding before moving on to the comparing, which is the analyze/evaluate stage of the objective.

BOPPPS GROUP EXERCISE (TIME PERMITTING, OPTIONAL)         
·       Create 4 groups and choose a spokesman for the group
·       Establish a topic, which could be section of course you are currently teaching, or a section of courses you have taught in the past.
·       Prepare a lesson outlines on poster paper (without the details of the procedure) using the BOPPPS model
·       Share the lesson plan outline with your colleagues.




Post-Assessment            50 minutes
LESSON PLANNING TASK            
For and face-to-face delivery, students will complete the exercises and submit it for grading.

Before beginning the task, quiz the students
1.       What is the first P in BOPPPS? Why is it important?

Determines what the learner already knows about the subject of the lesson?"
Pre-assessment can:
·       Reveal learners' interests
·       Identify learners who can be resources within the class
·       Allow learners to express their needs for review or clarification
·       Focus attention and signal the purpose of the lesson
·       Help the instructor adjust the lesson for depth and pace to better fit a particular group of learners
·       Enable the instructor to respond to individual strengths and weaknesses

2.       What are the 6 categories of Bloom’s Taxonomy?
Remember, Understand, Apply, Analyze, Evaluate, and Create

3.       What advice would you give a fellow teacher when writing lesson objectives?
Mention the 5 sections of the video: Stems, Action Verbs, Blooms Categories, Learning Statements, or SMART Model

4.       What is Participatory learning?
This is the body of the lesson, where learners are involved as actively in the learning process as possible. There is an intentional sequence of activities or learning events that will help the learner achieve the specified objective or desired outcome.
Students will have only _______ minutes to plan and prepare a _______ minute BOPPPS lesson for their class using the course textbook and outline. They are to use the planning template provided to plan their lesson.  Their lesson plans will be evaluated according to the rubric attached.
Handouts attached.


Summary/Closure          5 -10 minutes

For and face-to-face delivery, students will complete the exercises and submit it to the instructor. The instructor will collect them and discuss the “I am still not clear about” section. Then, the instructor will thank them for coming.

Complete a one minute paper. Give students the following prompts on a page for notes.


       1.  The best part of today’s lesson was…


        Because…



          2.  Something I am still not clear about is…



       3.   I will use what I learned today by…







LESSON PLANNING TASK
Name:  ________________________     Evaluator’s Name:  ____________________________
Instructions:
You have only ________  minutes to plan and prepare a ________ minute BOPPPS lesson for your class using the course textbook. Use the planning template provided to plan your lesson.  Your lesson plan will be evaluated according to the criteria listed below.
Chapter: __________     Pages: _________
Number of Students: you may assume you have 16 students in your class
Materials:
Guidelines:  Rate each of the following statements on a scale of 1 to 5 using the following guidelines:
1.       The component is very poorly or not at all demonstrated
2.       The component is minimally demonstrated with serious flaws
3.       The component is generally demonstrated with improvement needed
4.       The component is demonstrated very well with some minor errors
5.       The component is exceptionally demonstrated with no suggestions for improvement

1.       The objectives of the lesson are clear and complete.
1
2
3
4
5
2.       There is a bridge-in provided to introduce topics.
1
2
3
4
5
3.       There is a pre-assessment to determine the background knowledge of students.
1
2
3
4
5
4.       The participatory learning activities match the objective.
1
2
3
4
5
5.       The activities are appropriate for a college class.
1
2
3
4
5
6.       There is at least one activity for a post-assessment.
1
2
3
4
5
7.       Each activity has a clear purpose.
1
2
3
4
5
8.       The lesson sequence is logical.
1
2
3
4
5
9.       There is a summary/closure to the lesson.
1
2
3
4
5
10.   There is variety in student interaction and classroom organization.
1
2
3
4
5
11.   The course book materials are used appropriately and effectively.
1
2
3
4
5
12.   The details of the teaching procedure are clear and complete.
1
2
3
4
5
13.   The plan demonstrates creativity and personalization.
1
2
3
4
5
14.   There is enough material for a sixty minutes.
1
2
3
4
5
15.   This plan would be effective in a college classroom context.
1
2
3
4
5
Comments:
Column Total:






Total Score:    
/75




BRIDGE-IN
How will you get the students engaged or provide relevance for the topic?






OBJECTIVE
List the teaching/learning point(s) for this lesson here. Use these objectives to create a class agenda.
·        
·        
·        
·        
PRE-ASSESSMENT
MATERIALS
TIMING
How will you check the students’ previous knowledge?







PARTICIPATORY LEARNING
MATERIALS
TIMING
Teaching the topic in a way that involves Active Learning and student participation.


Instructor Activities
What are you doing to set up, monitor, and provide feedback on activities?












Learner Activities
What are your students doing at each step of the activity?






















POST-ASSESSMENT
MATERIALS
TIMING
How will you check what the learners learned and if the desired objectives accomplished?























SUMMARY AND CLOSURE:
MATERIALS
TIMING
How will you check the students’ learning?










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