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Warm up - Discussion

Session 1

Welcome everyone! Today, we’re diving into the essentials of designing and delivering a mini-training. By the end of this session, you’ll walk away with a clear understanding of how to plan, design, develop, deliver, and evaluate a short training module.

We’ll start by learning how to plan your mini-training—this means identifying your target audience and defining clear learning outcomes that guide your content.

Next, we’ll move into the design phase, where you’ll learn the difference between a syllabus and a lesson plan, how to write the basics of a syllabus, and how to use a concept map to organize your content.

Then, we’ll explore how to develop your mini-training by writing a lesson plan that aligns with your objectives and content.

After that, we’ll look at how to deliver your training effectively, including tips on preparing and presenting a small lecture.

Finally, we’ll discuss how to evaluate your mini-training, focusing on continuous improvement to make sure your sessions are impactful and engaging.

Let’s get started!

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Design and Develop

a course

Session 2

Bruna Piereck

Alexander Botzki

July 2026

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By the end of this session, you will be able to:

Plan a mini-training:

Define the target audience
Define Learning Outcomes��

Design a mini-training:

Differentiate a Syllabus and a lesson plan
Write the basics of a Syllabus
Draw a concept map to define content

Develop a mini-training:

Write a lesson plan

�

Deliver a mini-training

Prepare and present a small lecture��

Evaluate your mini-training�(continuous improvement)

Welcome everyone! Today, we’re diving into the essentials of designing and delivering a mini-training. By the end of this session, you’ll walk away with a clear understanding of how to plan, design, develop, deliver, and evaluate a short training module.

We’ll start by learning how to plan your mini-training—this means identifying your target audience and defining clear learning outcomes that guide your content.

Next, we’ll move into the design phase, where you’ll learn the difference between a syllabus and a lesson plan, how to write the basics of a syllabus, and how to use a concept map to organize your content.

Then, we’ll explore how to develop your mini-training by writing a lesson plan that aligns with your objectives and content.

After that, we’ll look at how to deliver your training effectively, including tips on preparing and presenting a small lecture.

Finally, we’ll discuss how to evaluate your mini-training, focusing on continuous improvement to make sure your sessions are impactful and engaging.

Let’s get started!

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Training life cycle componentes

Simplified

Plan: Assessing training needs, retro-planning (learning outcomes)

Design: Put together syllabus, lesson plan and learning experiences

Develop: Create tangible materials to achieve learning outcomes

Deliver: Ensure an effective and inclusive course

Evaluate: Continuously improve training experience

https://elixir-europe-training.github.io/ELIXIR-Training-SPLASH/

13:40�This is a very simplified version of what is described in the Training life cycle developed by the ELIXIR training platform. For more details you can access https://elixir-europe-training.github.io/ELIXIR-Training-SPLASH/ .

The idea in this slide is to introduce the life cycle components, specially the ones that will be approached in this session.

Plan: Focus in assessing training needs, including to create learning outcomes for retro-planning. Finding the suitable trainers, start to plan the logistics, define and aloca budget.
Design: Some important documents will be written here, and will guide the next steps. The Syllabus and lesson plan including the learning experiences. Looks for materials to re-use or get inspired.
Develope: Create tangible materials to achieve learning outcomes, it is important to assign who is responsible for what part and one person needs to be responsible to assure the good flow of the “blocks”. A feedback loop between the design and development is natural and improves the quality of the course. It is the moment to more broadly think and apply the FAIR principles to the material and some inclusivity aspects.
Deliver: Ensure an effective and inclusive course
Evaluate: Continuously improve training experience

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Plan

Learning Outcomes (LOs)

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Challenge 2.0

What are Learning Outcomes?

Activity

⏰ 2 min

☝️Individual activity

✏️ Write with your own words in the � shared Doc what are LOs

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Sharing & discussing

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Three frameworks towards good Learning outcomes

SMART

KSAs

Bloom’s Taxonomy

LOs

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Bloom’s taxonomy

ACTION verbs: expression of cognitive complexity

Define, List …

Discuss, Explain …

Calculate, Verify …

Classify, Distinguish …

Assess, Hypothesize …

Develop, Solve …

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KSAs framework

Knowledge: Theoretical & Practical understanding
Skills: Practical application of Knowledge
Abilities: Capacity to perform a task

Specify the competences learners will be able to demonstrate

acquired upon

(Set of) Learning experience

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SMART framework

Specific: Unambiguous
Measurable: Trackable progress
Achievable: Challenge within reach
Relevant: Aligned with educational OR professional goals
Time bound: Clear timeline

Defining what is expected from students

When defining a learning goal, it will be helpful for your planning and developing process to think SMART, define unambiguous goals that you know how to track their progress. It needs to be challenging and stimulating but above all should be achievable or we can uninententionally demotivate students.

It needs to be aligned with the educational goal of the course, lesson or curricula. Assuming that the student chooses to register to courses that align with their career goals.

Last but not least, defining the time limit can enhance motivation and supports tracking progress. For you and for students themselves.

https://www.skillshub.com/blog/write-smart-learning-objectives/#:~:text=The%20SMART%20framework%20breaks%20down,aligned%20with%20overall%20educational%20targets.

Recommended Reading: https://irds.stanford.edu/sites/g/files/sbiybj10071/f/clo.pdf

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What are Learning Outcomes?

Statements expressing what learners will be able to demonstrate after a lesson

SMART

KSAs

Bloom’s Taxonomy

LOs

Should be SMART
Should express which KSAs
Can benefit of the Bloom’s method

Actionable verbs
Stages

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Example

Learning outcome:��By the end of the course, learners will know DNA sequencing process.

Image Source: https://www.sigmaaldrich.com/NO/en/technical-documents/protocol/genomics/sequencing/sanger-sequencing

How to assess whether learners know the DNA sequencing process?

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What do you mean by “knowing” the DNA sequencing process?

Are they able to:�

describe
explain
demonstrate
apply in a project
use it in a solving problem

In other words: ��How will learners be able to show that they KNOW it?

Specific

There are many different interpretations of what “knowing” is.��This brings us to a key question:� 👉 How can we assess whether learners ‘know’ the DNA sequencing process?

If we don’t specify what learners should be able to do with that knowledge, we risk designing activities/assessments that are either too broad or not meaningful. Bloom’s taxonomy helps us choose action verbs that clarify expectations—like describe, explain, demonstrate, illustrate, or apply—making it easier to design targeted assessments.

So instead of saying ‘learners will know,’ we might say - what do you suggest?�� ‘By the end of the course, learners will be able to describe the steps of the DNA sequencing process.’� Now we can assess their understanding through written explanations, diagrams, or even presentations.

Let’s keep this in mind as we move forward with writing our own learning outcomes. Focus on action words used to link to the next slide on Bloom’s taxonomy.

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Teaching goal

How the PCR cycles enable DNA replication or
How to perform the key steps to run a PCR ?

Fixing a earplug in 3 min or
Finding the best guiding video in 3 min so you can fix your earplugs?

Methods to improve their training session or
How to create engaging presentations ?

What do you plan to teach?

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Teaching goal

Having a clear Teaching Goal will support clear LOs definition

What do you plan to teach?

Goal:

How the PCR cycles enable DNA replication

LOs:

Describe the each step of the PCR
Explain the function of each step in the cycle

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Writing Learning outcomes using action verbs

Let’s do one together!

✔ Use a verb that described an observable action.�

✔ Can use a General (learners) or Personal approach (you)��By the end of this lesson, learners will be able to…

X Avoid verbs that are open to multiple interpretations.

When writing learning outcomes, clarity is key. One of the most effective ways to ensure clarity is by using action verbs—verbs that describe observable and measurable behaviors.

✔ First, always choose a verb that reflects something learners can do and that you can see or assess. For example, instead of saying 'understand photosynthesis,' say 'describe the steps of photosynthesis' or 'illustrate the process.'

✔ You can take either a general approach—like 'learners will be able to explain...'—or a personal approach, such as 'you will be able to explain...' depending on your audience and tone.

❌ Avoid verbs that are open to multiple interpretations, like know, understand, or appreciate. These are difficult to measure and can lead to vague assessments. Instead, opt for verbs like define, analyze, compare, or construct—which are grounded in Bloom’s taxonomy and make your outcomes more actionable.

In short, well-written learning outcomes guide both teaching and assessment. They help learners know what’s expected and help you evaluate whether those expectations are met.

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Bloom’s taxonomy

Define, describe, list, recognize, connect, �affirm, write, measure, identify

Compare, classify, discuss, distinguish, explain, exemplify, �interpret, express, predict

Apply, change, choose, demonstrate, calculate, verify, explain how,�predict, solve, construct, experiment, write

Analyze, order, compare, conclude, criticize, diagnose, �connect, distinguish, examine, justify, deduce

Evaluate, decide, determine, correct, advise, choose, compare, conclude,�criticize, defend, judge, justify, quantify, synthesize

Discuss, conclude, create, develop, formulate, generalize, generate,�integrate, modify, plan, propose, design, invent

CREATE

EVALUATE

ANALYSE

APPLY

UNDERSTAND

REMEMBER

By the end of this course,

learners will be able to __________________ LOs

YOU will be able to ______________________ LOs

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Bloom’s taxonomy

Define, describe, list, recognize, connect, �affirm, write, measure, identify

Compare, classify, discuss, distinguish, explain, exemplify, �interpret, express, predict

Apply, change, choose, demonstrate, calculate, verify, explain how,�predict, solve, construct, experiment, write

Analyze, order, compare, conclude, criticize, diagnose, �connect, distinguish, examine, justify, deduce

Evaluate, decide, determine, correct, advise, choose, compare, conclude,�criticize, defend, judge, justify, quantify, synthesize

Discuss, conclude, create, develop, formulate, generalize, generate,�integrate, modify, plan, propose, design, invent

CREATE

EVALUATE

ANALYSE

APPLY

UNDERSTAND

REMEMBER

By the end of this course,

learners will be able to __________________ LOs

YOU will be able to ______________________ LOs

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Plan

Syllabus, a structured plan

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Transitioning

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A syllabus vs lesson plan

A complementing approach

When writing learning outcomes, clarity is key. One of the most effective ways to ensure clarity is by using action verbs—verbs that describe observable and measurable behaviors.

✔ First, always choose a verb that reflects something learners can do and that you can see or assess. For example, instead of saying 'understand photosynthesis,' say 'describe the steps of photosynthesis' or 'illustrate the process.'

✔ You can take either a general approach—like 'learners will be able to explain...'—or a personal approach, such as 'you will be able to explain...' depending on your audience and tone.

❌ Avoid verbs that are open to multiple interpretations, like know, understand, or appreciate. These are difficult to measure and can lead to vague assessments. Instead, opt for verbs like define, analyze, compare, or construct—which are grounded in Bloom’s taxonomy and make your outcomes more actionable.

In short, well-written learning outcomes guide both teaching and assessment. They help learners know what’s expected and help you evaluate whether those expectations are met.

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Challenge 2.1-a

Draft a syllabus

Activity

⏰ 12 min

☝️Individual activity

Choose a topic for a 3 min lesson

Draft the content idea (Description)�(don’t spend time in preparing this yet)�
Define the target audience �
Describe the prerequisites�
Write Learning outcomes using Bloom’s taxonomy & actionable verbs

✏️ Write in the

shared Doc

2 or 3 LOs is more than enough�for 3 min

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We look together

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we are back at: ___h___

Break

10 min

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Design

Learning Experiences�or learning activities

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Learning experience

Describe student experience that will support learning; achieving a LO

Examples:

Pipetting colored water in a small tube simulating an experiment
Writing a paragraph comparing two teaching methodologies; pros and cons
Tasting 3 different types of cheese to describe the flavours
Listing strategies to improve engagement in the classroom
Listening to a 5 minutes video for context
Tasting 4 different coffee methods to distinguish the flavour profile

�

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Challenge 2.1 - b (complement)

Add Learning Experiences to your Syllabus

Activity

⏰ 6 min

☝️Individual activity

For each LO in your Syllabus discuss possible Learning Experiences that can be aligned with it. ��Choose one for each to add in your Syllabus

✏️ Write in the

shared Doc

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Design

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Design

What is the first thing you think when preparing a course?

The experience they will have
The content they need to learn
The goal of my training
How to engage and motivate them
The practical skills they will gain
Other …

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Design

Backward Instructional Design

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Curriculum Design by Nicholl’s cycle

Central Role on Learning Outcomes (LOs)

SMART: Specific, Measurable, Achievable, Realistic, and Time-bound��

Define learning experiences (LEs)

Activities that support LOs achievement��

Develop Content

Focused and relevant
Appropriate cognitive level
Sufficient to support LEs and LOs

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Curriculum Design by Nicholl’s cycle

Formative Assessment

Follow up and observation during course activities��

Course Evaluation

Can learners achieve the learning outcomes?
What needs improvement?

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Curriculum Design

- Nicholl’s cycle -

* Next topic

Legend

Inspired by: Via A, Palagi PM, Lindvall JM et al. Course design: Considerations for trainers – a Professional Guide. F1000Research 2020, 9:1377 doi: 10.7490/f1000research.1118395.1

Aligned with LEs?

Support progress towards LOs?

Supports LEs?

Promotes LOs?

LOs achievable by most learners?�Content, LEs & Assessments support LOs?

SMART

LEs aligned with LOs?

LOs

Confirmed

Denied

Proposition to move forward

Phase

Success

LEs

Content

Assessment*

Evaluation*

1

2

3

4

6

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Design

Concept maps�Content planning and Content reduction

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What is a Concept Map ?

Graphical strategy to organize and represent knowledge�
Combines Concepts & Relationships �
Helps to organize knowledge and to structure it

Further reading: The Theory Underlying Concept Maps and How to Construct and Use Them

invented by�Joseph D. Novak, 1972

Let’s talk about a powerful tool for organizing and visualizing knowledge: the concept map.

A concept map is a graphical strategy that helps learners structure and represent what they know. It’s especially useful when planning a training or organizing complex topics. Concept maps combine concepts—which are usually placed in boxes or circles—and relationships, which are shown through connecting lines and linking phrases.

This method was invented by Joseph Novak in 1972, and it’s grounded in meaningful learning theory. It encourages learners to connect new information with what they already know, making learning deeper and more integrated.

Concept maps are great for:

Structuring content logically
Identifying gaps in understanding
Facilitating discussion and collaboration

As we move forward, you’ll get a chance to create your own concept map to define the content of your mini-training. It’s a creative and insightful way to bring clarity to your ideas.

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Creating Concept Maps

Focus question or context
Generated through iterations and feedback
Combine NODES and EDGES

Nodes:Key terms
Edges:Relationship between terms

Node 1

Node 2

Node 3

Edge

Now that we know what a concept map is, let’s look at how to create one effectively.

Start with a focus question or context—this gives direction to your map. For example, if you're designing a training on DNA sequencing, your focus question might be: ‘What are the key steps and concepts involved in DNA sequencing?’

Concept maps are generated through iterations and feedback. Your first draft doesn’t have to be perfect. As you refine it, you’ll discover better ways to organize and connect ideas.

They’re built using nodes and edges:

Nodes represent key terms or concepts—these are the building blocks of your map.
Edges show the relationships between those terms—they’re the lines or arrows that connect the concepts and often include linking phrases like ‘leads to’, ‘requires’, or ‘is part of’.

This structure helps you visualize how ideas relate to each other, making it easier to plan your content and ensure logical flow. It’s a great tool for both trainers and learners to deepen understanding.

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Example of content with Concept Maps

The art of �making coffee��How to achieve best flavour?

Milky-coffee

Cappuccino

Flat white

Cortado

Paper filter

Icecream

Affogato

Chocolate

Mocca

Machine

Coffee complement

Filter type

Melita

V60

KOAR

Espresso

Lungo

Americano

Type variation

Bitter

Acid

Sweet

Bitter

Flavor profile�Same concentration

Flavor profile�Diff. concentration

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Example of defining content with Concept Maps

The art of making coffee

Milky-coffee

Cappuccino

Flat white

Cortado

Paper filter

Icecream

Affogato

Chocolate

Mocca

Machine

Coffee complement

Filter type

Melita

V60

KOAR

Espresso

Lungo

Americano

Type variation

Bitter

Acid

Sweet

Bitter

Flavor profile�Same concentration

Flavor profile�Diff. concentration

I have mapped all the desired content

Are there gaps in my plan?

Can I teach in 3 min ?

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Challenge of course Design

Content reduction!
Keep to Key points

recoloured image, by Freepik

It is usual and natural to desire to share all you know and do the most out of the available time. However it is important to remember that sometimes “less is more”. �Overloading the students can create gaps or misconceptions in the mental model, as much as can lead to demotivation and the feeling of not being able to follow. �We will talk more about motivation in the next session, however we have already discussed memory overload and mental model levels. ��When keeping this things in mind we are less likely to slip in the Expert Gap, moving to fast in the content.

Reducing content is key to give students time to process and work with the new knowledge. �Stick to the key points and when possible prepare some spare content in case one specific group comes with more background and can move faster.

But adjust the content to the expected students level and course duration time considering they are most probably not in the same level as an expert.

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Example of content with Concept Maps

The art of �making coffee��How to achieve best flavour?

Milky-coffee

Cappuccino

Flat white

Cortado

Paper filter

Icecream

Affogato

Chocolate

Mocca

Machine

Coffee complement

Filter type

Melita

V60

KOAR

Espresso

Lungo

Americano

Type variation

Bitter

Acid

Sweet

Bitter

Flavor profile�Same concentration

Flavor profile�Diff. concentration

3 min plan

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Challenge 2.2

Draw a Concept Map for your mini lesson

Activity

⏰ 15 min

☝️Individual activity

�

Start with a question
Include Nodes and Edges to have clear concepts
Arrange it in a hierarchical structure
Share the print-screen in the main document with your names

✏️ Write in the

shared Doc

Node 1

Node 2

Node 3

Edge

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Good feedback

Short support intro

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Feedback

Is information meant for improvement !

Cropped image by Freepik

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Feedback

Should be constructive and lead to positive reflections or changes.

cropped image, by @syarifahbrit at Freepik

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Feedback

When listening keep an open mind.

image, by @gstudioimagen1 at Freepik

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How to give and receive feedback

Listen actively and attentively
Do not interrupt one another
Challenge one another, but do so respectfully
Critique ideas, not people
Speak from your own experience, without generalizing
Take responsibility for the quality of the discussion

Giving feedback is a skill—and like any skill, it can be improved with practice and intention. Here are some key tips and tricks to make your feedback more effective and respectful:

Listen actively and attentively: Before giving feedback, make sure you’ve truly understood the other person’s perspective. Listening sets the tone for a constructive exchange.�
Do not interrupt one another: Let the speaker finish their thoughts. Interruptions can shut down dialogue and make feedback feel confrontational.�
Challenge one another, but do so respectfully: It’s okay to disagree or offer a different viewpoint—but always keep the tone respectful and focused on ideas, not individuals.�
Critique ideas, not people: Feedback should target actions, behaviors, or outcomes—not personal traits. This keeps the conversation professional and growth-oriented.�
Speak from your own experience, without generalizing: Use “I” statements like ‘I noticed…’ or ‘I felt…’ to share your perspective without making assumptions about others.�
Take responsibility for the quality of the discussion: Everyone plays a role in creating a safe and productive feedback environment. Be mindful of your tone, timing, and intentions.�

These principles help build trust and openness, making feedback a tool for learning rather than a source of discomfort.

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How to give and receive feedback

Ask for clarification if you are confused.
Build on one another’s comments; work toward shared understanding.
Do not monopolize discussion.
Do not offer opinions without a supporting evidence.
If you are offended by anything said during discussion, �acknowledge it immediately.

timing at the end of this slide: ± 120 min��Just as giving feedback is a skill, receiving feedback is equally important—and sometimes even more challenging.

Here are some practical tips to help learners engage with feedback in a constructive and reflective way:

Ask for clarification if you’re confused: Don’t hesitate to ask follow-up questions. Understanding the feedback fully is the first step toward using it effectively.�
Build on one another’s comments; work toward shared understanding: Feedback can be a collaborative process. Use it to deepen insights and refine ideas together.�
Do not monopolize the discussion: Make space for others to share and respond. Feedback works best in a balanced and inclusive environment.�
Do not offer opinions without supporting evidence: When responding to feedback or contributing your own, ground your points in examples or observations.�
If you are offended by anything said during the discussion, acknowledge it immediately: It’s okay to express discomfort. Addressing it respectfully helps maintain a safe and open learning space.�

Receiving feedback well means being open, curious, and willing to grow. It’s not always easy—but it’s always valuable.

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Challenge 2.3

Share the Concept Map

Activity

⏰ 6 min

🧑🏻‍🤝‍👩🏽Pair activity

�

Two people will join the same breakout room
Exchange concept maps �Show in the docs which one is yours (there is no need to explain the map)
Write in the shared Doc

one thing you are confused/not sure about the map
one thing you like/it is clear about the map

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Sharing time!

5 min

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Develop

Content

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How do you start developing content ?

From own knowledge
Looking for reference material
Making slide presentation
Discussion with other specialists
Writing the content for reference �(e.g.: MD document)
…

recolored image, by Afrian E. Prasetyo at Unsplash

https://tess.elixir-europe.org/

When it comes to developing training content, there’s no single starting point—but there are several effective strategies you can combine.

Start from your own knowledge: Your expertise is a valuable foundation. Begin by outlining what you already know about the topic.�
Look for reference material: Use books, articles, trusted websites, and existing training resources to enrich and validate your content.�
Make a slide presentation: Visualizing your ideas early helps structure the flow and identify gaps. Slides can also serve as a draft outline.�
Discuss with other specialists: Collaboration brings in new perspectives and ensures your content is accurate and relevant.�
Write the content for reference: Create a document—like a Markdown (MD) file or Word doc—that captures your key points, definitions, and examples. This becomes your go-to resource for refining and updating the training.�

Each of these steps contributes to a well-rounded and effective training module. Think of it as building a puzzle—each piece adds clarity and depth.

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How do you start developing content ?

Look back at the content map and brainstorm

Ordered list of topics
Each Node needs content development

Slides
Text
Activities
etc�

Connected to a lesson plan

Considering target audience expected

needs
capabilities

Node 1

Node 2

Node 3

⏰

Edge

Once you’ve defined your learning outcomes and built your concept map, it’s time to start developing your content.

Begin by looking back at your concept map. Use it to brainstorm and identify the key topics you need to cover. These topics should be organized into an ordered list, forming the backbone of your training.

Each node in your concept map represents a key term or idea—and each one needs content development. This can take various forms:

Slides to present information visually
Text for explanations, handouts, or reference documents
Activities to engage learners and reinforce understanding

As you create content, always consider your target audience—what are their expected needs, prior knowledge, and capabilities? This helps you tailor your materials to be relevant and accessible.

Finally, make sure your content is connected to a lesson plan. This ensures that everything you create aligns with your learning outcomes and supports a coherent, structured delivery.

In short, content creation is a thoughtful process that transforms ideas into engaging learning experiences.

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Design & Develop

Lesson plan�Design principles into practice

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Basics of a lesson plan

What

Time distribution of a lesson
Supports content dimension
Supported by mind map
Organization & Reproduction�

recoloured image, by Freepik

�⏰ 10 min Intro

⏰ 30 min Lecture

⏰ 15 min Activity

⏰ 15 min Coffee

⏰ 45 min Lecture

⏰ 10 min Activity

⏰ 10 min Discussion

⏰ 1 hour Lunch�

It is usual and natural to desire to share all you know and do the most out of the available time. However it is important to remember that sometimes “less is more”. �Overloading the students can create gaps or misconceptions in the mental model, as much as can lead to demotivation and the feeling of not being able to follow. �We will talk more about motivation in the next session, however we have already discussed memory overload and mental model levels. ��When keeping this things in mind we are less likely to slip in the Expert Gap, moving to fast in the content.

Reducing content is key to give students time to process and work with the new knowledge. �Stick to the key points and when possible prepare some spare content in case one specific group comes with more background and can move faster.

But adjust the content to the expected students level and course duration time considering they are most probably not in the same level as an expert.

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Basics of a lesson plan

How

Duration of each part
Type of interaction
Description
Which LOs is covered�

recoloured image, by Freepik

�⏰ Intro

⏰ Lecture

⏰ Activity

⏰ Coffee

⏰ Lecture

⏰ Activity

⏰ Discussion

⏰ Lunch�

15:48�It is usual and natural to desire to share all you know and do the most out of the available time. However it is important to remember that sometimes “less is more”. �Overloading the students can create gaps or misconceptions in the mental model, as much as can lead to demotivation and the feeling of not being able to follow. �We will talk more about motivation in the next session, however we have already discussed memory overload and mental model levels. ��When keeping this things in mind we are less likely to slip in the Expert Gap, moving to fast in the content.

Reducing content is key to give students time to process and work with the new knowledge. �Stick to the key points and when possible prepare some spare content in case one specific group comes with more background and can move faster.

But adjust the content to the expected students level and course duration time considering they are most probably not in the same level as an expert.

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Basics of a lesson plan

Time	Activity (LEs)	Description	Materials	LOs	Teaching goal
⏰	Introduction	Tour of the table for everyone introduction	Game (Kahoot)
⏰	Ice breaker	Each person should share what Tea they would be and why
⏰	Lecture	Explaining the concept of ….�	Slides
⏰	Group work	In groups of 3 they will ….�	Shared docs
⏰	Group discussion	Each group will share their thought and …

14:48

A lesson plan is your roadmap for delivering a structured and effective learning experience. It helps you stay organized, focused, and aligned with your learning outcomes.

Let’s break down the basic components:

This format continues throughout the session, with each row representing a segment of your training. You’ll include:

Time: How long each activity will take
Activity: What learners will do
Description: What the activity involves
Goal/Learning outcomes: Which learning outcome it supports

As you develop your lesson plan, make sure each activity is purposeful and tailored to your target audience’s needs and capabilities. And don’t forget to connect it back to your concept map—each node should be reflected in your activities and content.

This structure ensures your training is coherent, engaging, and outcome-driven.

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Example: Plan for a 2h session

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Challenge 2.4

Produce the content &

the training material for your mini lesson

Activity

⏰ 15 min

☝️Individual activity

�

It’s now time to prepare the content of your mini-training!

Suggested structure:

20 seconds Introduction
2:20 minutes On topic
20 seconds Conclusion

Use your concept map as support

Do you need any material support?
Remember session 1:

dual code
examples
chunking
avoid cognitive load

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we are back at: ___h___

Break

10 min

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Deliver

Time to teach�Fun time

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Challenge 2.5

Deliver mini-training

Each one has 3-minutes to deliver the session�
Delivering session:

Trainer : will deliver a session
Learner: Notes feedback in real-time�

Feedback time:

Trainer: Shares self-assessment (own feedback)
Learner: Provides feedback

One good thing
One thing to improve�

Activity

⏰ ~30 min

👨🏻‍👩🏾‍👧🏼‍👦🏻 Group activity

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Evaluate

Reflection about your �design & performance

Reflecting to improve�the first step of evaluation the course

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Reflections: Learning outcomes should map to learning experiences, aims and titles

Course/Session title

Course/Session aim

Learning Outcomes

Learning Experiences

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Backward instructional design in 5 steps

Inspired by: Nicholls G (2002). Developing teaching and learning in higher education. London, UK: Routledge. Pp 51-75

Select LOs

Select LEs to achieve LOs

Select content based on LOs

Identify/develop assessments to ensure learner is progressing towards LOs

Self-evaluation�assess the effectiveness of the LEs leading learners to the LOs

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Curriculum Design

- Nicholl’s cycle -

* Next topic

Legend

Inspired by: Via A, Palagi PM, Lindvall JM et al. Course design: Considerations for trainers – a Professional Guide. F1000Research 2020, 9:1377 doi: 10.7490/f1000research.1118395.1

Aligned with LEs?

Support progress towards LOs?

Supports LEs?

Promotes LOs?

LOs achievable by most learners?�Content, LEs & Assessments support LOs?

SMART

LEs aligned with LOs?

LOs

LEs

Content

Assessment*

Evaluation*

Confirmed

Denied

Proposition to move forward

Phase

Success

1

2

3

4

6

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Challenge 2.6

Self-reflect on your initial LOs

Activity

⏰ 2 min

☝️Individual activity

Based on the delivery of your mini training session:

Look back at your initial learning outcomes, at the end

Were learners actually able to achieve the LOs you set ?
Did your training session lead the learners to achieve the LOs?

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Before the next session:

Think about:�

One thing that you understood and feel you can put into practice�
One thing you are not sure of and would need more clarification in