Page 30 - SafeCert Approved First Aid for Mental Health at Work (Level 3) | Trainers Manual

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Teaching

Nevertheless, it is essential to pre-lesson planning to attempt a time scale for each phase of the Teaching
lesson, even though this may initially often be found to be inaccurate. Timing will improve rapidly with
practice and only by such means can the material contained in overcrowded syllabuses be presented
in logical sequence.'

Rules for Lesson Planning

1 The lesson normally consists of an introduction, a development
and application and a conclusion.
2 The introduction must quickly arouse interest and should
include a concise statement of intent which links previous work
and cues into the current topic.
3 The development stage introduces new knowledge and should be an active experience for the
candidates. Candidates should be guided (rather than led) from the known to the unknown, the Administration
concrete to the abstract and from the particular to the general.
4 Candidates must know when the lesson is ended. Candidates should leave the classroom on the
peak of learning not a wave of apathy and boredom.
5 There must be life and variety in every lesson. People remember things better when they are alert
rather than tired.

6 Knowledge of results is vital for both trainer and learner. Planning must provide the means for this
feedback.

7 We must make provision for the candidates to achieve some degree of success. Work can be
graded into things that all candidates in the class must know, things that they should know, and
things that they could know.

It is clearly established that candidates learn by: Lesson Plans
• association
• interest

• success
• sequential development

• understanding
• recap

• things that are meaningful
• social interaction

Handouts

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