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basic-parts-of-learning-plan

A Unit Plan outlines a comprehensive framework for an entire unit of study, including goals, content, timelines, and assessments. Developing a Learning Plan involves assessing learner needs, identifying goals, and specifying resources and evidence of learning. Key steps also include setting target dates for progress reviews and assessments to ensure effective learning outcomes.

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8 views2 pages

basic-parts-of-learning-plan

A Unit Plan outlines a comprehensive framework for an entire unit of study, including goals, content, timelines, and assessments. Developing a Learning Plan involves assessing learner needs, identifying goals, and specifying resources and evidence of learning. Key steps also include setting target dates for progress reviews and assessments to ensure effective learning outcomes.

Uploaded by

shanly25net
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson 2- Basic Parts of a Learning/Unit Plan

According to EduSys (2019) a Unit Plan follows similar format as the lesson plan, but cover an entire unit
of work for weeks, months or a semester.

According to Difference Between (2015) a Unit Plan consists of many lessons and takes a longer time
period; for example, a semester.

A unit plan usually consists of:

• vision/unit goals

• unit content in detail

• time allocated for the completion of each stage

• how lessons/stages are designed to realize these goals collectively

• pre and post-tests

• cross-curricular connections, etc.

Creating a Learning Plan

Steps to develop a learning plan

1. Assessment of learning needs This may include analysis of:

• learner's values

• skills

• strengths and weaknesses.

• preferred learning style

• suitability of learner's work situation as a work-based learning environment (Is there a quiet place to
read/write/ consider? Are study leave provisions available? Is management supportive of work-based
learning?).

2. Identification of learning goals

It is important to identify learning objectives both from a learner's perspective and from an
organizational perspective.

Learning Goals should be developed using the SMART approach (Government of Northwest Territories).
3. Identify learning resources, supports and strategies. Evaluate the availability of the following
resources and the learner's confidence in accessing them.

• people (facilitator, other learners, mentors, supervisors etc)

• resources (e.g. texts/libraries)

• technology (e.g. phones, Internet/e-mail, video-conferencing)

4. Specify what constitutes evidence of learning

How will you and the learner know that learning has occurred? Assessment of learning could include a
portfolio, case notes, role plays and/or case studies.

5. Specify target dates Specify dates for progress reviews and for module/task completion. Agree on
how this will occur.

Target dates for contact with facilitators should specify:

• Informal query or concerns (How can a learner access you if they have a query or concern? For
example, e-mail, telephone etc)

• Progress review dates (When will formal contact be initiated to check on progress and how will this be
done? For example, by telephone, face-to-face meeting etc.)

• Assessment event due dates (When are assessment events due and how will they be submitted? (For
example, by post, e-mail etc)

• Feedback. When will feedback be available on assessment performance and how will that be
delivered?

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