Lesson Plans and Learning Experiences
Including lesson plans, lesson slides, and/or short video clips in a teaching dossier is important because these artifacts provide direct, authentic evidence of instructional design, classroom practice, and the faculty member’s ability to facilitate meaningful learning. These materials document teaching effectiveness by making visible the alignment between learning objectives and activities, the use of evidence-based strategies, and the clarity and structure of instructional communication. Faculty can annotate lesson plans to highlight pedagogical intentions, select slide decks that demonstrate thoughtful sequencing and engagement techniques, and submit brief video excerpts that capture classroom interaction, pacing, and responsiveness to students.
Lesson plans for adult learners must account for adults’ prior knowledge and preference for relevance, while also aligning closely with the essential components outlined in the lesson plan (e.g., like the checklist below).
For example, clearly defined learning objectives and thoughtfully sequenced activities are very important because learners benefit from explicit structure and a clear sense of purpose.
Cognitive science supports incorporating active learning tasks—such as retrieval practice, problem-solving, and real-world application—which fit naturally into the “student engagement” and “instructional plan” sections of a strong lesson plan. Likewise, adults profit from low-stakes formative assessment and opportunities for reflection, both of which are already integral to a well-designed assessment and reflection section.
Considerations like minimizing cognitive load, activating prior knowledge, and supporting metacognition strengthen the need for organized materials, intentional transitions, and clear explanations, all of which appear in the checklist’s guidance on instructional clarity and resource preparation. In this way, lesson plans for adult learners remain grounded in the same core components while emphasizing science-based strategies that meet the needs of mature, independent learners.
Basic Information
☐ Course name, number, and level
☐ Instructor name and date
☐ Lesson title or topic
☐ Duration of lesson/class period
Learning Goals
☐ Clearly defined learning objectives or “can-do” statements
☐ Alignment with course outcomes or standards
☐ Skills, knowledge, or competencies students should gain
Materials and Resources
☐ Texts, technology, handouts, or media needed
☐ Equipment or classroom setup requirements
☐ Links or references to digital tools or platforms
Instructional Plan
☐ Detailed sequence of activities
☐ Estimated time for each segment
☐ Clear explanation of instructional strategies (e.g., lecture, small groups, inquiry-based learning)
☐ Transitions between activities
☐ Questions or prompts to guide discussion
Student Engagement
☐ Active learning components (e.g., think-pair-share, polls, problem-solving tasks)
☐ Opportunities for student interaction and participation
☐ Differentiation or accommodations for diverse learners
Assessment
☐ Formative assessment methods (e.g., exit tickets, checks for understanding)
☐ Summative assessment connections (if relevant)
☐ Criteria or rubrics for evaluating student work
Reflection and Adaptation
☐ Anticipated challenges or misconceptions
☐ Notes for adjusting pacing or difficulty
☐ Space to reflect after teaching (what worked, what needs improvement)
Supporting Documentation (Optional but Helpful)
☐ Copies of handouts, slides, or worksheets
☐ Links to supplemental materials
☐ References to readings or theory informing the lesson design
*Do we have a video of Emily briefly talking about these lesson plans?