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TABLE 5.10 Features of an Effective Lesson Plan Sources: Baved on R. Vaaghtin. The Profondonal Thaner (Eaclid OHE Willans Custom Publating 2000), R. F. Macer, Malle A. Burresn, "Deiga Workshops for Maximum Engseement," TD, Jent 2015, pp. 68-69. In developing the lesson outine, trainers need to consider the proper sequencing of topics. Trainers mes answer questions such as, "What knowledge and skills need to be learned first?" -In what order should the knowledge, skills, and behavior be taught?" "What order will make sense to the trainees?" There are differif options for sequencing. 55 For example, job task or functoning sequencing starts with an overvicw of the it and lists the steps of completing a task or job in the order in which they are completed. Famiilar to ungumie sepuencing starts with an idea or content that is familiar to the learner and builds to newer information. Ms: sure that you communicate the sequencing of the topics to the trainee; this makes it easier to follon be fir of the Iesson, which helps organize it in memory and aids in retention of learning. A storyboard is useful for course and lesson design and determining sequencing. A storyboard is a pare of pictures that tell a story. You can storyboard using penciland-paper or markers on notebooks ensist marker boards, or flip charts or PowerPoint slides. A storyboard is useful for showing the correct process? procedure as well as the order of activities or presentation of ideas in a training module, course, or progent? It is also imporant to consider the target audience. Any information about their training and experinct lheir motivation for taking the course, and their interests, learning styles, and background (eg, educationef) work experience) will be useful for ehoosing meaningful examples, determining program content, debit TABLE 5.10 Features of an Effective Lesson Plan Sources: Baved on R. Vaaghtin. The Profondonal Thaner (Eaclid OHE Willans Custom Publating 2000), R. F. Macer, Malle A. Burresn, "Deiga Workshops for Maximum Engseement," TD, Jent 2015, pp. 68-69. In developing the lesson outine, trainers need to consider the proper sequencing of topics. Trainers mes answer questions such as, "What knowledge and skills need to be learned first?" -In what order should the knowledge, skills, and behavior be taught?" "What order will make sense to the trainees?" There are differif options for sequencing. 55 For example, job task or functoning sequencing starts with an overvicw of the it and lists the steps of completing a task or job in the order in which they are completed. Famiilar to ungumie sepuencing starts with an idea or content that is familiar to the learner and builds to newer information. Ms: sure that you communicate the sequencing of the topics to the trainee; this makes it easier to follon be fir of the Iesson, which helps organize it in memory and aids in retention of learning. A storyboard is useful for course and lesson design and determining sequencing. A storyboard is a pare of pictures that tell a story. You can storyboard using penciland-paper or markers on notebooks ensist marker boards, or flip charts or PowerPoint slides. A storyboard is useful for showing the correct process? procedure as well as the order of activities or presentation of ideas in a training module, course, or progent? It is also imporant to consider the target audience. Any information about their training and experinct lheir motivation for taking the course, and their interests, learning styles, and background (eg, educationef) work experience) will be useful for ehoosing meaningful examples, determining program content, debit