Welcome to Lesson Planning!
This module has been designed to help you create structured lesson plans. You will learn about foundational concepts that are essential to lesson planning including Bloom’s Taxonomy, backward design, and constructive alignment. You will then apply these to build a lesson plan using the BOPPPS model. Finally, you will reflect on how to craft a narrative for your lesson that will motivate your learners to engage with your content and activities.
As you progress through this module you will have the opportunity to practice applying each step of the BOPPPS model via the creation of a lesson plan. You may wish to use an existing lesson plan and revise it to this model, or you could plan a new lesson from the beginning. While planning your lesson, choose any topic that interests you and enables you to be creative in your design! At this stage, learning and applying the model is more important than the specific topic.
By the end of this module, you should be able to:
Disclaimer: Generative AI was used to generate some examples, based on an original example written by the module author. All generated examples were subsequently edited by the author.
In this module you will learn about the BOPPPS model of lesson planning which consists of 6 elements, designed around the intended learning outcome for the lesson. These elements provide educators with a guide to structuring and delivering education interactions. The BOPPPS model can be utilized once or multiple times within a single lesson.
Throughout this module, you will gain in-depth insight into each component of the model, but first, begin by reviewing this overview of the model.
The Bridge (or Bridge-In) is an introduction to your lesson that gains the learner’s attention and provides them with motivation to learn. Its purpose is to build connections between the lesson content and its real-world applicability or to make the content interesting and relatable to the learner through a narrative approach.
Example: For the topic of ‘Networking’, learners watch two videos of real stories to introduce the positive impact networking can have on job searching and collaborative workspaces.
Learning Outcomes (LOs), often referred to as intended learning outcomes (ILOs), are used to provide the learner with an understanding of what they will experience in the lesson and what your expectations are for their learning. The ILOs state what the learner should know, be able to do, or value by the end of the lesson.
Example: By the end of this lesson the learner will be able to identify and connect with a networking contact in their field of interest through LinkedIn.
The pre-assessment can help you to determine the extent of the learner’s existing knowledge and / or what they are already capable of doing in relation to the desired intended learning outcomes. It enables you to better align the complexity of the material delivered during the lesson to the learner’s current understanding.
Example: Learners are asked to discuss their general knowledge of networking and any existing experience they have with LinkedIn as a whole class.
Participatory learning (active learning) engages the learner directly and actively in their own learning. Educators are encouraged to combine traditional lecture structures with solo, group, and whole-class activities to enable students to engage with the content and required activities.
Example: The learners will see a demonstration of how to use the employer ‘People’ page on LinkedIn to find and connect with new contacts. They will be given 15 minutes to repeat the process for a company of their choice.
Post-assessments can be designed to formally or informally determine what the learner has learned and to what degree the learning has occurred in relation to the intended learning outcome(s). They typically require the learner to demonstrate the extent of their gained knowledge or their ability to perform a skill. This may be a direct replication of the pre-assessment, or be a different type of assessment entirely.
Example: Each learner is given 10 minutes to write a set of instructions on how to complete this process, which will be formatively assessed with feedback by one of their peers.
The Summary repeats the main takeaway(s) from the lesson or what the learners should now know, be able to do, or value in relation to the intended learning outcomes.
Example: The educator draws connections between the original videos demonstrating the usefulness of networking and the method that the class has just learned.
While it is recommended to deliver a lesson in the order of the BOPPPS model, you can vary the order in which you develop the lesson plan. In the next section of this module, you will learn about constructive alignment and backward design, approaches which recommend the development of Learning Outcomes as the first step in lesson planning.
As indicated by the first intended learning outcome, during the remainder of this module you will “Create a one-page lesson plan that includes each component of the BOPPPS model”.
Please download the BOPPPS Lesson Planning Template and save it to your computer. Take one to two minutes to choose a lesson topic you would like to engage with and then record that topic on the worksheet. Remember, you can choose any topic that interests you and enables you to be creative in your design. At this stage, learning and applying the model is more important that the specific topic.
Optional: Examples of completed lesson plans that use the BOPPPS model are available for reference.
The BOPPPS Model, Gwenna Moss Centre for Teaching and Learning, University of Saskatchewan: https://libguides.usask.ca/c.php?g=696596&p=4941308
BOPPPS Lesson Planning Tool, eCampusOntario H5P Studio: https://h5pstudio.ecampusontario.ca/content/52489
Macpherson, A. (2011). The instructional skills workshop as a transformative learning process. [Doctoral dissertation, Simon Fraser University]. Retrieved from: https://wiki.ubc.ca/images/1/17/ISWasTransformativeThesis111117.pdf
ISW Handbook. Instructional Skills Workshop Network. (2021). https://www.iswnetwork.ca/resources/isw-and-fdw-handbooks/
Before you begin to create your lesson plan, it will be useful to understand the approaches of constructive alignment and backward design, as this will impact the order in which you follow the BOPPPS model.
“Constructive alignment…is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching take places.” (Biggs, 2014, p. 1).
First developed by John Biggs (1996), constructive alignment combined the constructivist view that it is the learner’s activities that create meaningful learning with the increasingly popular instructional design view that the objectives of a course should align with the targets for assessing the student’s performance.
Simply put, constructive alignment states that “…the objectives are thus used to systematically align the teaching methods and the assessment” (Biggs, 1996, p. 1) and can be practiced by taking the following steps (Biggs, 2014, p. 8):
This new framework contrasted with the traditional teaching style at the time in which a teacher would develop their content first and then build assessments from the content. The constructive alignment framework — also outlined in Figure 1, above — encourages educators to manage the quality of their lessons by pro-actively considering what outcomes the teacher wants for the student and what content and assessments could ensure they achieve them.
Wiggins and McTighe (2005) took this concept one step further with their backward design approach.
Backward design is a complementary framework to constructive alignment, with one key difference: assessments are designed prior to developing any teaching activities. In their book ‘Understanding by Design’, authors Grant Wiggins and Jay McTighe (2005, Chapter 1) write:
“This is all quite logical when you come to understand it, but “backward” from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study…backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course.”
Thus, the order of lesson planning becomes:
In particular, the authors emphasize that instructors should not simply rely on a source of content (e.g an entire textbook) to define what will be taught in a course, with assessments designed to ensure students have learned that specific content. The source should instead be chosen for its ability to enable students to achieve the intended learning outcomes.
Choose one of the tabs below to review an example of what this backward planning process could look like.
Introduces a specified audience and a timeline for achieving the outcome
E.g., By the end of this online module educators will be able to….
Use Bloom’s taxonomy verbs to define what level of knowledge or ability the learner will reach
E.g., By the end of this online module you will be able to create…
Add a learning statement that indicates what the content will relate to
E.g., By the end of this online module you will be able to create a lesson plan…
Indicates any additional context or criteria the learner will need to demonstrate
E.g., By the end of this online module you will be able to create a one-page lesson plan using each component of the BOPPPS model.
In parts 2-4 of the activity, you will apply the concepts you have learned from Blooms Taxonomy, constructive alignment, and backward design to the BOPPPS framework.
Return to your BOPPPS template and begin your lesson planning by creating one or more learning outcomes for your chosen topic using the Stem + Action Verb + Content + Criteria structure.
Use these Bloom’s Taxonomy – Cognitive Domain examples to help you select a level of thinking and an associated action verb.
Biggs, J. (1996). Enhancing Teaching through Constructive Alignment. Higher Education, 32, 347-364. http://dx.doi.org/10.1007/bf00138871
Biggs, J. (2014). Constructive Alignment in University Teaching. HERDSA Review of Higher Education, 1, 5-22. https://herdsa.org.au/herdsa-review-higher-education-vol-1/5-22)
Office of Teaching and Learning, University of Guelph. (n.d) [Figure 1: Image of the three elements of Constructive Alignment: Intended Learning Outcomes, Learning Activities, and Assessment And Feedback]. Retrieved April 6th, 2026 from https://otl.uoguelph.ca/course-curricular-design/course-design
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Grant Wiggins and Jay McTighe. (2005). Understanding by Design (2nd ed.). Retrieved from https://andymatuschak.org/files/papers/Wiggins,%20McTighe%20-%202005%20-%20Understanding%20by%20design.pdf
Bloom’s Taxonomy, Office for Faculty Excellence, NC State University. Retrieved May 7th 2026 from https://provost.ncsu.edu/ofe/blooms-taxonomy/
Bloom’s Taxonomy of Learning – Revised, Centre for Teaching & Learning, Alberta University. Retrieved May 26th 2026 from https://www.ualberta.ca/en/centre-for-teaching-and-learning/media-library/instructional-resources/creating-learning-outcomes/wmblooms-taxonomy-of-learning.pdf
In this section you will design assessment strategies that provide evidence or your students’ ability to achieve your intended learning outcome(s). In the BOPPPS model, assessment is split into Pre-assessment and Post-assessment.
Pre-assessment is often thought of as a pair of identical tests (a before and after) that can be used to identify if and to what extent students’ knowledge has changed as a result of teaching. However, Hockett and Doubet (2013) warn that pre-assessment used in this way can act as a “thief of instructional time” that “does little to actually increase student learning”.
“Pre-assessments serve as diagnostic tools, helping instructors identify students’ prior knowledge and potential misconceptions before introducing new content, which ensures that lessons are tailored to address the students’ specific needs.” (Gamage, 2025)
As Gamage indicates, pre-assessments should instead be designed in a way that “gauge students’ understanding in addition to their knowledge and skill”. The instructor should then adjust their content to meet the current level of understanding of the class. Guskey (2018) also stated that pre-assessments are most effective when “students understand that the purpose is to assure their success – not judge or evaluate them as learners” (p. 5), as such they are typically formative assessments.
Pre-assessments should be part of each BOPPPS lesson plan and should be constructively aligned with intended learning outcomes (ISW Handbook, 2021, p. 14). Consider the following examples of pre-assessments:
Students are asked to complete content in 3 columns of a table:
The final column is typically completed after the learning has taken place as a formative self-reflective activity.
A pre-assessment question is posted on a board (physical or digital) and students are asked to write an answer as they enter the class. In a Carousel of Catalysts students rotate through multiple boards with different pre-assessment questions.
Groups of students are asked to write down or draw concept maps for everything they currently know about a topic and share with the class.
Digital software such as Poll Everywhere, Mentimeter and Slido can be used to create polls and ask open ended questions to check student understanding of pre-requisite content. Instructors should use the polls to gauge student understanding of a topic, rather than just basic recall of facts.
Professors can use open questioning to determine the various perspectives and level of understanding students have on a topic and correct any misunderstandings. Anonymous digital posting can encourage more student participation.
For additional ideas, review these 50 Pre-assessment Strategies.
Used properly, Hockett and Doubet (2013) view pre-assessment as a “time-saver” that can “help the teacher direct the focus of a unit more precisely on what’s most essential for students to learn or master, given what they already know or don’t know.” (p. 53).
Post-assessment can be used for summative evaluation of student learning, or as an additional formative assessment step as part of the learning process. Again, the assessment techniques used should be constructively aligned with the intended learning outcomes of the course (ISW Handbook, 2021, p. 14).
“…post-assessments provide valuable insights into students’ conceptual development, allowing instructors to assess the effectiveness of their teaching strategies.” (Gamage, 2025)
Many instructors will be familiar with formal, summative post-assessment techniques such as exams, essays, case studies, practical skills tests, projects, etc. All of these have their place in classroom teaching and student learning. However, post-assessment can also be achieved with short, formative in-class activities such as the following:
If KWL was used as a pre-assessment technique, students are asked after the lesson to revisit the (L) column.
(L) Summarize their learnings from the session
Exit tickets / one minute papers can be used to allow students to briefly demonstrate their understanding of the topic at the end of a lesson. They could be used by having students list their top 1-3 takeaways from the lesson (which should hopefully align with the intended learning outcomes) or they could be used to have students answer a question or solve a problem related to the topic, to see if they are able to apply their learning by the end of the class.
Students assess their own work, or the work of a peer, against a rubric that is provided by the instructor. If the former, a self-reflection activity can be used to allow them to identify areas for improvement. If the latter, peers can provide constructive feedback for how to improve further.
A big picture diagram can be useful to assess students understanding of a complex topic and how the various components fit together as a whole. Begin drawing a representation of the topic on the board and ask students to add to the diagram to demonstrate their understanding of individual components and the relationship between components.
Students are provided with a board showing multiple options of how to demonstrate their understanding of the topic learned (e.g written, drawing, speech, poster, presentation). Students can submit their chosen method of content delivery to the instructor or share with the class.
In his synthesis of over 1200 meta-analyses of “What works best?” in higher education teaching, Hattie (2015) indicated that assessments should move beyond surface level learning (i.e. memorization and recall) demonstrated through multiple choice quizzes. He also indicated that formative assessment has a high impact on student achievement, particularly when feedback is paired with student reflection on how to take actionable steps to improve.
Choose one of the options below to review an example of what pre-assessment and post-assessment might look like when it is constructively aligned with a learning outcome.
Table 1: Summary of pre-assessment and post-assessment options
Return to your BOPPPS template and continue your lesson planning by completing the sections for pre-assessment and post-assessment. Remember to ensure that both types of assessment are constructively aligned with the learning outcome(s) you wrote.
Pay particular attention to the verb you chose. As Biggs stated, “The verb in the ILO becomes the common link that establishes alignment between the ILO, the teaching/learning activities, and the assessment tasks.” (Biggs 2014)
Hattie, J.A. (2015), The applicability of Visible Learning to Higher Education, Scholarship of Teaching and Learning in Psychology, Vol. 1, No. 1, pp 79–91.
Hockett, J. & Doubet, K. (2013). Turning on the Lights: What Pre-assesment Can Do, Educational Leadership, Vol. 71, No. 4, pp 50-54.
Gamage, C. M. (2025). Impact of Pre-Assessment and Post-Assessment in an introductory real analysis course. ArXiv.org. httrtps://doi.org/10.48550/arxiv.2505.22479
University Library – University of Saskatchewan. Instructional Support: BOPPPS Model: Pre-Assessment. Retrieved May 8th 2026 from https://libguides.usask.ca/c.php?g=696596&p=4941311
Vanthuyne, A. (2025), Conestoga College Teaching & Learning, Pre-assessments in Lesson Planning, Retrieved May 8th 2026 from https://tlconestoga.ca/pre-assessments-in-lesson-planning/
Guskey, T. R. (2018), Does pre–assessment work?, Educational Leadership, 75(5), 52-57.
Lasevoli, B. (2022), Using Choice Boards for Students to Differentiate Instruction, Shaped, Retrieved May 8th 2026 from https://www.hmhco.com/blog/choice-boards-for-students
The term participatory learning is commonly interchanged with active learning. In traditional teaching, it is common to engage students in learning by information transfer through an instructor-led lecture. Active learning is a modern method of teaching in which the learner is actively engaged and participating in their own learning. The video below outlines some of the benefits of active learning, when compared to passive learning, and references some of the literature evidence for this methodology.
https://www.macvideo.ca/media/Benefits+of+Active+Learning+%282024+Update%29/1_7bji49aa
need video embed code
In a recent meta analysis, Kozanitis and Nenciovici (2022) stated that students in humanities and social science programs demonstrated improved learning when active learning was implemented in the classroom, as measured through assessment scores. Furthermore, active learning has been shown to significantly help reduce performance gaps for underrepresented populations in STEM and is particularly effective when coupled with inclusive teaching practices (Theobald et. al., 2020).
In the BOPPPS framework, active learning activities are adapted to the current level of student understanding based on the pre-assessment and is followed by the post-assessment.
“There are at least four main kinds: a) interaction between the instructor and the learners; b) interaction among learners themselves with the instructor facilitating; c) action by the learner individually while completing a task; and d) reflection by the learner individually while thinking, writing, or doing a task.” (ISW Handbook, 2021, p. 22)
Choose 2 of the following sections to review for ideas you could use to implement active learning in your classroom.
Case-Based Whole Class Discussion
The instructor presents a real-world scenario or case study and guides students through a discussion using structured questions and multiple perspectives.
Dotmocracy
Students vote on ideas, questions, solutions, etc. using stickers or markers placed beside options posted around the classroom. The most supported ideas become the focus for further discussion or activities.
Collaborative Note Taking and Annotation
Students work together to create shared notes or collaboratively annotate digital resources such as readings, images, videos, or diagrams while learning from the instructor. This provides students with simultaneous opportunities to respond to, and learn from, each other in addition to the instructor.
Real-Time Scenario Walkthrough
The instructor guides students through a realistic scenario step-by-step while students suggest actions, decisions, justifications, and next steps. The instructor provides explanations and corrects mistakes, as necessary.
Interactive Demonstrations
The instructor performs demonstrations or simulations while students actively make predictions and observations throughout the activity. The instructor provides explanations as necessary.
Peer Review
Students provide constructive feedback on each other’s work to provide peer-based education and perspectives. The students are provided with guidance and rubrics from the instructor that clearly outline what they are supposed to provide feedback on.
Think-Pair-Share
Students first think about a question individually then discuss their ideas with a partner before sharing with the larger class. This is designed to accommodate all types of learners and personalities by providing multiple means of engagement with the course content.
Jigsaw Activity
Students are split into multiple groups. Each group is tasked with researching and understanding one portion of an overall topic. The groups are then tasked with teaching the rest of the class their portion of the topic. This could be done via class presentations or by creating new learning groups where each portion of the topic has a representative to share knowledge with the overall group.
Structured Debate
Groups of students prepare arguments from assigned perspectives and participate in a moderated debate followed by audience questions and discussion. Debate groups can then be switched and students required to represent alternate or directly opposing perspectives.
Flipped Classroom
Students review instructional materials (such as videos, readings, online course content etc.) provided before class, allowing in-class time to focus on active learning during which the newly-learned material is applied or analyzed in an interactive way. The instructor may still have short segments of instruction, but most of class time involves the students working with the material.
Problem-Based Learning
Students work collaboratively to solve a complex, authentic problem that requires applying prior knowledge and developing new understanding through research and inquiry. This could occur in a single class or be a project that spans a full course.
Annotation Activities
Students independently annotate content (e.g. readings, graphs, diagrams, tables) to develop their ability to analyze and evaluate key ideas, evidence, patterns, and themes. Providing paper versions can introduce a break from technology during class.
Simulation Exploration
Students interact independently with digital simulations of models and virtual labs to explore and experiment with concepts in a hands-on manner. This is a great way to introduce students to areas that they are unable to physically access during education such as simulations of industrial facilities, environmental areas, or communities of people.
Sketching and Diagramming
Students create sketches, flowcharts, mind maps, or diagrams to visually represent systems, processes, conceptual relationships, themes, ideas, etc. Hand drawing these can provide a break from technology during class.
Individual Quiz Activities
Students complete low-stakes practice quizzes to check their recall and understanding and receive immediate formative feedback. Paper quizzes can provide a break from technology, or tools such as Google NotebookLM can provide AI generated practice quizzes from class materials.
Problem-Based Worksheets
Students independently work through application-based problems before reviewing approaches and solutions with the class.
Reflective Journaling Students reflect on how course content connects to their personal experiences, interests, or skill development.
Perspective Reflections
Students examine how different individuals, groups, or stakeholders may interpret or respond to a situation or issue. Students can be required to reflect on these from multiple perspectives, including those that are opposite to their own.
Learning Progress Reflection
Students reflect on how their understanding of a subject has changed over time and identify the specific strategies that optimally supported their learning.
Exam Wrappers
After completing assessments, students reflect on how they studied for the exams, what worked well, and what they would change for their next exam preparation.
Real-World Transfer Reflection
Students reflect on how concepts from class apply to professional practice in industry, community issues, or everyday life.
Nguyen et. al. (2021) conducted systematic reviews examining the uptake of active learning and found that despite being well researched as a valuable educational tool, the implementation of active learning by instructors is still somewhat limited due to concerns around student response and potential resistance. From their research they identified 8 core strategies to aid instructors in implementing active learning into teaching environments, shown in the image below (click the icons for further information).
Finally, Henderson et. al. (2018) found that student evaluations of teachers typically improved when instructors implemented active learning techniques. They identified a balance between lectures and active learning, with 20-60% of class time spent on lectures typically providing optimal results. Student evaluations sometimes decreased if too much time was dedicated solely to lecturing or if too much time was dedicated solely to active learning.
Return to your BOPPPS template and continue your lesson planning by completing the Participatory (Active) Learning section. Choose one active learning technique from the list above for each of your intended learning outcomes. Remember that active learning should help your learners achieve the intended learning outcomes and the learning should be measurable by your chosen assessment.
At this stage, review your learning outcomes, assessments, and participatory learning activities to ensure they are constructively aligned. If you can answer the following 3 questions affirmatively, you have achieved constructive alignment.
Theobald, E. J., Hill, M. J., Tran, E., & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Nguyen, K. A., Borrego, M., Finelli, C. J., DeMonbrun, M., Crockett, C., Tharayil, S., Shekhar, P., Waters, C., & Rosenberg, R. (2021). Instructor strategies to aid implementation of active learning: a systematic literature review. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00270-7
Kozanitis, A., & Nenciovici, L. (2022). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis. Higher Education, 86(6), 1377–1394. https://doi.org/10.1007/s10734-022-00977-8
Charles Henderson (Western Michigan), Raquib Khan (Western Michigan) & Melissa Dancy (Colorado), Will My Student Evaluations Decrease If I Adopt an Active Learning Instructional Strategy?, Am. J. Phys., Vol. 86, No. 12, 2018.
Malcolm Knowles (1984) initially developed the theory of andragogy (adult learning) to differentiate between the ways that adults learn compared to children. In adult learning, the learner needs to understand why the content is important, viewing it through a problem-based lens with real world applicability. Learning is motivated primarily by intrinsic values and self-directed autonomy, with each individual bringing their own previous experiences to the learning environment (Knowles, 2020).
In the BOPPPS model, the Bridge and Summary sections are used to provide a narrative story surrounding the learning content, with information designed to motivate adult learners. The Bridge occurs at the start of a lesson and the Summary occurs at the end.
“A good bridge-in builds on students’ prior knowledge or life experiences and motivates them to learn by setting up problematic situations or describing the value of learning and focusing on what will happen in the classroom.” (Zheng, 2023., p. 36)
In essence, the Bridge either directly shares, or helps students reflect on, the ‘why’ behind the content they are about to learn. It is a short introduction to the lesson. Ssee below for some examples of how a bridge can be created.
“Summary serves as the reflective phase, where key concepts are reinforced, and students are encouraged to consolidate their understanding. This step ensures the long-term retention of knowledge and skills.” (Zhang & Muszali, 2025, p. 48)
The summary is an opportunity to remind learners of the key takeaways of the lesson and ensure they understand what they should now know, be able to do, or value. It should also connect back to the learners’ motivations for learning the content. Some examples of how a summary can be created include:
Ideally, your lesson summary should connect to the original bridge and reinforce the narrative and learning outcomes of the lesson. You may also consider using the summary to lead into the bridge for the next portion of your class or the next lesson in your overall course.
Return to your BOPPPS template and complete the Bridge and Summary sections. Reflect on the narrative you want to provide for your students to help them understand the importance and application of your lesson content. Consider the following questions:
Once you complete this final activity, you will have successfully completed your one-page lesson plan using the BOPPPS structure.
Knowles MS, Holton IEF, Swanson RA, Robinson PA. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 9th ed. London: Routledge; (2020).
Chao Zheng, 2023. The BOPPPS instructional model: development and implications for secondary science instruction, Frontiers in Educational Research, Vol. 6, Issue 19: 35-41. https://francis-press.com/uploads/papers/jiidMHrYHDPmxIthBTKNjLGQZcm2KdonThyvBNXg.pdf
Zhang, Z., & Muszali, R. B. (2025). Application of the BOPPPS teaching model in Physical Education: Enhancing engagement, skill acquisition, and inclusive learning. International Journal of Education and Humanities, 19(2), 47–52. https://doi.org/10.54097/361h7s53
Pappas, C., eLearning Industry (2026), The Adult Learning Theory: Andragogy Of Malcolm Knowles. Retrieved May 28th from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Spring, L. (2024), Teaching and Learning, Faculty Learning Hub, Conestoga College. Content-Based Bridge-ins. Retrieved May 28th from https://tlconestoga.ca/content-based-bridge-ins/.
Congratulations for completing the Lesson Planning module and learning how to implement the BOPPPS framework in lesson planning. A few key takeaways from this module are:
Having completed this module, you should now be able to:
In this module you learned about the BOPPPS framework for lesson planning. If you are interested in learning about other frameworks, like the “CARD” and “CLAASS” models, feel free to explore these additional models. There is also the 4 A’s lesson planning technique.
If you would like to put the BOPPPS model into practice and receive feedback from a group of peers, consider signing up for an Instructional Skills Workshop. McMaster educators can attend a MacPherson Institute hosted ISW at no charge.
https://www.concordia.ca/cunews/offices/provost/cce/2024/11/19/why-adults-learn-differently-six-principles-guiding-lifelong-education.html
Please include two reflection questions for learners to submit for their own professional development and to serve as proof of completion (they will be added to an optional Microsoft Form administered at the end of the module). Reflections need only be brief (150-200 words total). They will not be evaluated. Time to complete these questions does not need to be accounted for in the one-hour module completion time.
Congratulations on completing a module in the MacPherson Institute Learning Catalogue!
We hope you found the experience meaningful and relevant to your teaching and learning practice. As part of our ongoing effort to improve and grow the Learning Catalogue, we invite you to take just a few minutes to complete a short reflection form.
We know your time is valuable, and we deeply appreciate your willingness to share your thoughts.
Hayes, D. (2003). A Student Teacher’s Guide to Primary School Placement: Learning to Survive and Prosper (1st ed.). Routledge. https://doi.org/10.4324/9780203464885