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Lesson Narrative: Bridge and Summary

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.

Bridge (Bridge-in)

“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. See below for some examples of how a bridge can be created.

  • Connect the lesson content to previous course content
  • Share the real-world application and relevance of what they are about to learn
  • Connect the content to something they may have experienced in their own lives
  • Share personal, student, or employer stories that help them understand the importance of the content and intended learning outcomes
  • Pose a thought-provoking question or challenge for them to reflect on and then crowdsource the intrinsic motivations from them directly
  • Share unusual or fun facts about the content
  • Provide a variety of media sources discussing the topic (videos, podcasts, newspaper articles)

Summary

“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:

  • Connect the lesson content to the overall course content and future lessons
  • Link the content directly back to the learning outcomes of the lesson and allow learners to reflect on their learning from the session
  • Summarize top 2-3 key takeaways to emphasize importance and increase recall
  • Finalize the narrative that you want learners to take away from the lesson
  • Provide a variety of media sources summarizing the topic and sharing real world relevance (videos, podcasts, newspaper articles)
  • Crowdsource student perspectives of how the lesson content feels relevant to their experiences or future career plans

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.

Activity Part 5 (Final)

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:

  • How will you hook the audience during the bridge?
  • How will you summarize to reinforce your core learning outcome(s)?
  • What is the story you want to communicate around the core content of the lesson?

Once you complete this final activity, you will have successfully completed your one-page lesson plan using the BOPPPS structure.

References

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/.