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Summary

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:

  • BOPPPS can be applied to multiple small sections of a lesson, to an entire lesson, or to the overall course framework.
  • Pre-assessment should be used as a tool to determine learners’ current level of knowledge and adapt your teaching activities to match
  • Constructive alignment and backward design can be used to ensure that an intended learning outcome is being achieved through active learning and appropriate post-assessments
  • Adult learners are motivated intrinsically and through real world connections to content; they should be provided with a narrative for why this learning content is important through the bridge and summary

Having completed this module, you should now be able to:

  • Create a one-page lesson plan that includes each component of the BOPPPS model
  • Design one or more intended learning outcomes and connected assessments using the principles of Bloom’s Taxonomy, constructive alignment, and backward design
  • Plan at least one interactive activity to engage learners in participatory (active) learning
  • Relate the content at the beginning and end of a lesson to the motivations of the learner through narrative techniques

Future Reading and Next Steps

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.

References

https://www.concordia.ca/cunews/offices/provost/cce/2024/11/19/why-adults-learn-differently-six-principles-guiding-lifelong-education.html

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

Reflection Questions

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.

  1. How does your lesson plan align with the principles of andragogy (adult learning)? What narrative have you crafted through your bridge-in and summary sections to motivate and hook your students? What methods will you use to deliver the hook?
  2. Describe how you have achieved constructive alignment for one of your intended learning outcomes. How did you design your pre-assessments, post-assessments, and participatory learning activities to directly align with the learning outcome? What evidence will you have that the students have achieved the intended learning outcome?

Information Box Group

Module Reflection Form Microsoft Form

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.

 

References

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