Title: Bài học 1: BOPPPS and Gagne
Course: Thiết kế khóa học trực tuyến > Section: Bài học mẫu: Lập kế hoạch với mô hình BOPPPS

Introduction to BOPPPS and Gagne

BOPPPS and Gagne are very similar planning models that can help you create lessons that help learners demonstrate targeted objectives or outcomes. First, we're going to get started by reviewing each element of BOPPPS, including why it is important to learning, and one or two examples of each.

The BOPPPS Model

The BOPPPS model consists of six different stages of instruction. It is a model that uses outcomes-based design, meaning that all elements link to the learning outcomes or objectives that the learner must demonstrate after completing the lesson.

Review the table below until you can describe the function of each element. The next page will ask you some review questions that you'll need to answer to move to the next lesson topic.

Acronym | Name | Description
1. B
Bridge-in
Begins the learning cycle, gains learner attention, builds motivation, and explains why the lesson is important.

Sometimes known as the "motivational statement" or "hook", the bridge-in helps the learners focus on what is about to happen in the lesson. Bridge-ins are usually short. Some simple strategies include: Providing reasons for learning this topic; explaining why this topic is important and how it may be useful in other situations; describing how it is a transferable skill

- Telling a story connected with the lesson topic
- Referring to something in the learners' realm of experience
- posing a provocative question linked to a current topic or the learners' personal lives
- Offering a startling statement or unusual fact
- Linking current topic to material already studied or to future learning
2. O
Objective or Outcome
Clarifies and specifies the learning intention: clarifies what the learner should know, think, value or do by the end of the lesson, under what conditions and how well.

While a course may have a few broad general goals and a limited number of learning outcomes, individual lessons usually focus on one or more specific learning objectives to reach those goals or outcomes. Generally, an objective is written as one sentence that includes:

- Who (always the learner or student)
- Will do what (performance)
- Under what conditions
- How well (to what standard or criteria)
3. P
Pre-assessment
Answers the question, "What does the learner already know about the subject of the lesson?"

Pre-assessment can:

- Reveal learners' interests
- Identify learners who can be resources within the class
- Allow learners to express their needs for review or clarification
- Focus attention and signal the purpose of the lesson
- Help the instructor adjust the lesson for depth and pace to better fit a particular group of learners
- Enable the instructor to respond to individual strengths and weaknesses
4. P
Participatory Learning
This is the body of the lesson, where learners are involved as actively in the learning process as possible. There is an intentional sequence of activities or learning events that will help the learner achieve the specified objective or desired outcome. The lesson may include the use of media.

Some ways to encourage active participation include:

- Small group discussion around a specific question or problem arising from the course material
- Pauses in lectures for individual student reflection through writing or discussion, question development or short application tasks like solving an equation or a small problem
- Critical discussions of the main point of the lesson by the learners-perhaps through a think-pair-share strategy
- Prediction or forecasting (usually at the beginning of a concept or unit)
- Individual tasks/presentations
- Students working on a problem, then evaluating each other's work
- Role plays, case studies, scenarios, simulations
- Posing a "thought" question, one that is not answered until later in the activity
5. P
Post-assessment
Formally or informally demonstrates if the learner has indeed learned and is linked directly with the objective or outcome.

The post-assessment answers two questions:

- What did the learners learn?
- Were the desired objectives accomplished?

Basic knowledge and thinking (knowledge recall and comprehension) can be assessed by:

- multiple choice
- true/false
- matching
- completion
- short written answer
- short verbal answer (if testing through oral or interview format)

Higher level thinking (application, analysis, evaluation and creating) can be assessed by:
- problem solving tasks
- essays, critiques
- creating a novel theory or interpretation
- analysis of a scenario

Skill (doing) can be assessed by:
- checklists
- rating scales
- products or examples of production using the skill(s)
- performance or demonstration

Attitudes (values) can be assessed by:
- attitude scales
- performance
- essays
- journals and other personal reflection pieces
- artefacts
6. S
Summary/Closure
Provides an opportunity for learners to reflect briefly and integrate the learning during the closing of the learning cycle.

The summary may include:

- content review (either instructor or learners briefly recap main points)
- group process (time for learners to discuss their group process)
- feedback
- recognition (acknowledgment of effort and achievement)
- application (how to use this later; create a personal action plan)
- individual voice (quick round-table for each person to have a "last word")

Source: http://wiki.ubc.ca/Mini-Lessons_Basics/BOPPPS_Model_for_Planning_Lessons_(Teaching_and_Learning)

BOPPPS Review

Match each BOPPPS element with the activity that best describes it.

- Great work!
- Please review the BOPPPS table again.
- The teacher describes the behaviors and goals that the learners must achieve in the lesson.
Feedback: Outcomes
- To help engage the learners, the teacher shares a purpose statement and describes the importance of the lesson near the beginning of the lesson.
Feedback: Bridge
- The teacher connects what the learners achieved in the lesson with next lesson in the course.
Feedback: Summary
- The teacher quizzes the learners on what they understood from their lesson activities
Feedback: Post-assessment
- The learners watch a lesson video, review several websites, and create a forum post.
Feedback: Participation

Gagne's Nine Steps of Instruction

Gagne's Nine steps of instruction

Review the nine steps of instruction below. Compare these stages to what you now know of the BOPPPS model.

1. Gain attention: Present stimulus to ensure reception of instruction.
2. Tell the learners the learning objective: What will the pupil gain from the instruction?
3. Stimulate recall of prior learning: Ask for recall of existing relevant knowledge.
4. Present the stimulus: Display the content.
5. Provide learning guidance
6. Elicit performance: Learners respond to demonstrate knowledge.
7. Provide feedback: Give informative feedback on the learner's performance.
8. Assess performance: More performance and more feedback, to reinforce information.
9. Enhance retention and transfer to other contexts

Source: https://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9

The next page will ask you some review questions that you'll need to answer to move to the next lesson topic.

Gagne Review

Try to match each BOPPPS level with one or more of Gagne's nine steps of instruction.

1. Gain attention: Present stimulus to ensure reception of instruction.
2. Tell the learners the learning objective: What will the pupil gain from the instruction?
3. Stimulate recall of prior learning: Ask for recall of existing relevant knowledge.
4. Present the stimulus: Display the content.
5. Provide learning guidance
6. Elicit performance: Learners respond to demonstrate knowledge.
7. Provide feedback: Give informative feedback on the learner's performance.
8. Assess performance: More performance and more feedback, to reinforce information.
9. Enhance retention and transfer to other contexts.

- Well done!
- Please try again.
- Gagne's step 1
Feedback: Bridge
- Gagne's step 2
Feedback: Outcomes
- Gagne's steps 4,5,6,7
Feedback: Participation
- Gagne's step 8
Feedback: Post-assessment
- Gagne's step 9
Feedback: Summary