Introduction to University Teaching

Unit 6: Lesson Planning and Staging Models

Learning Objectives

  • Apply the PPP (Presentation–Practice–Production) model to university contexts
  • Design lessons using ESA (Engage–Study–Activate) and Task-Based Learning cycles
  • Implement guided discovery and flipped-classroom approaches
  • Create comprehensive session plans with timings, materials, and roles
  • Conduct micro-teaching rehearsals with effective peer review
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Lesson Planning and Staging Models Overview

Effective lesson planning transforms learning objectives into structured, engaging experiences. University teaching benefits from established frameworks that guide the flow from introduction through practice to application, ensuring students progress systematically through new concepts and skills.

This unit introduces proven staging models including PPP, ESA, and Task-Based Learning. You will learn to sequence activities logically, manage time effectively, create detailed session plans, and refine your teaching through micro-teaching practice and peer feedback.

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6.1 PPP (Presentation–Practice–Production) in HE Contexts

The PPP model begins with instructor-led input (Presentation), transitions to controlled practice of new concepts, and culminates in authentic production tasks. In higher education, presentations should integrate discipline-specific examples, while production stages can involve mini-projects or peer-teaching to deepen application.

The instructor introduces new concepts through explanation, demonstration, or worked examples. Focus: ensuring comprehension before students attempt tasks independently. Duration typically 20–30% of session time. Example: demonstrating algorithm complexity with annotated code.

Students practise under guidance with immediate feedback available. Tasks are controlled — structured to reduce error while building confidence. Example: guided Big-O notation exercises with answer keys. Duration typically 30–40% of session time.

Students apply concepts authentically and independently — the instructor steps back. Example: students design an efficient algorithm and present their analysis to peers. Duration typically 30–40% of session time for skill-based courses.

Scenario: You have 90 minutes for a programming fundamentals class. Which time allocation best reflects PPP principles?

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6.2 ESA (Engage–Study–Activate) and Task-Based Learning Cycles

ESA starts by engaging learners' interest, moves into focused study of language or concepts, and finishes with activation through communicative tasks. Task-Based Learning emphasises real-world tasks as the core, with language study nested within task preparation and follow-up. Both frameworks complement PPP by varying the focus on form and meaning.

Presentation–Practice–Production: Systematic progression from input to output. Best for new concepts requiring controlled practice before independent use.

Strengths: clear structure, predictable progression, effective for novice learners.
Typical contexts: introducing new algorithms, grammar rules, statistical procedures.

Engage–Study–Activate: Motivation-focused with flexible sequencing. The Engage phase hooks student interest first — then study deepens understanding — then activation applies it.

Strengths: intrinsic motivation, student-driven exploration, flexible sequencing.
Typical contexts: motivating students to explore research methods, creative problem-solving seminars.

Task-Based Learning: Real-world tasks drive the entire learning cycle. Students attempt the task first, then study the language/concepts that emerged from their attempts.

Strengths: authentic purpose, deep engagement, language/skills emerge from genuine need.
Typical contexts: project proposals, case study analysis, collaborative research tasks.

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6.3 Guided Discovery & Flipped-Classroom Approaches

Guided discovery invites learners to infer rules or patterns through targeted questioning and data analysis. Flipped classrooms invert content delivery — students review lectures or readings in advance and engage in interactive problem-solving during contact time — maximising active learning and instructor coaching.

Scenario: For a statistics course, what should students do before class in a flipped model?

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6.4 Session-Plan Templates: Timings, Materials, Roles

A robust session plan outlines each stage's duration, required resources, and the roles of instructor and learners. Templates typically include columns for stage name, aims, activity description, interaction pattern (e.g., pair work), materials, and timing. This structure supports seamless delivery and adaptation.

Scenario: Your introduction ran 15 minutes over. You still have a practice section and wrap-up to complete. What is your best adaptation?

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6.5 Micro-Teaching Rehearsal & Peer Review

Rehearsing segments of a lesson in micro-teaching sessions allows instructors to refine pacing, instructions, and materials before full implementation. Peer observers use checklists to provide targeted feedback, enabling iterative improvement and confidence building.

Scenario: After receiving peer feedback, what should be your first priority for improvement?

Review

Test your understanding of lesson planning and staging models.

In the PPP model, what characterises the 'Production' stage?

Correct! The Production stage involves students using language or concepts authentically and independently — the instructor steps back. Presentation is instructor-led input; Practice is controlled and guided.
Not quite — review the material and try again. The Production stage involves students using language or concepts authentically and independently — the instructor steps back. Presentation is instructor-led input; Practice is controlled and guided.

ESA framework is particularly effective when:

Correct! ESA is designed to motivate and engage first (Engage phase), then move to study and activation. It is especially useful when student motivation or interest needs to be activated before content input.
Not quite — review the material and try again. ESA is designed to motivate and engage first (Engage phase), then move to study and activation. It is especially useful when student motivation or interest needs to be activated before content input.

Guided discovery learning works best when:

Correct! Guided discovery is most effective when students have sufficient prior knowledge to infer patterns from examples with targeted questions. It is less effective when the concept is entirely new or time is very short.
Not quite — review the material and try again. Guided discovery is most effective when students have sufficient prior knowledge to infer patterns from examples with targeted questions. It is less effective when the concept is entirely new or time is very short.

A comprehensive session plan should include:

Correct! A full session plan specifies aims, activities, interaction patterns (individual/pair/group), required materials, and precise timing for each stage. This structure enables both effective delivery and flexible adaptation.
Not quite — review the material and try again. A full session plan specifies aims, activities, interaction patterns (individual/pair/group), required materials, and precise timing for each stage. This structure enables both effective delivery and flexible adaptation.

The main benefit of micro-teaching is:

Correct! Micro-teaching allows instructors to practise and refine specific, discrete skills in a low-stakes context before full implementation. Targeted practice with immediate peer feedback accelerates professional development.
Not quite — review the material and try again. Micro-teaching allows instructors to practise and refine specific, discrete skills in a low-stakes context before full implementation. Targeted practice with immediate peer feedback accelerates professional development.

Proceed to Unit 7: Materials and Resources when ready.

Introduction to University Teaching
Overview 01 Focus on Learners 02 Teachers and Context 03 Classroom Management 04 Instructions and Interactions 05 Aims, Objectives and Outcomes 06 Lesson Planning and Staging Models 07 Materials and Resources 08 Assessments and Assignments 09 Peer Observation 10 Teaching Practice