BOPPPS: How This Lesson Planning Model Supports Learning

BOPPPS is a methodology for planning and implementing educational processes, which is used in the field of vocational education (starting from the level of secondary vocational education) and in additional education for adults. This model is based on a clear organization of classes, an emphasis on the active participation of students and the implementation of active learning methods. The name itself is an acronym made up of the initial letters of the key elements of this model: Bridge-in (introduction), Objective (goal), Pre-assessment (preliminary assessment), Participatory learning (active learning), Post-assessment (final assessment) and Summary (summary).

In this article, we will review the history of the BOPPPS model, analyze its essence, and highlight its strengths and weaknesses. In addition, we will discuss how to organize a lesson based on the BOPPPS model and where it is applied in real-world practice.

The Origin of the BOPPPS Model: Steps to Its Creation

By the early 1960s, the Canadian province of British Columbia was experiencing a significant increase in interest in vocational education. This was influenced by several factors: the effects of the post-war baby boom, when children born during that period began to complete their education at school, increasing demands from employers for employee qualifications, and the popularization of the concept of lifelong learning. In response to these circumstances, between 1965 and 1975, the province created a network of community colleges and doubled the number of places at universities.

However, a legitimate question arose: who would teach the students? Teacher training universities were unable to quickly prepare the required number of new teachers. Former school teachers and specialists from various fields with no teaching experience began working at colleges, which contributed to the low quality of instruction. To address this problem, the British Columbia Ministry of Education commissioned Douglas Kerr of Vancouver Community College to conduct a study of teacher training and develop a project to improve it.

In 1979, the Instructional Skills Workshop (ISW) program was developed as an intensive course aimed at developing teaching skills. The ISW framework is based on constructivist methodology and Robert Gagné's theory of learning environments. The program emphasizes the organization of the learning process, student engagement and independence, the application of acquired knowledge in practice, and the importance of feedback. Douglas Kerr, who was behind this initiative, aimed to prepare the most qualified teachers who could then become mentors for their colleagues.

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As part of the ISW program The BOPPPS lesson design model has been implemented. Teachers master it during training, where they create a lesson based on this model, then deliver it and receive feedback from both the trainer and other ISW participants. This allows them to learn how to effectively use BOPPPS in their own classes.

Components of the BOPPPS Model

So, according to the BOPPPS model, a successful educational lesson includes six key elements.

At the initial stage of the lesson, this component is of particular importance, although it can be used before the start of the lesson. The main goal is to attract students' attention to the topic and activate them in the learning process. According to Oksana Zhirosh, Director of Development of Humanities and Social Sciences at Innopolis University and a certified ISW trainer, there are several ways to achieve this goal. For example, you could use a slide or handout with the topic title, ask students a question like, "What would you like to know about this?" or ask them to rate their current mood on a scale of 1 to 10. The latter option would be especially appropriate if the lesson begins early in the morning, when students are not yet fully awake, or late in the evening, when they are already feeling tired.

"In this lesson, we will focus on the process of cultivating radishes."

At the second stage of the lesson, according to the BOPPPS model, it is important to clearly communicate to students what outcomes they will be able to achieve by the end of the lesson or part of it. It is necessary to outline what learning goals they will achieve and how they will be able to demonstrate the knowledge and skills acquired.

When developing learning outcomes, attention should be paid to their clarity, realism, and measurability. Raina Friendly, representing California State University, San Jose, advises clarifying what specific knowledge and skills students will acquire, as well as what practical skills they will be able to demonstrate thanks to the material covered. To formulate the results more precisely, you can use Bloom's taxonomy, in which each level of cognitive skills corresponds to specific actions.

At the beginning of our discussion, we will focus on different varieties of radishes. We will find out which of them are best suited for your region and for what reasons. After 10-15 minutes, I will ask you to mention at least two varieties that you liked.

At this stage of the lesson, the teacher has the opportunity to assess how well the students are familiar with the topic of the lesson, how active they are, and the extent to which their prior knowledge varies—whether it is homogeneous or greatly varied. Typically, pre-assessment is carried out through short tests, oral or online surveys. Based on the data obtained, the teacher can make changes to the lesson plan to adapt it to the needs of the group and make learning as effective as possible.

"What types of radishes do you know? Can you grow them in your area? What is the reason for your choice?

The English term, which literally translates as "participatory," actually emphasizes active involvement. At this stage, the teacher or trainer directly uses teaching methods and techniques that correspond to the expected results.

According to constructivist theory, the teacher should give preference to methods that promote the active participation of students. This may include working together in pairs and small groups, conducting discussions, experiments, solving problems and problems, analyzing cases, and participating in role-plays. More traditional forms of teaching, sometimes considered passive, such as lectures or reading course materials, can also be used at this stage of the lesson. However, such methods are usually combined with questions that encourage reflection and discussion in the class.

The teacher shares information about different types of radishes, emphasizing which ones are best suited for cultivation in certain climatic conditions, and which, conversely, are inappropriate. He can then give examples of other varieties and ask students to evaluate whether they meet the given requirements.

At this stage, it's important to determine how well the learning process has been completed and whether the previously established objectives have been achieved. It's important to remember that assessment methods should be directly linked to the expected learning outcomes. For example, a multiple-choice test may be useful for assessing theoretical knowledge, but it's not suitable for assessing students' practical skills—that would require completing a hands-on assignment.

Now, each of you should individually identify at least two varieties of radishes that can be grown in your region. Students complete this assignment and present it to the instructor. The instructor will check their work, grade it, and comment on any errors.

At the end of the lesson, it's helpful for students to reflect on their accomplishments, so the instructor should prepare a brief overview of the material covered. It's also a good idea to link it to the upcoming lesson by introducing a new topic. Students can also summarize the lesson themselves: after group discussions, their leaders can present what they have learned.

Oksana Zhirosh emphasizes that an important function of debriefing is the opportunity for students to reorganize the material they have covered and recognize what was overlooked or misunderstood. This creates the basis for asking the teacher clarifying questions and addressing any gaps in understanding.

We discussed the different types of radishes, listed ten varieties, and determined that three of them are ideal for your region, based on certain criteria.

"Today we will focus on the topic of radish cultivation."

At the beginning of our discussion, we will focus on the different types of radishes. We will find out which of them are most suitable for the conditions of your region and for what reasons. After 10-15 minutes, I will ask you to list at least two varieties that you consider suitable.

What types of radishes do you know? Can you say whether they are suitable for cultivation in your area? What reasons can you give?

The teacher shares information about different types of radishes, explaining which ones are best suited for cultivation in certain climates, and which ones, on the contrary, are not suitable. Then, s/he may give examples of other varieties and ask the students to analyze whether they meet the given requirements.

Now each of you must independently come up with the names of at least two radish varieties that can be grown in your area. Students complete the task and submit their work to the teacher. The teacher checks, evaluates the answers and explains the mistakes made.

Effective Lesson Planning Using the BOPPPS Model

The BOPPPS model adapts to various lesson time formats and provides a clear structure for each lesson. The time allocated for each element may vary depending on the learning objectives and characteristics of the student group. Typically, active learning activities account for approximately 50% of the lesson time, with the remaining components each receiving 10%. As already noted, the pre-assessment stage is sometimes conducted separately from the lesson, when the current knowledge of students is tested using online surveys or analysis of completed homework.

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In addition, Oksana Zhirosh noted that it is possible to implement several cycles within a single lesson built using the BOPPPS model. This can be done starting with an introduction and ending with a summary, for example, when students need to master several small but interrelated topics or acquire a specific set of skills.

A lesson can be organized according to the following structure: BO (PPPS) (PPPS) (PPPS) S or B (OPPPS) (OPPPS) (OPPPS) S. In this approach, several cycles are carried out within a single topic, each of which begins with a preliminary assessment or goal formulation (in this case, an intermediate one, for a specific stage of the lesson). For example, after examining different varieties of radishes, you can continue the lesson by moving on to the process of growing them.

The BOPPPS structure describes the sequence in which elements are arranged during a lesson. However, when it comes to preparing a lesson or training, the order in which these elements are processed changes. Oksana Zhirosh emphasizes that a teacher needs to consistently answer four key questions when planning a lesson:

What is the main topic of the lesson and what exactly am I teaching?
What methods will help me ensure that students have mastered the necessary knowledge and skills that I intended to impart to them?
How can I help students achieve the desired results?
What reasons might motivate students to be interested in learning this?

According to Oksana Zhirosh, the second question is the most important: "How can I determine that students have mastered the planned knowledge?" The answer to this question includes the stages of determining the outcome and conducting a final assessment. At the beginning of the lesson, the instructor informs students of the areas they should focus on and the tasks they need to complete by the end of the lesson, which relates to the assessment process.

When organizing a lesson, it is important to determine in advance the learning materials and resources that will be needed, as well as the amount of time to allocate for each step of the process.

A sample 50-minute lesson plan on neurophysiology is provided in the official ISW Participant Guide.

Learning Achievements: Students will be able to clearly identify the differences between neurons and glial cells, and list the types and functions of glial cells. Additionally, students will be able to explain the structure, function, and importance of the blood-brain barrier in the context of the nervous system.

Teacher Behaviors:

The purpose of this lesson is to provide participants with an opportunity to explore the topic in depth, improve their skills, and expand their understanding of the topic. We strive to create an atmosphere conducive to active exchange and constructive interaction, which will help each participant not only absorb new material but also apply it in practice.
Five minutes to review the structure of a neuron, as discussed in the previous lecture.
One minute. Distribute printed materials.
Knowledge of the different types of neurons and the blood-brain barrier is crucial for understanding brain function and its protection. The diversity of brain cells, including neurons and glia, plays a key role in processing information, transmitting signals, and maintaining the health of the nervous system. Each group of cells has its own unique functions, and their interactions ensure normal brain function.
The blood-brain barrier, a protective mechanism, is responsible for filtering substances that can enter the brain from the bloodstream. It prevents the penetration of potentially harmful substances, such as toxins and pathogens, and also controls the access of essential nutrients. Understanding the structure and function of this barrier allows us to better understand how various diseases and medications can affect the brain.
Thus, knowledge about brain cells and the blood-brain barrier is the basis for the development of new therapies, diagnostics, and neuroscience research. This knowledge helps us find ways to treat neurodegenerative diseases and injuries, as well as to create more effective drugs that can overcome barriers and affect the nervous system.
In 15 minutes, highlight the key differences between neurons and glial cells, using visual diagrams on the screen and handouts for participants.
Follow a 15-minute discussion about the functions and importance of different types of glial cells in the nervous system.
The blood-brain barrier (BBB) is a complex system essential for the protection of the central nervous system. It acts as a filter, controlling which substances can penetrate from the bloodstream into the brain and spinal cord. The main purpose of this barrier is to maintain a stable environment for neurons, which is critical for their normal functioning. Structurally, the BBB is formed by endothelial cells lining the walls of brain capillaries. These cells are connected by tight junctions that prevent the free passage of molecules and ions. Astrocytes, cells that provide support and nutrition to neurons, and microglia, which perform protective functions, also contribute to the barrier's formation.
The primary functions of the blood-brain barrier include protecting the brain from toxic substances and pathogens and regulating metabolism. It allows essential nutrients, such as glucose and oxygen, to pass through while blocking potentially harmful compounds, thereby maintaining homeostasis.
The diagram shows how the various components of the BBB interact with each other to form a robust protective mechanism. This important combination of cells and structures provides not only protection but also the necessary selectivity for substances, which is key to nervous system health.
Spend 5 minutes using the Think-Pair-Share strategy, which involves three steps: first, think about an answer, then pair up, and finally share your thoughts. Finally, provide students with homework.

Student Activities:

Neurons and glial cells are the two main types of cells that make up the nervous system, but their functions and characteristics differ significantly.
Neurons are the main conductors of nerve impulses. These cells are capable of generating and transmitting electrical signals, which allows them to quickly exchange information between different parts of the body and the brain. Each neuron consists of a cell body, dendrites, which receive signals from other neurons, and axons, which transmit signals to other cells. The neural network formed by these cells plays a key role in a variety of functions, including perception, movement, and cognitive processes.
In contrast, glial cells, or glia, perform supportive and protective functions. They are not involved in the transmission of nerve impulses, but play an important role in ensuring the normal functioning of neurons. Glial cells provide neurons with nutrients, maintain their structure, help remove waste, and can even regulate environmental chemistry. Unlike neurons, glial cells are capable of dividing and have a longer lifespan.
There are different types of glial cells, including astrocytes, microglia, and oligodendroglia, each with its own specific tasks, such as supporting blood vessels, protecting against infection, or forming the myelin sheath around axons.
Thus, although neurons and glial cells are both integral components of the nervous system, they have radically different roles: neurons are responsible for transmitting information, while glial cells provide support and protection.
Check out diagrams depicting the different types of glial cells.
Glial cells play a key role in the functioning of the nervous system by providing support and protection to neurons. There are several types of these cells, each with its own unique functions.
The first of these are astrocytes. These star-shaped cells not only provide structural support to neurons but also participate in metabolism, regulating the levels of ions and chemicals in the intercellular space. Astrocytes also influence the blood supply to nervous tissue, helping to improve the delivery of oxygen and nutrients.
Another important type are oligodendrocytes, which are responsible for the formation of the myelin sheath around axons in the central nervous system. This sheath accelerates the transmission of nerve impulses, which is critical for the efficient functioning of neurons. In the peripheral nervous system, Schwann cells perform a similar function.
Microglia, another type of glial cell, function as an immune defense for nervous tissue. These cells are capable of detecting injury and infection, as well as removing dead cells and debris, maintaining homeostasis in the brain environment.
Furthermore, ependymal cells, cells lining the ventricles of the brain and the central canal of the spinal cord, play an important role in the production and circulation of cerebrospinal fluid, which also contributes to the protection and nutrition of neurons.
Thus, the diversity of glial cells and their specialized functions underscore their importance in maintaining the health and efficiency of the nervous system.
The blood–brain barrier (BBB) is a complex protective structure that provides selective control over permeability between the circulatory system and the central nervous system (CNS). It consists of endothelial cells, which form the walls of brain capillaries, as well as astrocytes and pericytes, which play a vital role in maintaining its integrity and function.
The primary function of the BBB is to protect neurons from potentially harmful substances, such as toxins and pathogens, that may be present in the blood. Due to its selective permeability, the barrier allows the passage of only certain molecules, such as oxygen and carbon dioxide, as well as certain nutrients necessary for normal brain function, such as glucose and amino acids.
Furthermore, the blood-brain barrier is involved in maintaining homeostasis in the central nervous system by regulating the levels of ions such as sodium and potassium, which are crucial for maintaining the electrical activity of neurons. It also promotes metabolic processes, providing the necessary conditions for brain functioning.
Thus, the BBB is a critical element that not only protects the central nervous system, but also maintains its normal functioning, providing the necessary balance of substances and ions.

Advantages of using the BOPPPS model in education

Unlike classical methods of organizing the educational process, the BOPPPS model provides many advantages for both students and teachers.

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According to scientists from China, students experience deeper understanding and meaningfulness in the learning process thanks to a number of characteristics of the BOPPPS model:

Active participation. Students don't simply acquire new information—they actively engage with it, analyzing it, completing practical assignments, and discussing ideas with their peers, seeking solutions to various problems. This approach allows them to become full participants in the educational process and independently construct their knowledge. Importantly, it promotes the development of self-regulated learning skills, which involves the ability to set educational goals, plan actions to achieve them, and evaluate the results.
A clear learning objective. By recognizing their goal, students can determine which aspects to focus on during the lesson. This allows them to more rationally distribute their efforts and focus, which, in turn, improves the assimilation of the material being studied.
The learning process should begin by bringing the lesson topic as close as possible to the students' real lives. At the initial stage, the teacher strives to integrate the topic under discussion into the context of the everyday problems faced by students. It demonstrates how the topic relates to real-world events, emphasizing its relevance and relevance. This approach helps students more easily recognize the value they can derive from learning and find a source of motivation.
Space for reflection. Reflective learning is also supported by the initial assessment and debriefing stages. During the initial stage, students have the opportunity to independently determine their understanding of the lesson topic and recall related information that will serve as a basis for learning new material. The debriefing stage, in turn, provides an excellent opportunity to analyze acquired knowledge and skills, as well as to integrate new experiences into existing knowledge.

The BOPPPS model is a versatile tool that teachers and trainers can adapt to a variety of topics and educational contexts, while ensuring rigorous organization. Focusing on lesson objectives allows you to carefully select and organize all lesson components so that they contribute to achieving the stated objectives, eliminating unnecessary elements and not losing sight of important aspects.

Situations in which the use of the BOPPPS model becomes problematic

According to Oksana Zhirosh, participants in ISW trainings that use the BOPPPS model often have to put significant effort into creating two interconnected elements—an educational objective and a post-assessment. This is especially true for experienced teachers.

“One of the reasons such difficulties arise may be that teachers want to cover all the material we’ve been studying for 15 years in 90 minutes. As a result, there’s no time left for a final assessment. In addition, there’s resentment at having to reduce everything to narrow educational outcomes. As Howard Gardner noted, ‘the main enemy of understanding is the desire to grasp everything at once,’” Oksana notes.

In her observations, many teachers tend to formulate educational outcomes from the perspective of their own perception, ignoring the students’ point of view. As a result, they say things like, “Tell this,” “Explain this.” However, the BOPPPS methodology insists that the formulation of learning outcomes must come from the student and be extremely clear. For example, this could sound like "Recite this from memory," "State this in your own words," "Complete a problem using Newton's second law," "Compare two problem-solving methods, choose the most appropriate for a specific situation, and justify your choice," and so on.

"Sometimes pronouncing such phrases can be quite difficult. However, if learning outcomes are clearly defined and presented from the students' perspective, it becomes easier for the teacher to organize the lesson. This allows you to exclude all irrelevant information and think through the sequence of learning steps, as well as ways to motivate students to master the material," the specialist notes.

During ISW training, new teachers face other difficulties – they have difficulty estimating how much time is required to prepare a lesson. This leads them to believe that planning according to the BOPPPS model takes too much time. "Young teachers often make the mistake of thinking that, for example, a ten-minute lesson can be prepared in just ten minutes or even without any preparation at all. In reality, preparing such a short lesson can take an hour or even three, and this comes as a surprise to many," notes Oksana Zhirosh. She believes that the teacher's expertise in the relevant field is also an important factor. If he lacks competencies in the subject, then during lesson preparation he is forced to simultaneously study the material, which, of course, takes additional time.

In a study conducted by the Innopolis Institute regarding the advantages of using the BOPPPS model, it was found that experienced teachers emphasize: with the use of this model, lesson preparation is carried out much faster than in the traditional format.

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When teaching social studies and creative subjects, as well as in the process of developing soft skills, the emphasis can shift from the specific and predictable outcomes proposed by the BOPPPS model to the reflective practices of students. In such situations, the teacher should consider the CARD model, created by one of the founders of ISW, David Tickner. This model includes four key elements:

Context is the moment when the teacher establishes the main topic of the lesson, formulates the relevant problem, provides preliminary information, and also explains the structure of the lesson and what results are expected from students at its completion.
Activity (in English - "Activity") is what students do during the lesson. This may include, for example, a group discussion or writing an essay.
Reflection, or the process of reflection, is an important element, often expressed through a set of questions designed to provoke reflection or discussion.
Documentation is what students can take with them after class. For example, this could be notes with important findings made during discussions with their groupmates.