The BOPPPS Lesson Planning Model: What It Is and Why It's Useful

Contents:

• How the BOPPPS model came about
• What the BOPPPS model includes
• How to plan a lesson using the BOPPPS model
• What are the advantages of the BOPPPS model
• When using the BOPPPS model can cause difficulties

How the BOPPPS model came about

By the 1960s, the Canadian province of British Columbia was experiencing a significant increase in demand for vocational education. This was due to several factors: the effects of the post-war baby boom, as a result of which a new generation of graduates filled schools, as well as the growing demands of employers for employee qualifications and the spread of the concept of lifelong learning. In response to this demand, a system of community colleges was created between 1965 and 1975, which significantly increased the availability of vocational education. At the same time, the number of places in universities was doubled, which contributed to the improvement of educational infrastructure and the training of qualified specialists for the region's economy.

A logical question arose - who would teach the students? Pedagogical universities did not have time to prepare the required number of qualified teachers in a short time. Former school teachers and industry professionals with no teaching experience were joining colleges, which negatively impacted the quality of education. To address this situation, 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 address it.

In 1979, the Instructional Skills Workshop (ISW) program was developed, providing an intensive course on developing teaching skills. ISW is based on a constructivist approach and Robert Gagné's theory of learning conditions, emphasizing structuring the educational process, actively engaging students, transferring knowledge to practice, and receiving feedback. Douglas Kerr's main goal was to prepare experienced teachers who could later become trainers for their colleagues, contributing to the improvement of the quality of education and the development of effective teaching methods.

In The ISW program utilizes the BOPPPS lesson design model. Teachers are introduced to this model through training, where they develop lessons based on BOPPPS principles. After delivering the lesson, participants receive feedback from the trainer and other colleagues, enabling them to effectively apply the BOPPPS model in their own practice. This approach helps improve the quality of teaching and increase student engagement.

What does the BOPPPS model include?

According to the BOPPPS model, an effective lesson includes six key components. These elements help structure the learning process and make it more effective. Each component plays an important role in shaping the learning experience, promoting active student engagement and increasing the level of material assimilation. Correct application of the BOPPPS model can significantly improve the quality of the educational process and ensure the achievement of learning goals.

This stage is key at the start of the lesson, although it can be used before the lesson. The main goal is to attract students' attention to the topic and engage them in the learning process. Oksana Zhirosh, Director of Humanities and Social Sciences Development at Innopolis University and certified ISW trainer, recommends using various methods, such as slides or handouts with the topic title. You can ask questions like, "What interests you about this topic?" or ask students to rate their mood on a scale of 1 to 10. This last method is especially useful when classes are held early in the morning, when students are not yet fully alert, or late in the evening, when they are already tired. Engaging students with such simple techniques helps create a more active and productive learning atmosphere. Today, we will discuss growing radishes. Radishes are a popular root vegetable that is easy to grow in a summer cottage or garden. They prefer cool weather and can be sown in early spring or late fall. To successfully grow radishes, it is important to choose a suitable location with good sunlight and fertile soil. Sow seeds about one centimeter deep, maintaining space between rows. Regular watering and weeding will help prevent diseases and ensure healthy plant growth. It's also important to monitor ripening times to harvest at the optimal time, when radishes reach their peak flavor and crispiness. Growing radishes is not only a fun activity but also a way to grow fresh, healthy vegetables straight from your own garden.

The second stage of learning in the BOPPPS model is clearly communicating the expected outcomes to students. It's important to outline the learning goals they will achieve and how they will demonstrate their knowledge and skills. A clear understanding of lesson objectives helps students better focus on the learning process and increase their motivation to achieve results.

When formulating learning outcomes, it's important to ensure they are specific, achievable, and measurable. Raina Friendly of California State University, San Jose, recommends defining the knowledge and skills students will acquire and clearly stating what they will be able to do based on what they've learned. Using Bloom's Taxonomy can greatly simplify the process of formulating outcomes, as each cognitive skill level is associated with specific actions. This allows for the creation of clear and understandable learning objectives that promote more effective learning and assessment of student achievement.

In this text, we will discuss radish varieties suitable for your region and the reasons for their popularity. You will have 10-15 minutes to familiarize yourself with the characteristics of different varieties, and then I will ask you to select at least two to grow.

This stage of the lesson helps assess students' familiarity with the topic, their engagement, and the extent to which prior knowledge varies within the group. Pre-assessment is typically accomplished through short quizzes or oral and online surveys. Based on the results obtained, the teacher can adapt the lesson content to make it more effective and relevant to the students' needs.

What varieties of radishes are there? How to choose the right ones for your region? What factors influence successful cultivation?

The term "active participation" in the English-language context means involvement in a process. At this stage, the teacher or trainer uses a variety of teaching methods and techniques aimed at achieving the planned results. Active participation promotes a deeper understanding of the material and increases the effectiveness of knowledge acquisition.

According to the constructivist approach, the teacher should choose methods that promote the active involvement of students in the educational process. These can be classes in pairs and small groups, including discussions, experiments, solving practical problems, case studies, and role-playing. At this stage of the lesson, it is also possible to use more traditional teaching methods, such as lectures or reading textbooks, but they should be combined with questions for analysis and discussion in class. This approach promotes a deeper assimilation of the material and the development of critical thinking in students.

The teacher explains different varieties of radishes, focusing on which ones are best suited for growing in specific climatic conditions. The teacher can also introduce additional radish varieties and ask students to analyze their characteristics, determining whether they meet the established criteria for successful growth in a given region. This helps students better understand how to select appropriate radish varieties based on conditions, which is essential for successful vegetable gardening.

At this stage, it is necessary to evaluate the effectiveness of the learning and determine whether the stated objectives have been achieved. It is important to keep in mind that assessment methods should be directly related to the expected learning outcomes. For example, a multiple-choice test is well suited to assess theoretical knowledge, but practical tasks are required to assess students' practical skills. Effective assessment will help identify strengths and weaknesses in the learning process and adjust methods and approaches to achieve better results.

Now each student should independently identify the names of at least two radish varieties that are suitable for growing in their region. After completing the assignment, students submit it to the instructor, who checks their work, evaluates their answers, and explains any errors.

At the end of the lesson, it's important for students to reflect on what they've learned. It's helpful for the instructor to prepare a summary of the material covered and smoothly transition to the next topic, marking it as the next step in the learning process. Students can also summarize the lesson themselves: after a group discussion, group leaders can share their findings on what they've learned. This approach promotes knowledge consolidation and increases student engagement.

An additional important function of summarizing is that students have the opportunity to re-structure the material covered and recognize aspects that remained unclear or unnoticed. This awareness helps them formulate questions for the instructor, which helps fill in gaps in their knowledge and improve their understanding of the topic. Oksana Zhirosh emphasizes the importance of this process for deeper learning and active student engagement. We discussed different radish varieties, listed ten of the most popular, and determined that three varieties are ideal for growing in your region based on climate conditions and ripening times. How to Plan a Lesson Using the BOPPPS Model The BOPPPS model is designed to be flexible and adaptable to varying lesson lengths and provides a clear structure for any lesson. The time allocated to each component is adjusted based on the educational goals and specific audience needs. Typically, active learning accounts for 50% of the lesson time, while the other components each take up 10%. It is important to note that pre-assessment of student knowledge can be conducted outside of the main lesson, for example, using online quizzes or homework checking. This allows for a more accurate assessment of student learning and tailors the lesson content to their needs. Using the BOPPPS model promotes more effective teaching by increasing student engagement and improving material acquisition.

Oksana Zhirosh noted that within the framework of one lesson developed According to the BOPPPS model, it is possible to integrate several learning cycles. This allows you to begin with an introduction and conclude with a summary. This approach is especially effective when students need to study several interrelated topics or master a specific set of skills. Using the BOPPPS model promotes a deeper understanding of the material and increases student engagement in the learning process.

A lesson can be organized according to the following scheme: BO (PPPS) (PPPS) (PPPS) S or B (OPPPS) (OPPPS) (OPPPS) S. Within one topic, several cycles are conducted, each of which begins with a preliminary assessment or goal setting, which can be an intermediate step for a given part of the lesson. For example, after studying radish varieties, you can move on to the process of growing them. This allows you to deepen your understanding of the material and connect theory with practical aspects, which promotes more effective knowledge acquisition.

The BOPPPS sequence describes the order of components that follow one another during the learning process. However, when planning a lesson or training, the order of working with these components may change. Oksana Zhirosh emphasizes that when developing a lesson, it is important for the teacher to consistently answer four key questions. This will help ensure the logical and structured learning process, as well as increase its effectiveness. Proper organization of material and clear lesson objectives contribute to better assimilation of information and participant engagement.

• What am I teaching, what is the topic of the lesson?
• How will I know that students have learned what was planned?
• How will I lead students to the result?
• Why will students want to learn this?

Oksana Zhirosh emphasizes the importance of the second question: "How will I know that students have learned the planned material?" The answer to this question lies in the formulation of outcomes and the final assessment. The teacher should inform students in advance what aspects they should focus on and what they will be required to complete at the end of the lesson, which will allow for effective assessment of their knowledge and skills. This approach promotes more focused learning and helps students better understand the expected outcomes.

When planning lessons, it is important to clearly define the necessary learning materials and resources. It's also important to plan ahead for each lesson phase to ensure its effectiveness and efficiency. Proper organization of the learning process promotes better information retention and increases student interest in the topic.

The official ISW Participant Guide provides a sample 50-minute lesson plan on neurophysiology. This lesson plan incorporates key aspects of neurophysiology, allowing for a deeper understanding of how the nervous system functions. The lesson aims to develop critical thinking and interest in the subject, which is especially important for students pursuing a career in the biological sciences. Using this plan, teachers can effectively organize the learning process, emphasizing key concepts and current research in neurophysiology.

Learning Outcomes: Students will be able to clearly distinguish between neurons and glial cells and list the main types and functions of glial cells. They will also be able to describe in detail the structure, mechanisms of function, and significance of the blood-brain barrier in the nervous system. This knowledge will enable students to gain a deeper understanding of cellular interactions in the nervous system and their impact on brain health and function.

Teacher actions play a key role in the learning process. Teachers should organize the learning process, create conditions for active student participation, and facilitate their independent learning. An important aspect is the preparation of educational materials that are relevant and accessible. Teachers should also actively interact with students, developing their critical thinking and analytical skills. The use of various teaching methods, including practical assignments, group discussions, and modern technology, helps enhance the effectiveness of the educational process. Feedback and assessment of student performance are also an integral part of the teacher's work, which contributes to their further development and motivation to learn.

• 2 minutes. Explain the purpose of the lesson.
• 5 minutes. Review the structure of a neuron from the previous lecture.
• 1 minute. Hand out printed materials.
• 2 minutes. Explain why it is important to know about the different types of brain cells and the blood-brain barrier.
• 15 minutes. Discuss the differences between neurons and glial cells, using the diagrams on the screen and in the handouts.
• 15 minutes. Facilitate a discussion about the roles of different types of glial cells in the nervous system.
• 5 minutes. Discuss the blood-brain barrier, its structure and functions, using the diagram on the screen.
• 5 minutes. Use the Think-Pair-Share method to review what has been covered. Assign homework.

Students actively participate in the learning process, demonstrating initiative and a desire for knowledge. They attend lectures, participate in seminars, and complete practical assignments, which contributes to their development and deepens their understanding of subjects. An important part of their activities is collaborative group work, where they exchange ideas and experiences, which helps develop communication and critical thinking skills.

Students also participate in various extracurricular activities, such as conferences, workshops, and competitions, which allow them to expand their horizons and gain valuable experience. Being active in the learning environment instills a sense of responsibility and commitment to their goals.

Furthermore, many students engage in self-education by studying additional materials and taking online courses, which strengthens their professional competencies and prepares them for future careers. Thus, student actions are an important component of their personal and professional growth.

• Discuss the differences between neurons and glial cells.
• Explore diagrams of glial cell types.
• Discuss the roles of different glial cell types in the nervous system.
• Using the diagram, describe the structure and function of the blood-brain barrier.

What are the benefits of the BOPPPS model?

BOPPPS is an innovative approach to lesson planning that offers significant benefits for both students and teachers over traditional methods. This method emphasizes active student engagement, which promotes deeper understanding and increased motivation. Teachers, in turn, are able to structure lessons more effectively, which optimizes the learning process and achieves the set educational goals. Thus, BOPPPS is a useful tool for improving the quality of teaching and increasing its effectiveness.

Research conducted by Chinese scientists shows that the methodology BOPPPS significantly improves student learning. This approach promotes deeper immersion in the learning material and makes the learning process more meaningful. Key features of BOPPPS include active student engagement, clearly defined learning objectives, the use of a variety of assessment methods, and opportunities for reflection. These elements help students better absorb information and develop critical thinking, which in turn increases the effectiveness of the educational process.

• Active engagement. Students don't simply absorb new information—they interact with the material, reflecting on it, completing practical assignments and discussing with classmates, and seeking solutions to problems. Thanks to this, they become fully involved in the learning process, constructing their own knowledge. Importantly, this helps students develop self-regulated learning skills—that is, the ability to set educational goals for themselves, plan steps to achieve them, and evaluate their results.
• Clear learning objectives. Knowing the goal, students understand what exactly is important to focus on during a particular lesson. Thanks to this, they can distribute their efforts and attention more effectively, which contributes to better memorization of the material.
• Learning in a context familiar to students. During the introduction, the teacher places the topic of the lesson in the student's world—linking it to a typical problem, showing how it is reflected in reality, and explaining its importance and relevance. This makes it easier for students to personally determine the value of learning and find learning motivation.
• Space for reflection. The pre-assessment and debriefing stages also contribute to conscious learning. During the pre-assessment, the student can assess their mastery of the lesson topic and recall relevant information—this will serve as the basis for mastering new material. The debriefing stage is a good opportunity to reflect on acquired knowledge and skills and integrate new experiences into existing ones.

The BOPPPS model is a universal tool for teachers and trainers, allowing them to adapt to various topics and learning contexts while providing a clear structure. Focusing on the learning objective helps effectively select and organize all elements of the lesson, thereby achieving the stated objectives. This approach avoids omissions and eliminates unnecessary details, ensuring a highly effective educational process. Using the BOPPPS model helps create more purposeful and effective learning, which is an important aspect for the professional growth of both teachers and students.

Study also:

A study of the influence of gratitude on the educational process: how showing appreciation to teachers can change attitudes towards

Showing gratitude to teachers is not just a polite gesture, but also a practical means of improving the learning process. Research shows that students who express gratitude to their teachers report increased motivation and improved academic performance.

Gratitude creates a positive atmosphere in the learning environment, improving interactions between students and teachers. This interaction, in turn, fosters trusting relationships, which positively impacts learning.

Furthermore, expressing gratitude can increase teacher satisfaction, leading to higher-quality teaching. Teachers who feel valued are more likely to adopt innovative teaching methods and devote more attention to each student.

Thus, the practice of gratitude in the educational process has a significant impact not only on students but also on teachers, contributing to the creation of a more effective and productive learning environment.

When the application of the BOPPPS model can cause difficulties

Based on the observations of Oksana Zhirosh, participants in ISW ​​trainings using the BOPPPS model often need to put significant effort into developing two interrelated elements - an educational goal and a post-assessment. This is especially relevant for experienced teachers who strive to improve the effectiveness of training. Correctly formulating an educational goal helps to clearly define the expected results, and post-assessment serves as an important tool for assessing the achievement of these goals. Effective implementation of these components contributes to a deeper understanding and assimilation of the material, which in turn improves the overall educational process.

One of the reasons for the difficulties that arise may be the desire of teachers to convey to students in 90 minutes the entire volume of knowledge they have accumulated over 15 years. This leads to a lack of time for final assessment. Furthermore, it's frustrating to limit oneself to narrow learning outcomes. As Howard Gardner emphasizes, "The greatest enemy of understanding is trying to cover everything." It's important to recognize that a more effective approach would be to focus on key aspects and explore specific topics in depth, which will allow students to better absorb the material and develop critical thinking. We've observed that many teachers tend to formulate learning outcomes from their perspective rather than from the students' perspective. As a result, they include statements such as "Tell this" or "Explain that." However, the BOPPPS model suggests that learning outcomes should be formulated from the students' perspective. These outcomes should be as specific as possible, for example: "Recite this from memory," "Recount this in your own words," "Solve a problem using Newton's second law," "Compare two problem-solving methods, select the most appropriate method for a specific problem, and justify your choice." This approach promotes a deeper understanding of the material and active student engagement in the learning process, which in turn improves overall learning outcomes.

Formulating the learning outcomes of a lesson can be challenging. However, when these outcomes are clearly defined from the students' perspective, it becomes easier for the instructor to plan the lesson. This allows for the elimination of irrelevant material and the development of a sequential learning process. It also helps identify students' potential motivations for learning the material. A clear understanding of learning objectives promotes more effective interaction between instructor and students, which ultimately improves the quality of the learning process.

Inexperienced instructors in ISW ​​training face specific challenges related to estimating the time required for lesson development. This can lead to the misconception that planning using the BOPPPS model requires an excessive amount of time. Inexperienced teachers often believe that a ten-minute lesson can be prepared in just ten minutes or even without any preparation at all. However, in practice, preparing such a lesson can take between one and three hours, which comes as a surprise to many. Oksana Zhirosh emphasizes the importance of understanding this aspect to avoid frustration and improve the effectiveness of the educational process. Correctly assessing the time required for lesson preparation is a key element of successful teaching. A teacher's level of expertise in the subject they teach significantly impacts the quality of instruction. If a teacher lacks in-depth knowledge of the topic, they must simultaneously study the material while preparing for the lesson. This requires additional time and can reduce the effectiveness of the lesson. High-quality education is only possible if the teacher has the necessary knowledge and experience in their field. A study by the Innopolis Institute on the BOPPPS model has shown that experienced teachers can significantly speed up the lesson preparation process. Using this model allows them to prepare lessons more effectively than traditional methods. This makes BOPPPS a valuable tool for educators seeking to optimize their time and improve the quality of the educational process.

In teaching social sciences and creative disciplines, as well as in In the development of soft skills, the emphasis can shift from the specific and predictable outcomes offered by the BOPPPS model to student reflection. In this context, the instructor should consider the CARD model, created by David Tickner, one of the founders of ISW. This model includes four key components: context, activity, reflection, and development. Using the CARD model allows for a deeper immersion in the learning process, promoting the development of critical thinking and self-awareness in students. At the same time, an emphasis on reflection helps students recognize their achievements and areas for improvement, which in turn facilitates more effective learning and the development of necessary skills.

• Context - the instructor introduces the topic of the lesson, raises a problem, provides introductory information, explains how the lesson will proceed, and what is expected of the students at the end of it.
• Activity - what exactly the students do in the lesson. This could be, for example, a group discussion or essay writing.
• Reflexion - this component reflects the reflection process itself. It is usually formulated as a list of open-ended questions for reflection and/or discussion.
• Documentation - what students will take away from the lesson. For example, notes with insights gained during discussions with classmates.