 So here we have the five minute seminar plan to help those working in higher education reduce their lesson planning anxiety and increase their impact. So I want to just script through an example that you can use in your own setting and I want to try and do this in the next five to ten minutes. So I'm going to be very quick. So from top left, working clockwise around the plan. You know, obviously in a seminar you know your students, you see them often. So I would probably advocate in here, it's just a simple way of looking back over where the students were before, who was absent, what happened in the lesson. Think about how you can engage your students with the three questions in grey, what do you know about your students, where do you want them to get to, how you know when they are there. Now I appreciate you working in a highly academic environment with a huge workload in terms of reading material and academic language. But with all those triangulated, those two boxes plus the context of who you're working with, that brings you to the big picture. Now in terms of the seminar itself, questions I would ask you in terms of your thought process is what is it that you are trying to achieve? Why? How are you going to do this? And then just consider what ifs. So for example, if you have to move rooms or the IT support doesn't work or you don't have enough materials or hardly any students or too many students, whatever it be, just all different considerations to allow you to be best prepared as possible. So that is a starting point which is a thought process, not necessarily filling in the form. Now I wouldn't say that you need to scribe anything in these three boxes at all, but it's a good starting point to think about the conditions that I've gone before leading you to the point of the seminar itself. So when you will look at research, when teachers are clear and precise, it has a higher impact on student outcomes. So thinking of that as a starting point, how can you be clear and precise? How can you use command words, connectives to help students meet the success criteria? So I've given you an example here. Now, I don't work in health. I'm a teacher of my background design technology. So looking at, for example, trying to mix those two from my experience for you to use as an example, I would write here for myself and share this with the students to understand why and how anthropometrics or the data itself could be used to improve the design of prosthetic limbs. So I've tried to amalgamate design and health here as an objective. So that's what I want my students to be clear about, that this is what we're learning and why. Now the why is your target, the learning outcomes. So how would I track this throughout the session or the next seminar? So I would consider the what, why, how. So I want students to take away from my seminar what is anthropometrics, whether it's the etymology of the word, given some examples in all areas of design or health, or in particular this example, prosthetic limbs and how it might vary from standard, you know, percentile groups. So, you know, the bog standard limb that would fit most people of an adult age for certain joints or unique situations where, for example, I might lose the bottom area of my arm. We don't get into many specifics, but you get the idea of what we're trying to achieve. In this area here, now this is working on a 60-minute model, assuming, you know, I'm not advocating you have five transitions, but give or take, students arriving, settling down five or ten minutes. So kind of minute seven to ten kicking off, and then with time for questions and answers and transition to the next seminar, that's how I've divided up the session here. So things that I would put in as prompts for yourself. So if we look at row one, first of all, what are you doing? What are your students doing? So sitting at the front, sitting in groups. What's the key concept? So you'd introduce the objective to understand why and how anthropometric data is used. And consider a key question you want to ask students at this particular moment. So what do we understand about prosthetics or what do you know about anthropometrics? Something simple. Get a discussion. You've obviously got resources, got slides or handouts, or maybe even a prosthetic limb. On to row two, so transition. So students might be moving to another part of the room for a demonstration. So how would you manage that? Five students in the room or 50? You're going to kind of need to consider that. This stage I might want to test to evaluate various limbs. Key question, I would start to ask when could, how might, why will? All sorts of different questions to get discussions. Consider the equipment that would be needed, how many, et cetera, et cetera. Row three, let's have a recap. What do we know so far? How do we now discuss questions, et cetera? Row four, have another group session. Let's measure some limbs of ourselves. Let's brainstorm. Let's start to synthesize what we know. What do we need to find out? Have some discussions, a bit of feedback. And then bring students back to the end. I want to check what they know. So I need to plan some key questions. And if I don't ask my students, what is anthropometrics? What do you know about prosthetics? How do we spell it? From the simplest to the most academic. If I don't get any feedback from my students, I cannot guarantee that they have learned anything. So in terms of being clear and precise, I need to regularly check what students know. And this can be from mass screen, so mini whiteboards, thumbs up, thumbs down, rather than just relying on one person with a hand up to kind of affirm what you think everybody knows. So just some simple processes to reduce your anxiety, increase impact in the classroom. Kind of finishing off. So the bottom area, we've got the application of the hook. So with the amount of things that we have to teach students, much information can be lost. So how can we improve retention and retrieval? So in this particular example, I would give the group in the room some measuring tapes and prosthetic limbs through the ages, get them to measure, measure ourselves, have a bit of fun. And there's a good chance that I can make learning stick. But again, I wouldn't know that unless I tested it, which is why this area here, the key questions, these questions can be targeted for groups. You know, to try and ask 30 or 50 students in a room is an impossible asking itself. So key questions for groups of students. Now you will have some data. You'll be aware of your students that you meet every week. So you'll be able to pitch those because you've got some relationships established and some data or past performance to back that up. But making sure, you know, the principle of the original five-minute lesson plan was, you know, not what am I teaching, but why? Why is it important that students understand how anthropometrics is important in the design of prosthetic limbs? Not just here, we're looking at some various objects. Let's measure them. And then the final stage, how would I follow that? Follow this up. So next lesson I would check. Now for your students as a follow-up, you also have Moodle and your academic platforms that you can use. There's a significant user of Twitter with over 200,000 followers at the time of recording this video. But a hashtag for this conversation, for example, is hashtag five-minute plan, which you can see here. So in your own context, if you're producing your own plan or templates, you might want to create the hashtag itself, like you've got there, or use that to encourage the dialogue. Or you might want to just add, for example, five-minute plan to add in your own name. Or you might want to add in L-S-H-T-M just at the end here. So I was just double-checking to have the correct spelling or, you know, I'll put McGill here or whatever it would be. And then you create a back channel where people can share on Facebook, Twitter or Instagram, whatever it would be. That is my alarm to tell me that this is now approaching 10 minutes. That's a good habit of mine. It's something that also makes something memorable. So by hearing that sound itself, if you put that in your classroom, your seminar, with students as well as some objects, it allows you to be concise, keep your information simple, you know, consider materials, students in or out of seats, what's the noise level required, loud discussions, quiet conversations and what time frame is available through these important sequences of the lesson. And obviously at the end, time to move on to the next place. So I'm going to pause the video. Thanks for watching. Find out more at teachertoolkit.co.uk.