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Preliminary Lesson Plan

This preliminary lesson plan outlines an introductory course on freight planning. Lesson 1 involves introductions, an overview of course objectives and structure, and identifying participants' learning goals. Lesson 2 discusses the importance of considering freight in the planning process. It involves a discussion of experiences selling freight planning, a presentation on supply chain concepts and how industries rely on transportation, and an exercise applying supply chain diagrams to industry scenarios in different regions. The plan provides learning outcomes, instruction methods, time allocations and references for each lesson.

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Jonnel Gadingan
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49 views5 pages

Preliminary Lesson Plan

This preliminary lesson plan outlines an introductory course on freight planning. Lesson 1 involves introductions, an overview of course objectives and structure, and identifying participants' learning goals. Lesson 2 discusses the importance of considering freight in the planning process. It involves a discussion of experiences selling freight planning, a presentation on supply chain concepts and how industries rely on transportation, and an exercise applying supply chain diagrams to industry scenarios in different regions. The plan provides learning outcomes, instruction methods, time allocations and references for each lesson.

Uploaded by

Jonnel Gadingan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Sample

Preliminary Lesson Plan


(PLP)
Advanced Freight Planning Preliminary Lesson Plan

Sample Preliminary Lesson Plan (PLP)

Lesson 1: Introduction and Course Overview


Lesson 1
Number:
Lesson Title: Introduction and Course Overview
Topics: • Instructors introduce themselves and provide background on their
freight experience.
• Participants introduce themselves and state at least one learning
expectation for the course.
• Instructors provide a course overview, including course outcomes,
agenda and lesson linkages.
• Instructors identify the resource material found on the Resource
CD included in the Participant Workbook and discuss its
applicability as a reference for them.
• Instructors list and review ground rules and participants contribute
to the ground rules presented.
Instructional Mini-lecture: Instructors open the course by welcoming participants,
Method: reviewing housekeeping items and leading participants through
introductions.

Activity 1: Participants state their name, including: who they are,


what they do and for how long; and, describe their role in the field of
freight planning.

Based on pre-course information and the participant introductions,


the instructors assess whether the target audience is in attendance or
whether DOTs or MPOs are not adequately represented.

If indications are that the target audience is not represented,


instructors will be prepared to make adjustments identified in the
Instructor Guide. Instructors will not have to modify the materials or
slides. Instructors will adjust how they facilitate some of the activities
and present some of the mini-lectures to accommodate the under-
representation of one of the agencies among the attendees. For
example, if MPO professionals are not adequately represented, the
instructor will help introduce the attendees to MPO specific
considerations through more examples and instructor led discussion
of the urban and local nature of MPO concerns and issues.

The Instructor Guide provides direction on how to handle a lack of


representation of either one of the agency types for the conduct of the
overarching exercise. The course will be designed to be presented
Advanced Freight Planning Preliminary Lesson Plan

to the target audience, but can be easily adapted to an audience that


may be skewed towards one type of organization.

Mini-lecture: Instructors review course outcomes and ground rules,


and then lead participants through Activity 2.

Activity 2: Participants are prompted to fill in the blank of the


following statement, “I hope to learn ___ about freight planning”. A
slide with this statement is presented on screen for participants.
Instructors capture the participant learning expectations on a flip
chart.

After learning expectations are captured, instructors solicit any


additional ground rules from the participants and add them to the
general list.

Mini-lecture: Instructors address participant learning expectations.


Instructors present a general slide that lists what will be covered and
what will not. Instructors introduce and set up the course “parking
lot”. Instructors provide references for further information on those
expectations not covered by the course and review course agendas.
Instruction Day 1, Introduction and Course Overview: 8:30 AM – 9:15 AM
Day:
Time • Mini-lecture: housekeeping – 5 minutes
Allocation: • Activity 1: introductions – 15 minutes
• Mini-lecture: outcomes and ground rules – 10 minutes
• Activity 2: participant learning expectations – 10 minutes
• Mini-lecture: address expectations and parking lot – 5 minutes
• Introduction and Course Overview Total Time – 45 minutes

References: • Documentation, websites and input provided by state and/or


jurisdiction.
• Course Reference CD
• FHWA Office of Freight Management and Operations –
http://www.ops.fhwa.dot.gov/freight/index.cfm
• FHWA- Office of Planning –
http://www.fhwa.dot.gov/freightplanning/index.htm
Advanced Freight Planning Preliminary Lesson Plan

Lesson 2: Selling the Importance of Freight in the Planning Process


Lesson 2
Number:
Lesson Title: Selling the Importance of Freight in the Planning Process
Performance • Describe the role of a region’s freight transportation systems
-Based in supporting economic competitiveness.
Learning • Compare multi-modal freight needs of different supply chains.
Outcomes:
Instructional Lesson Kick-off Discussion (10 minutes):
Methods:
• Ask the participants to share their experiences with selling the
Facilitated benefits of freight planning. Ask them to whom they were
Discussion trying to sell to and to list the challenges or barriers and how
they overcame those challenges.
Instructors Presentation/Interactive Discussion (50 minutes):

Lecture/ PowerPoint slide presentation to:


Presentation • Discuss who you have to sell freight to and why.
• Define a supply chain and how it differs for various industries.
(Two supply examples will be used throughout the course as
part of the exercise.) Ask participants to identify needs
associated with supply chain attributes.
• Examine how different industries use transportation.
• Examine how businesses make location decisions with regard
to their freight needs.
• Explore case studies of successfully linking economic
development to competitiveness via freight transportation.
• Ask participants to discuss specific examples of transportation
projects that were undertaken in response to a specific
business.
Overarching Small Group Exercise (50 minutes)
In this first installment of the “overarching exercise” groups will fill
in worksheets related to “supply chain scenarios” diagram / charts
that will be distributed.
• Each group is asked to identify a major business in their
scenario region and describe in general terms how the supply
chain concept applies, using the worksheet to fill in elements
of the diagram based on the transportation resources in the
region (i.e., how do the raw inputs get to the business and
how do they arrive at your door).
• Each group will discuss what transportation issues
(congestion, bottlenecks, inadequate facilities) the selected
business may face in executing its supply chain management
Advanced Freight Planning Preliminary Lesson Plan

functions.
Near the end of the exercise participants report on their
scenario for a key business/industry in their region, and
describe how they believe that businesses supply chains
work.
Instruction Day 1: A.M.
Day:
Time Lesson Kick-off Discussion – 10 minutes
Allocation: Instructors Presentation –50 Minutes
Exercise – 50 minutes
Evaluation Participants’ learning will be evaluated by their participation,
Plan: questions and exercise involvement.
References: http://www.ops.fhwa.dot.gov/freight/freight_analysis/econ_method
s
• TRB Proceedings 25: Global Intermodal Freight: State of
Readiness
• BTS: U.S. International Trade & Freight Transportation
Trends

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