Lecture & Class Template

About this template

Sized for one 45-minute session

Ten slides for a single self-contained session – one corporate training block, one university class, one after-school lesson. The KPI card on slide 8 states 45 minutes per session, and the length follows from that. The cover subtitle promises objectives and wrap-up slides, but there is in fact no slide called objectives; slide 4, Today’s question, plays that part. Excluding cover, agenda and closing, seven slides carry content, which is too few for a multi-session course – copy the file per session instead.

Mapping 45 minutes onto five items

The order is cover, agenda, divider 01 Today’s question, its body slide, divider 02 Concept, its body slide, a before/after slide, key figures, a trend slide and the closing page. The agenda is five lines numbered 1 to 5 – today’s question, concept, before and after the lesson, key figures, trend analysis – and each leads straight to its slide. For a 45-minute period this split works.

• Cover and agenda, 3 minutes – scope and the link to last session.
• Today’s question, slides 3 and 4, 8 minutes – show the two scenes that split opinion and take at least three student answers, exactly as the bullets say.
• Concept, slides 5 and 6, 15 minutes – one fixed line per definition, explained twice in words and in a drawing, closing with the pairs learners confuse.
• Before and after, slide 7, 5 minutes – preview what changes today, or revisit it at the end.
• Key figures and trend, slides 8 and 9, 4 minutes – today’s workload and running order at a glance.
• The 12-minute group activity and the three formative questions, the remaining 10 minutes. Both exist only as cards on slide 8, with no slides of their own, so run them before the closing page.

Pair the question with the formative check

Slide 4’s lead asks you to leave one opening question on the board, and its three bullets are a question that links to the last session, two scenes that split opinion, and at least three student answers. With no objectives slide, that one question has to act as the objective, which means it must be answerable by the three formative items. Rewrite it with observable verbs.

• Example: understands Excel functions becomes can build a lookup table joining two sheets with VLOOKUP.
• Example: knows the safety rules becomes can walk the 8-item pre-work checklist in order and log any gaps.
• Example: handles customers well becomes can follow the three-step complaint procedure and record the outcome in the system.

Turning the table, cards and bars into today’s workload

Slide 7 faces three before-lines (cannot give an example, knows the term but cannot use it in a sentence, has no way to self-check) against three after-lines (can invent an example in their own words, can build a sentence with the key terms, can self-check with a checklist). The third pair connects directly to the formative check, so start there when writing the questions. Slide 8 carries 45 minutes per session, 3 formative questions, 4 per group and 12 minutes of activity – replace them with your real numbers and size the groups to your class. Slide 9 shows 15, 48, 72 and 95 across intro, development, activity and wrap-up with no unit caption. The values only rise, so they read as cumulative; taken as minutes they reach 95 and contradict the 45-minute card. Either caption them as percent progress or rescale them inside 45 minutes. The bars are shapes drawn in proportion to the values, so changing a number means adjusting its height.

Where the session breaks down

• Pasting lecture notes onto slides sized for three bullets; type shrinks and learners read instead of listening.
• Skipping the formative check when time runs short – the three questions are deliberately paired with today’s question, and skipping them ends the lesson with the question unanswered.
• Forgetting that the group activity and the formative check have no slides; only the numbers appear on the cards, so prepare the instructions and the items in your notes or a handout.
• Leaving the closing slide as a bare sign-off; write next session’s scope and homework on it and the next file’s first slide fills itself.