Teachers face the ongoing challenge of designing lessons that meet curriculum standards while also engaging students in meaningful ways. The PLANS model, developed by LIRA Learning LLC, offers a practical approach to lesson design, grounded in established learning theory and adaptable across subjects and grade levels. It emphasizes learning experiences designed to be relevant, enduring, and impactful for learners.

What Does PLANS Stand For? 

PLANS is an acronym that outlines five key phases of a lesson:

• Prompt – Sparks curiosity, emotional connection, and personal relevance at the start of the lesson.
• Learn – Invites students into active exploration of the core content or experience.
• Ask – Encourages thoughtful questioning, discussion, and reflection to deepen understanding.
• Navigate – Offers hands-on opportunities for learners to apply their ideas in meaningful ways.
• Share – Provides a space for students to express insights, reflect, and synthesize their learning.

Each phase plays a distinct role in guiding students through a purposeful, inclusive learning experience.

How Is the PLANS Model Informed by Research?

The PLANS model aligns with several well-established educational theories and practices:

• Constructivism
  • Learning is most effective when students build knowledge through exploration and collaboration (Vygotsky, 1978; Piaget, 1972). The Learn and Ask phases reflect this process.
• Experiential and Inquiry-Based Learning
  • The Navigate and Ask phases promote critical thinking and hands-on engagement, encouraging students to apply knowledge in authentic contexts (Dewey, 1938; Kolb, 1984).
• Universal Design for Learning (UDL)
  • The model supports multiple means of representation, engagement, and expression, ensuring that all students can access and participate in learning (CAST, 2018).
• Social-Emotional Learning (SEL)
  • Prompt and Share help create emotionally engaging and inclusive environments where students feel safe, connected, and heard (CASEL, 2020).
• Metacognition and Reflection
  • The Share phase invites learners to reflect on their thought processes and growth, deepening understanding and transfer (Flavell, 1979; Zull, 2002).

Why Does Memorable Learning Matter?

When students feel connected to what they’re learning—emotionally, intellectually, and socially—they’re more likely to remember it and apply it in meaningful ways. Research shows that emotionally resonant, personally relevant, and socially engaging lessons are more effective for long-term learning and transfer (Immordino-Yang & Damasio, 2007; Sousa, 2017).

The PLANS model is built to support that kind of impact:

• Prompt grabs attention and makes space for emotional connection.
• Learn and Ask deepen engagement through inquiry and discussion.
• Navigate encourages real-world application of ideas and skills.
• Share allows learners to consolidate and express their understanding.

Using the PLANS Model in Practice

The PLANS model is flexible enough to support a wide range of teaching goals and learning environments. It can be used to design:

• Project-based or inquiry-based lessons
• Interactive read-alouds and media-rich instruction
• Cross-curricular or thematic units
• Lessons focused on SEL, UDL, or culturally responsive teaching
• Learning experiences across grade levels and content areas

Because it isn’t tied to a particular subject or resource, educators can adapt the PLANS model to fit their goals, learners, and instructional context.

Conclusion

The PLANS model provides educators with a structured yet flexible framework for lesson planning. Rather than replacing curriculum standards or professional expertise, it serves as a practical guide for designing meaningful, inclusive, and engaging lessons. Grounded in research and organized into five clear phases, PLANS supports deeper thinking and lasting learning by centering curiosity, application, and reflection.

References

• CASEL. (2020). Fundamentals of social and emotional learning.
  https://casel.org/fundamentals-of-sel/
• CAST. (2018). Universal Design for Learning Guidelines (version 2.2).
  http://udlguidelines.cast.org
• Dewey, J. (1938). Experience and education. Macmillan.
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.
  American Psychologist, 34(10), 906–911.
• Immordino-Yang, M. H., & Damasio, A. R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education.
  Mind, Brain, and Education, 1(1), 3–10.
  https://doi.org/10.1111/j.1751-228x.2007.00004.x
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Piaget, J. (1972). Psychology and pedagogy. Viking Press.
• Sousa, D. A. (2017). How the brain learns (5th ed.). Corwin.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Zull, J. E. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Stylus Publishing.

Suggested citation for this blog post:

LIRA Learning LLC. (2025, August 7). The PLANS model: A research-informed approach to lesson design. EduPlans.ai Blog. https://eduplans.ai