Seminar VI Organizing a Class II Planning a Class! Ron Welch

Planning a Class! Seminar VI Organizing a Class II Ron Welch Feedback Muddiest Point Ron Welch 2

A Structured Methodology for Organizing a Class Formulate learning objectives. Develop in-class learning activities. Prepare a lesson outline. Prepare “board notes.” Develop out-of-class learning activities. Select reading assignments. Develop homework assignments and projects. 3 26 3

A Structured Methodology for Organizing a Class Formulate learning objectives. Develop in-class learning activities: Prepare a lesson outline. Prepare “board notes.” Develop out-of-class learning activities. Select reading assignments. Develop homework assignments and projects. 4 26 4

2. Prepare a Lesson Outline Identify major topics to be covered or learning activities to be performed. Typically 5 - 8 per class. Should address the lesson objectives. Determine the hierarchy of concepts. Determine a logical sequence. Plan visual aids and demonstrations. 5 30 5

Example Outline: Trusses 1 Review (“just in time”) 2 Force Members Concurrent/Non-Concurrent Force Systems Trusses Definition Examples Real world examples  PowerPoint presentation Model Demo  Strength:Weight Assumptions/Implications Example Problem Reactions Method of Joints Method of Sections Helpful Hints for Problem-Solving (If time permits) 6

A Structured Methodology for Organizing a Class Formulate learning objectives. Develop in-class learning activities: Prepare a lesson outline. Prepare “board notes.” Develop out-of-class learning activities. Select reading assignments. Develop homework assignments and projects. 7 26 7

Background on Board Notes Evolved from USMA’s segmented blackboards. Can be used for any classroom presentation media: Other types of chalkboard Whiteboards Transparencies PowerPoint Cited as “most effective” by previous ETW participants. 8

2. Prepare “Board Notes” The entire classroom presentation recorded accurately on paper Generally one board per topic Plan use of colored chalk: Illustrates hierarchy of ideas Enhances clarity, especially for graphics Adds distinctive character to the class 9 44 9

Blank “Board Notes” Sheet 10 10 45 10

COURSE:______________ LESSON #: ___ INSTRUCTOR: _________________ SUBJECT: PAGE_____OF____  

Example “Board Notes” Demo Class I In the Study Guide for this Seminar 45 13

Example Board Notes 14

Example Board Notes 31 15

Example Board Notes 16

Content of Board Notes All lesson content that you intend to discuss in class May include: Administrative announcements Visual aids and demonstrations Questions Transitions 17 17

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Why Are Transitions Important? Integrate discrete topics into a coherent whole. Establish relationships between topics. Establish relationships between a given topic, prior knowledge, and the “big picture.” 19 47 19

Using “Board Notes” Preparation: Use for reference during class. Facilitates lesson organization. Serves as a rehearsal for class. Use for reference during class. Frees up your hands. Frees up a lot of RAM. Use as a record of what you taught. 20 46 20

Classroom Assessment Technique #3 8 Approximate Analogy Board Notes are to a Class Presentation as ___________ is to ______________ 21

How Can We Apply Learning Styles Theory as the Basis for Organizing a Class? Perception Input Organization Processing Understanding sensory - intuitive visual - verbal inductive - deductive active - reflective sequential - global 22

Some Ideas For sensory learners, include practical example problems (with real numbers). For visual learners, use sketches, graphs, pictures, demonstrations, and video clips. For inductive learners, present an open-ended application first, then develop the tools to solve it. For active learners, use small group exercises in class, and allow students to collaborate on homework. For global learners, discuss the relevance of the subject and relate it to concepts from other lessons and courses. 23 23

A Structured Methodology for Organizing a Class Formulate learning objectives. Develop in-class learning activities. Prepare a lesson outline. Prepare “board notes.” Develop out-of-class learning activities. Select reading assignments. Develop homework assignments and projects. 24 26 24

Prepare Out-of-Class Activities Some Thoughts: Lowman Chapter 8 Time on task is critical to learning. Integrate in-class and out-of-class learning activities. 25 44 25

A Model Instructional Strategy Provide an orientation: Why is this important? How does it relate to prior knowledge? Provide learning objectives. Provide information. Stimulate critical thinking about the subject. Provide models. Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. Assess the learners’ performance and provide feedback. Provide opportunities for self-assessment. In class or out of class? 26

Prepare Out-of-Class Activities Some Thoughts: Lowman Chapter 8 Time on task is critical to learning. Integrate in-class and out-of-class learning activities. Reading assignments: Ensure that they are relevant. Hold students responsible for doing them. Homework and projects: Include opportunities to apply knowledge in new contexts. Full benefit is only attained with constructive assessment and feedback. 27 44 27

Classroom Assessment Technique #3 Approximate Analogy Board Notes are to a Class Presentation as ___________ is to ______________ 28

Seminar VI Organizing a Class II Planning a Class Ron Welch 29 16 29

Let’s Move to Team Rooms! 30 14 30