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

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

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. 3 26 3

4. 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

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

6. 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

7. 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

8. 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

9. 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

10. Blank “Board Notes” Sheet10 10 45 10

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

13. Example “Board Notes” Demo Class I In the Study Guide for this Seminar45 13

14. Example Board Notes 14

15. Example Board Notes 31 15

16. Example Board Notes 16

17. 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

18. 45 18

19. 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

20. 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

21. Classroom Assessment Technique #38
Approximate Analogy
Board Notes are to a Class Presentation
as ___________ is to ______________ 21

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

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

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

30. Let’s Move to Team Rooms!30 14 30