1. Application for Classroom Teach a Class Activity

2. Activity Learning Objective Through the completion of a two-part “research then teach” activity, the students first becomes an “expert” in a particular “micro” competency issue and then designs a learning experience for his/her peers.

3. Activity Description This two-part activity first involves student topic selection and development of a syllabus for that topic that complements REFLECT-provided resources. The second part of the activity requires students to design and deliver a mini course on their syllabus topic. Students have an opportunity to not only “educate” but refine their training design and delivery skills.

4. Overview for Students Example – Chris Creates a Syllabus Process (Part A)  Topic Selection And Submission  Inspired by REFLECT data  First come/first served – limit two  Mid-term Class Discussion/Resource Sharing  Ongoing Syllabus Development  Syllabus Submission

5. Overview for Students Example – Chris Designs/Delivers a Class Process (Part B)  Administrative Steps  Assignment of teaching roles (if challenge is accepted)  Date sign up  Background Research On Adult Learning (optional)  Detailed Scripting And Materials Development  Advance submission to faculty  Course Delivery  Feedback (self and peers)  Culminating Class Conversation

6. Activity Modification and Challenge Opportunities (if applicable) Modification  Students work in pairs as opposed to individually on Part A and/or Part B of the activity. Challenge  If activity is individually owned, students design their “class” based on another student’s syllabus

7. Activity Grading Considerations Did student’s syllabus topic choice align with his/her learning needs/interests? Did student develop a thorough syllabus? Did student provide effective rationale for inclusion of resources in syllabus? Did student’s course design align with adult learning principles? Did course content address its learning goal? Did course content and delivery effectively engage audience?