A sample weekly class outline for instructors

A sample weekly class outline for instructors
Sample Class/Weekly Outline: Instructor Version
Week/Lecture Number
Key educational goals/outcomes for today
These are crucial. Always begin with goals and not content. Individual class/weekly goals
should be a subset of those on the syllabus/course outline. In this way students are clear
where everyone is headed in the class. These are often the hardest to write but doing so
helps to make the class so much more effective for all participants.
Reading/Preparatory activities/Problem Sets for class for students
Repeat reference from syllabus-- author etc, pp. XX-XX
Questions to guide the reading/problem sets/to think about ahead of time for
Rank from lower order to higher order thinking skills and try to arrange so that you can
build the class around them. You can then teach to all levels by asking weaker students to
contribute more straightforward questions such as definitions while stronger students
with analytical/critical thinking questions.
Set context, state relevance, connect to last time and position in the course.
The main concepts for today
Most students can only assimilate 3 main concepts in a 50-minute class; it is better to
name them but not define them—leave students to take responsibility for this. In Math this
may be the key stages of a problem that are highlighted.
<Concept 1>
<Concept 2>
<Concept 3>
Leave spaces for students to take notes. You may wish to do this section as a PowerPoint
(or similar) presentation.
Summary and wrap up
How does what we have learned in class relate to the class goals and what you are going
to do next time?
Anything you need to remind them about for next time?
Teaching methods to achieve goals and demostrate/teach concepts
Which methods most appropriately achieve your goals?
What props/resources/additional materials will you need to make your points?
Prepared by Teresa Dawson, UVic Learning and Teaching Centre ©2006
How will you address multiple learning styles (visual, auditory, kinesthetic) and any
AccessAbility issues?
Do you need to divide the class into time segments and vary methods/styles during the
time period assigned?
How will you interact with students to know that they understand at key moments in
Sample test questions
As a result of the class goals and the work done today, what kind of questions would you
expect students to be able to answer on the exam/as part of their assessment? This is such
a useful section. It gives students a window into your mind: how do you test concepts and
what is important to you as a scientist/historian/etc. (Any two teachers may disagree
radically regarding the key take home message from a particular class)? A common
mistake is not to test in the way that you teach, and writing sample questions always
forces an instructor to confront what has really been learned today. It also gives the
instructor a wonderful test bank at the end of the course when exams have to be written.
Generate the handout for class
Finally, take this class/weekly outline that you have generated for yourself and use it to
produce a handout for students, so that they too know what the agenda is! If you wish,
post it to the web and be clear with students (by incorporating it explicitly into the first
class) that they are expected to print it ahead of time, to use it to study for class and to
bring it with them to help them take notes.
Prepared by Teresa Dawson, UVic Learning and Teaching Centre ©2006
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