ASCE ExCEEd Teaching Workshop 2010 Seminar VI Organizing a Class II Planning a Class! Seminar VI Organizing a Class II Planning a Class! Ron Welch

ASCE ExCEEd Teaching Workshop 2010

Seminar VIOrganizing a Class II

Planning a Class!


Planning a Class!

Ron WelchRon Welch



Planning a Class!


Planning a Class!

Ron WelchRon Welch

Feedbackon

MuddiestPoint

Feedbackon

MuddiestPoint


A Structured Methodology forOrganizing a Class


1. Formulate learning objectives.

2. Develop in-class learning activities. Prepare a lesson outline. Prepare “board notes.”

3. Develop out-of-class learning activities. Select reading assignments. Develop homework assignments and projects.





2. Develop in-class learning activities: Prepare a lesson outline. Prepare “board notes.”



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.

2. Prepare a Lesson Outline2. Prepare a Lesson Outline


Example Outline: Trusses 1Example 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)





2. Develop in-class learning activities: Prepare a lesson outline. Prepare “board notes.”



Background on Board Notes 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.


The entire classroom presentation recorded accurately on paper

Generally one board per topic Plan use of colored chalk:

Illustrates hierarchy of ideasEnhances clarity, especially for graphicsAdds distinctive character to the class

2. Prepare “Board Notes”2. Prepare “Board Notes”


Blank “Board Notes” Sheet

Blank “Board Notes” Sheet

1010


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

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



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

• Demo Class I• In the Study Guide for this Seminar


Example Board Notes


Example Board NotesExample Board Notes


Example Board Notes


Content of Board NotesContent of Board Notes All lesson content that you intend to

discuss in class May include:

Administrative announcementsVisual aids and demonstrationsQuestionsTransitions



Integrate discrete topics into a coherent whole. Establish relationships between topics. Establish relationships between a given topic,

prior knowledge, and the “big picture.”

Why Are Transitions Important?

Why Are Transitions Important?


Using “Board Notes”Using “Board Notes” Preparation:

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.


Classroom Assessment

Technique #3


Technique #3

Approximate AnalogyApproximate Analogy

Board Notes are to a Class Presentation

as ___________ is to ______________


as ___________ is to ______________

88





2. Develop in-class learning activities. Prepare a lesson outline. Prepare “board notes.”



Time on task is critical to learning. Integrate in-class and out-of-class learning

activities.

Prepare Out-of-Class ActivitiesPrepare Out-of-Class ActivitiesSome Thoughts: Lowman

Chapter 8


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 classor

out of class?

In classor

out of class?

A Model Instructional StrategyA Model Instructional Strategy


Prepare Out-of-Class ActivitiesPrepare Out-of-Class ActivitiesSome 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.



Technique #3


Technique #3

Approximate AnalogyApproximate Analogy


as ___________ is to ______________


as ___________ is to ______________


Planninga Class

Planninga Class



Ron WelchRon Welch


Let’s Move to Team Rooms!Let’s Move to Team Rooms!

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ASCE ExCEEd Teaching Workshop 2010 Seminar VI Organizing a Class II Planning a Class! Seminar VI Organizing a Class II Planning a Class! Ron Welch