The Class Prep Breakdown

Project Control, Project Closing, Timeline template

Get Started. It's Free
or sign up with your email address
Rocket clouds
The Class Prep Breakdown by Mind Map: The Class Prep Breakdown

1. Review Material (Before you start preparing you must understand)

1.1. 1.1 Notes From the Previous Time You Taught the Same Course

1.1.1. Student Evaluations of Instructor

1.1.2. Any upgrade/maintenance notes

1.1.2.1. Have the processes to complete the upgrades begun?

1.1.2.2. Have the maintenance requests been placed?

1.1.2.3. Have any other issues come to light?

1.1.3. Any Best Practices notes

1.1.3.1. What did you like?

1.1.3.2. What did the students like?

1.2. 1.2 Course Curriculum

1.2.1. Read, or reread, the curriculum

1.2.1.1. Complete all Review Questions

1.2.1.2. Complete all Supplemental Exercises

1.2.2. Review the curriculum layout

1.2.2.1. Section breakdowns

1.2.2.2. Module breeakdowns

1.3. 1.3 Subjects Covered in Previous Courses

1.3.1. Are there prerequisite courses needed before this course?

1.3.1.1. What do they cover?

1.3.1.2. In which labs have the student participated?

1.3.1.3. In which exercises have the students participated?

1.3.2. Have all the students taken the prerequisite courses?

1.4. 1.4 The Modules to be Taught

1.4.1. Into how many modules is the course broken?

1.4.2. What is the core subject for each modules?

1.4.3. What makes these modules different from any similar modules?

1.5. 1.5 The Information on the Exams to be Given

1.5.1. Highlight, in yellow, all areas of your instructor book that discuss questions on the exam

1.5.2. Take all of the exams and pass

1.5.2.1. If you can't pass the exam, you shouldn't be teaching the class

1.6. 1.6 The Concepts Covered by Performance Evaluations

1.6.1. Highlight, in orange, all areas of your instructor book that discuss the performance evaluations

1.6.2. Perform all the required objectives for each performance evaluations

1.7. 1.7 Previous Lesson Plans

1.7.1. Did the Lesson Plan work well last time?

1.7.1.1. If yes, reuse it

1.7.1.2. If no, redesign it

1.7.2. Does the current Lesson Plan work with all schedules?

1.7.2.1. Field trips

1.7.2.2. Guest Speakers

1.7.2.3. Other classes that may need the same lab or class space

1.7.2.4. Etc...

2. Define Objectives (What must be covered)

2.1. 2.1 Determine Training Requirements

2.1.1. What does the curriculum require the students learn?

2.1.2. What will be covered on the exam/performance profile?

2.2. 2.2 Define Course Objectives

2.2.1. How will I cover the mandatory topics required by the curriculum?

2.2.2. Each objective needs to be well defined with parameters of knowledge

2.2.3. What are the different ways that I can assess the information retention of the students?

2.2.3.1. Review Questions

2.2.3.2. Concept Checks

2.2.3.3. Quizes

2.2.3.4. Practical Demonstrations by Students

2.2.3.5. Essays

2.2.3.6. Etc...

3. Course Schedule (How long do you have to cover the material)

3.1. 3.1 Review Class Schedules

3.1.1. Compare with personal schedule

3.1.1.1. What other projects need to be completed at the same time as the class?

3.1.2. How many class sessions is the course spread out over?

3.1.2.1. What topics need to be covered in each session?

3.1.2.2. How much time is contained in each session ?

3.2. 3.2 Class Budget

3.2.1. How much money is allotted per course?

3.2.2. Which labs/exercises need materials?

3.2.3. What materials need to be ordered?

3.3. 3.3 Course Organization

3.3.1. Create Class Session Objectives

3.3.1.1. What can be covered in one day/night?

3.3.1.2. How many hours do you have to work with?

3.3.1.3. Are there labs or exercises?

3.3.1.4. How long will each lab/exercise take?

3.3.1.5. How will you know when the students "have it"?

3.3.1.5.1. Assessments

3.3.1.5.2. Concept Checks

3.3.1.5.3. Homework Progress

3.3.2. Establish Checkpoints

3.3.2.1. Milestones to indicate course progress

3.3.2.2. Usually the end of a module or specific topic

3.3.2.3. Checkpoints allow you to make sure you are remaining on schedule

3.3.2.3.1. Spending too much time on one subject could cause you to rush through another

3.3.2.3.2. Spending too little time on subjects could cause you to have too much spare time at the end of the course

3.3.2.3.3. Time management is paramount

3.3.3. Create Course Outline

3.3.3.1. Over how many days/weeks does the class take place?

3.3.3.2. Arrange Objectives and Checkpoints

3.3.3.2.1. Each objective in the right place

3.3.3.2.2. When is each lab/exercise going to make the most impact?

3.3.3.2.3. Where do my checkpoints land on the schedule?

3.3.3.3. Always know where you are on the schedule

3.3.4. Create Daily/Nightly Lesson Plans

3.3.4.1. Breakdown each class session objective into manageable chunks

3.3.4.2. Create mini-milestones to keep the session on track

3.3.4.3. Leave time for session objective review at the end of each session

4. Course Procedures (A short guide to conducting the class responsibly)

4.1. 4.1 Administrative Procedures

4.1.1. Opening/Closing the Class

4.1.1.1. First Day

4.1.1.1.1. Establish Credability

4.1.1.1.2. Inspire Motivation

4.1.1.1.3. Preview of the Course Objectives

4.1.1.2. Everyday

4.1.1.2.1. Role Call

4.1.1.2.2. Will There Be an Exam?

4.1.1.3. Last Day

4.1.1.3.1. Review the course

4.1.1.3.2. Assess retention

4.1.2. Creating Presentations

4.1.2.1. Concentrate on the topics covered on the exam

4.1.2.2. Delve deeper into interesting topics to keep student interest

4.1.2.3. It helps to start with a template

4.1.3. Developing Worksheets

4.1.3.1. One topic per worksheet

4.1.3.2. Clear and concise design

4.1.3.3. Try to keep in mind ways to break students into groups using the worksheet as a focal point

4.2. 4.2 Quality Control Procedures

4.2.1. Conducting Performance Evaluations

4.2.1.1. Practical applications of topics

4.2.1.2. Hands on learning and assessment

4.2.2. Proctoring Exams

4.2.2.1. Exam security is paramount

4.2.2.2. Never leave the room during an exam

4.2.2.3. Collect all exams immediately after the students complete them

4.2.2.4. Collect all cell phones prior to administering the exam

4.3. 4.3 Progress Procedures

4.3.1. Inputting Attendance into Database

4.3.1.1. Have the database open while taking attendance

4.3.1.2. Leave it open until all students are accounted for so you do not forget to input a tardy student

4.3.2. Inputting Scores into Database

4.3.2.1. Have the database open while you are grading exams

4.3.2.2. Input the scores directly into the database before you forget

4.3.2.3. Let the students know their scores but do not hand the papers back

4.3.2.4. Students may discuss their score with the instructor privately if they wish

4.3.2.5. Never post the class scores openly

4.4. 4.4 Classroom Management Procedures

4.4.1. Group Dynamics

4.4.1.1. Create cohesion by breaking the students into small groups

4.4.1.2. Make someone the group lead

4.4.1.2.1. Should be someone who has shown leadership qualities

4.4.1.2.2. Never force someone to be the lead if they decline

4.4.1.3. Groups must have a focus and desired outcome

4.4.2. Changing Classroom Layout

4.4.2.1. Some lessons call for a different layout of the seating

4.4.2.2. Certain seating arrangements are common

4.4.2.2.1. The Horseshoe

4.4.2.2.2. The Square

4.4.2.2.3. The Tiny Groups

4.4.2.2.4. The Stack

4.4.2.3. Don't be afraid to get creative, small changes can ignite student interaction

5. Course Assessment (After the class is over)

5.1. 6.1 Evaluate Course

5.1.1. Review Notes for Students

5.1.2. Review Attendance and Grade Input for Each Student

5.1.3. Review the Student Evaluations of the Instructor

5.1.4. Compile evaluation notes for later review

5.2. 6.2 Course Conclusion

5.2.1. Fill-Out Student Evaluation Forms

5.2.2. Fill-Out Performance Evaluation Forms

5.2.3. Submit Forms

5.3. 6.3 Course Improvement

5.3.1. Review Course Notes

5.3.2. Consult List of Lab/Class Repairs/Upgrades

6. During The Class (From start to finish)

6.1. 5.1 Create Notes for students

6.1.1. How are students progressing

6.1.1.1. Slowly

6.1.1.2. Exceptionally

6.1.2. Any individual negatives

6.1.2.1. Misconduct

6.1.2.2. Disruptive

6.1.2.3. Laziness

6.1.3. Any individual positives

6.1.3.1. Leadership Qualities

6.1.3.2. Motivated

6.1.3.3. Helpful

6.2. 5.2 Create notes for course Best Practices

6.2.1. What is working?

6.2.1.1. Powerpoints

6.2.1.2. Worksheets

6.2.1.3. Group Exercises

6.2.1.4. Focused Code Tests

6.2.2. What isn't working?

6.2.2.1. Self-Study

6.2.2.2. General Code Tests

6.3. 5.3 Issues Management

6.3.1. Identify Issues

6.3.2. Assess Impact of Issues

6.3.3. Assign Possible Solution

6.3.4. Assess Impact of Possible Solution

6.3.5. Solution Resolves Issue or Assign New Possible Solution

6.4. 5.4 Create List of Lab/Class Repairs

6.4.1. What materials are deteriorating in the lab?

6.4.1.1. Repair

6.4.1.2. Replace

6.4.1.3. Recycle as Show-and-Tell

6.4.2. Which boards are in need of repair?

6.4.2.1. Loose boards

6.4.2.2. Too many holes

6.5. 5.5 Create List of Lab/Class Upgrades

6.5.1. Materials

6.5.1.1. Industry Relevance

6.5.1.2. Cutting Edge

6.5.2. Boards

6.5.2.1. Best Use of Lab Space

6.5.2.2. Effective for Implementing Labs

6.5.3. Classroom

6.5.3.1. Technology

6.5.3.1.1. New Hardware

6.5.3.1.2. New Software

6.5.3.2. Furniture

6.5.3.2.1. Chairs

6.5.3.2.2. Tables

6.5.3.2.3. Posters

6.6. 5.6 Review of All Materials with Students

6.6.1. What did they enjoy?

6.6.2. What did they find helpful?

6.6.3. Do they have any ideas for other labs?