The components of Instruction were very detailed. I have a better grasp on how to set up my class with course outline, lesson plan, goals, objectives, and method of instruction. Arrive early and stay involved to keep the mind off of performance and more on the students and their needs was very insightful as well.
I work best of check lists so the idea to have one for teaching makes sense. Ensuring students get everything they are needing and that I make sure nothing is forgotten that needs to be done.
Comment on Lisa Schmidt, Ph.D. RT(R)'s post: I like this idea of keeping a log of comments or FAQs students ask.
I think that the checklist is an incredible resource for an instructor. I can see how it would be useful in multiple areas during discussions, setting up a classroom, getting ready for hands on projects, or even updating grades.
I believe that having a detailed syllabus would foster a climate of professionalism, organization, and expectations.
As an instructor, planning ahead will help me avoid missing any important topics or details. I will use a checklist to verify that all essential information has been covered.
Using a checklist is the most helpful thing an instructor can do to help ease the first-class nerves.
I'm a checklist person so this was a good reminder I can this here as well.
One thing I learned from this course is proper preparation and organization is very important to learning.
make the check list ahead of time so you are ready
In addition to being organized and ready for the first day of class, keeping a notepad handy will be helpful to recall any points or comments that students may bring up during the lecture.
This module helped me understand the importance of thorough planning and preparation to ensure effective instruction. I learned that organizing lessons, setting clear objectives, and preparing materials in advance improves both teaching efficiency and student engagement. I also realized how planning supports better classroom management and smoother transitions during instruction. I intend to apply these strategies by creating structured lesson plans and being fully prepared before each class to enhance student learning outcomes.
Know the Subject & Know the content.
Be credible, candid, compassionate, committed and clear.
Keep a checklist.
The biggest pat of managing a class occurs before the class starts. Organize classroom/Lab/Supplies/Prepare course content.
Thank you so much for this information.
Thank you so much for so much knowledge! I learned that preparation, early arrival to class, and knowing you material, and your goals and objectives is essential. This course has helped me to realized that creating a checklist will be essential from now on when I am teaching and exposing a subject.
I learned the ABCD model for writing goals. I plan to incorporate that into my success criteria.
Students will notice right away whether or not an instructor is prepared. I liked the example of the ABCD model.
I think having a checklist to make sure that I am ready for the class will work best for me.
It is good to have a note pad to jot down things you need to recall for that day. It is great to have a checklist to check off what needed to be done or taught that day.
prepare, prepare, prepare
Comment on Marline Whigham's post: I agree with your comment. I'm glad you mentioned the importance of the syllabus being detailed because, as you stated, it is a "contract" between the instructor and the students. Like you, I believe having a checklist handy on the first day of class instruction and even in the days thereafter would be helpful to any instructors. Regarding the instructional objectives that you mentioned (A -- D), I just posted my narrative minutes ago and included supplemental information about it. Thank you.
I was impressed to learn about the ABCD model of learning objectives, which ensures clear training or educational outcomes: Audience (who), Behavior (what they do), Condition (under what circumstances), and Degree (how well/level of mastery). It enables measurable learning goals, defining exactly what learners will do, with what tools, and to what standard. More follows:
Audience (A): The target learners (e.g., "the student," "new employees").
Behavior (B): Observable action they will perform (e.g., "will write," "will list," "will demonstrate").
Condition (C): The context, tools, or constraints (e.g., "given a calculator," "after inspecting the blood pressure equipment to make sure the arrow of the gauge is first set at zero," "after watching a video").
Degree (D): The criteria for success (e.g., "within 10 minutes," "with 90% accuracy," "at least 8 out of 10")
Putting it all together is how the ABCD model may unfold according to a thought that came to my mind: "Given a map of California (C), students (A) will identify (B) all 21 Spanish missions established along the California coast between 1769 and 1823 with 100% accuracy (D)."
