This edited information was graciously provided by the UCF Faculty Center for Teaching and Learning
Course Design: Lesson Plan Matrix
List out every instance of your class meetings this semester. Your list will probably be much longer than we have space for here; these twelve are just to provide a sample:
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
Place one-word reminders of these meetings (perhaps the date?) into the shaded boxes along the left side of the chart below.
The top row of shaded boxes represents the Course Objectives you developed in earlier worksheets; place one-word reminders of each objective into these boxes.
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| 8 |
Place checkmarks in the white boxes whenever a specific class addresses one of the Course Objectives. In this fashion, you can judge whether all the objectives are being met equally.
Are there some class meetings which aren’t doing much to meet objectives? If so, do they still belong? Use this tool to make sure you are meeting your objectives.
You can also use this tool for a specific lesson plan. Break down the session into your activites, and see how your activities relate to the course objectives. If they aren't useful, you may want to rethink them.
A healthy matrix will have some checkmarks in every row, and some in every column, but will not be completely filled in. Over-reliance can be as large a problem as under-representation.
Course Design: Outcomes
Whenever possible, design your courses BACKWARDS. Start with the outcomes, and use these desired outcomes to help guide you in deciding what you need to do to attain those outcomes. Do not simply build a course from Day One and then go forward from there!
What will the students know when they complete your course?
What will the students be able to do at the end of your course?
How will you know that students have achieved your learning goals?
What skills will the students need to become lifelong learners in your discipline?
What tools will you need to expand learning opportunities?
What activities will you need to engage students in the learning process?
In order to succeed in the course, what do students need to know when they come to your course?
How will the students need to relate to the discipline itself in order to become professional participants.