Education with Technology Harry G. Tuttle

I was given a class calendar/schedule and as I looked at it , I saw the date, week, topic and homework. As a future instructor of the course, I could not figure out what the students were to learn in each class. A topic such as “Email” does not tell me much. I assume it tells the students even less. I have been going through each class session and changing the topics into specific learning. For example, “Email” became “Be able to use email (compose, send e-mail, reply, attach a file, forward, distribution list, and new contact). “Computer basics” was changed to “Understand the computer basic concepts (input, processor, memory, output)” since it is a concept rather than a performance. As I look at the new calendar/schedule, I now know exactly what the students should be able to do and know at the end of each class. I also can see how each class provides additional subskills necessary for the students to be able to do the final class project. The students will be able to assess whether they have able to achieve the designated learning during that class and, hopefully, feel successful at the end of each class.

I have added another column, “Assessment,” in which I have indicate how I will assess the learning in each class. Usually the assessment is embedded into one of the class activities so I can give students formative feedback during class.

What does your class calendar/schedule look like? Does it quickly convey what the students are to learn during the class with clarity and preciseness? Run to your word processor and modify it to promote better student learning!

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