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Checklist for preparing your classes

The checklist in this article is intended to serve as a guide for new instructors. At the bottom of the page, you can download the Lesson Preparation Checklist and find a Lesson Plan Template.

In the first class / prior to the first class
Questions to consider before a class session
Designing the session
Reflection questions after the class
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1. In the first class / prior to the first class

How do I get to know the students?	You can ask students to fill in a short questionnaire in advance about their educational background, motivation, expectations of the course, etc. This provides a good starting point for the first class.
How do I show who I am?	Students also want to get to know you as a person and a professional. Perhaps you could talk about the research you are currently working on, what motivates you in your research and what you would like to teach the students in this course.
How does the course fit into the programme?	Discuss what the students will learn in this course and how it relates to the programme.
How do I ensure that the students’ expectations match my own?	To avoid frustration and confusion, it helps to ask students about their expectations during the first class and to explain the structure of the course. Of course, they can also read about this in the study guide. You may be able to incorporate some of the students’ expectations into your sessions.

2. Questions to consider before a class session

A safe learning environment is the basis for learning: when students feel safe, they ask more questions, express their opinions, etc. In addition, it is important to always consider what you expect students will find difficult. Therefore, go through the questions below in preparation for each session:

What behaviour do I expect from the students? How do I communicate this?	How will students in your group show that they are actively participating? Do you prefer them to raise their hands or not? Are students allowed to use their laptops and, if so, when?
How do I ensure a safe learning environment? How do I communicate this?	To create a safe environment, it is important that you, as a lecturer, explicitly communicate this, e.g.: everyone is equal in this group, we listen to each other with respect, if anyone feels personally attacked, they can always come to me, even after the class has ended.
What do I expect students will find difficult about the subject matter?	By thinking about this, you can organize your teaching more effectively. You can also ask the students about this in advance or at the beginning of the class.
What can I potentially leave out if there is not enough time? And what do I do if there is time left over?	Thinking about this in advance will help you make informed choices in the heat of the moment.

3. Designing the session

When designing a class session, you can follow these three steps (Fink, 2005). You can always compare these steps with a lesson plan/teaching plan, whether you design it yourself or it has already been designed.

There are many different ways to structure a class. Broadly speaking, there are always three phases: the introduction, the core and the closing. Below are a few questions for each phase that you can answer when preparing your teaching. The model above has been included in this.

3.1 Introduction

What is/are the learning objective(s) of the session? How do I communicate this/these?	Make the learning objectives as concrete and specific as possible. It can help to not only state the learning objective, but also to discuss it with the students. Learning objectives are often abstract and therefore sometimes meaningless to students.
What do I expect in terms of prior knowledge? How will I check this and how do I align this with my teaching?	Prior knowledge is not only about knowledge from previous courses, but also about what students have understood and remembered from, for example, the lecture. You can investigate this with a short quiz (Canvas Quizzes/Wooclap) or a conversation. You can use this information to better tailor your instruction.
What is the significance of the material for the students? How do I make this clear to the students?	Academic literature is often abstract and can be far removed from students’ daily life. That is why it is helpful and engaging to start with current events (newspaper articles) or examples that students are familiar with: a documentary, video, photo, etc.
How do I communicate about the content and structure of the class?	It can help students to communicate a clear structure for the class. On the other hand, this leaves little room for surprises. In any case, make sure that students can always ask questions, as this shows that you value their input.

3.2 Core

Do the students’ thinking activities match the intended learning objectives?	Each learning objective has a different level: does it concern reproduction, understanding or application? Which activities contribute to achieving the individual learning objectives? And do these correspond to the level of the objectives?
How can I encourage students to engage with the subject matter?	Active learning is more effective than just listening. There are many different ways to engage students: through discussions, working together in small groups, presentations, asking questions during the lesson, etc.
How can I encourage all students to contribute actively?	It often happens that a few students participate very actively in a discussion, while the rest remain silent. Ask yourself whether this is always a bad thing: not every student feels comfortable expressing their opinion in a discussion. However, you can expect these students to contribute in a lecture, for example, in group work. There are plenty of teaching methods that allow you to cater to students’ learning styles.
Am I offering enough variety in teaching methods and/or activities?	Variety increases concentration and inclusivity in your lecture. Keep in mind that some students like to work together, others enjoy presenting, and still others prefer writing.
How do I check students’ understanding during the class?	You can use a voting tool (e.g. Wooclap) to ask students to answer multiple-choice questions or an open question such as ‘What is an example of this theory that you might encounter in practice?’. Another idea is the One Minute Paper: ask students to describe the meaning of theory X for themselves in one minute, which they can then discuss in pairs.

3.3 Conclusion

How can I make students aware of what they have learned in the lecture?	Awareness and insight into their own learning process motivates students and helps you to respond to their needs. You can ask students to describe what they have learned for themselves and then exchange this with each other in pairs or discuss it in a plenary session. It will be more effective if you ask specific and concrete questions and reflect on the learning objective(s).
How can I evaluate the class with the students?	Involve the students in your teaching. Of course, you are the teacher, but be open to feedback from students. If you try out a different teaching method, ask the students how they experienced it. Was there enough time to discuss the literature from the class, or should the emphasis in the next class be on the essay? You can easily ask evaluation questions anonymously via Wooclap.

4. Reflection questions after the class

How can I incorporate the results of the evaluation?

What can I do differently in the next class(es)?

First, consider for yourself what the results of the evaluation mean for teaching. Do you understand why the students shared this opinion? To what extent is it possible to make changes in the short term? Students are motivated to give their opinion when they hear that something is being done with it. So always provide feedback at the next meeting, even if you have not immediately processed certain feedback.

How do I let students know that I have heard their feedback and adjusted the teaching/my actions accordingly?

You don’t have to and can’t always incorporate all feedback into your teaching. However, it is important to make students feel that you have heard them. For example: ‘Last week, you indicated that you would like an extra opportunity to discuss the essay. I have thought about this, but it is not feasible in the seminars. However, I can do this …’.

Downloads

Checklist for preparing your classes (Word)

Lesson plan format (Word)