Suggestions for Effective Class Sessions

Most class sessions and online modules can be thought of in three parts: the beginning, middle, and end. It is important to have a plan for each class session or online module that allows students to identify the connections between the learning objectives, the work (e.g., assigned readings, practice quizzes, assignments), the activities (e.g., laboratory exercises, in-class group work, peer review activities), and assessments. In addition, it is beneficial to students to understand the relationships between the course work and the real world, their career goals, etc.

At the beginning of your class sessions/online modules, you should:

• Share the learning objectives of that session/module to inform students of the content and level of mastery.
• Identify each task students need to complete in the session/module, including reviewing work students need to complete outside of class meeting time where applicable.

The middle of the session/module should include:

• An attention-grabbing component, some examples include:
• Raise a question to be answered by the end of the session.
• State a historical or current problem related to the lecture content.
• Explain the relationship or relevance of lecture content to laboratory exercises, homework problems, professional career interests, the real world, etc.
• Lecture components, some examples include:
  • Determine the key points to be developed during the session/module and structure your lecture around those key points.
  • Prepare examples to clarify and emphasize key ideas.
  • Provide transitions that show the relationships between key ideas.
  • Effectively incorporate audiovisual or support materials.
• Interactive exercise components, some examples include:
• Think-Pair-Share Activities
• Discussion Forums
• Laboratory Exercises
• Informal Quizzes
• Peer Instruction
• Concept Mapping
• For more interactive ideas, see upcoming Events on our Calendar

The end of the session/module should include:

• Remind students of the tasks they need to complete in the session/module, including reviewing work students need to complete outside of class meeting time where applicable.
• Reflection on what students should have learned and reflection by students on what they did learn.
• Assessment of knowledge and skills students should have acquired from the session/module.

If you are accustomed to teaching in a Face-to-Face environment;

switching to online delivery is not a linear process, per se. You can utilize these resources:

• MyResources – then select “Going Online – Faculty Resource Guide”
• Enroll in Teaching an Online Course which you can find on our Calendar
• Complete the self-paced course, Teaching LIVE Online

You can also fill out this Survey to schedule to meet with a member of one of the Faculty Resources Service Teams (IDEAS, CETL, MyCourses Support) for additional help, guidance, and resources.

• Check out the ITT Series – this series of self-paced, on-demand training is designed to help faculty implement technology in their courses
• You can also find training and resources related to delivering your course content through our Professional Development opportunities
• MyCourses Tutorials: https://myresources.spcollege.edu/

• Check out the ITT Series – these series of self-paced, on-demand trainings are designed to help faculty implement technology in their courses
• You can also find training and resources related to delivering your course content through our Professional Development opportunities
• MyCourses Tutorials: https://myresources.spcollege.edu/