Over the past few months I’ve used my Teaching Model Canvas (TMC) quite a lot. I do find it helpful in setting the main ideas and concepts before I start writing material, slides etc.
However, I think it’s missing an option (which is not actually in the Business Model Canvas that inspired my TMC) – risk and mitigation.
Risk and Mitigation
Over the last couple of years I’ve been teaching I’ve seen quite a few issue that have impacted teaching: technology failures, snow-days, strike action, staff absences. (The Office of National Statistics estimates that that large, public sector education and health industries have the highest sick rates.) So, I think that the TMC needs an extra category, ‘risk mitigation’: Considering the methods used to deliver this unit, which of the following are possible risks, and what can be done to mitigate against them. Staff absence, technology failure, university closure, missing/broken equipment or materials, room booking/timetabling error.
So the TMC now looks like:
1. What is the question this unit is posing? This could be a rhetorical question, an experimental problem, a workshop problem. How does that question (and the contents of the lecture) hang on the framework of the class or course?
2. How will you tell the students what they need to memorise, understand and be able to actively apply from this unit? List the learning outcomes as they will be presented to the students.
3. What teaching models apply to the design of this unit? Include a literature reference so students who wish may investigate ‘meta-learning’. Could you use Bloom’s taxonomy to help students determine at what ‘level’ they would be expected to use this material?
4. How will you link the content of the unit to previous, or future, units? If the content is at a high level, do the students have the foundational ‘lower level’ understanding? Have you specified how the topics ‘hang’ on the framework of the class or course? (see step 1).
5. How will you organise and structure the teaching unit? For a ‘traditional’ lecture, the content should change pace every 10-20 minutes, perhaps with the inclusion of activities. Are the delineations between one (sub)topic and the next clear and obvious?
6. What examples and illustrations of your topics will you use? Is it clear from the slides how they link to the topics discussed?
7. What are the possible weaknesses in the unit and how can you address that?
8. How will you evaluate the unit immediately after it? (For example, peer reflection, self-reflection, student feedback?) Where do you record your outcomes and do you need to take any remedial steps if the evaluation is poor?
9. Considering the methods used to deliver this unit, which of the following are possible risks, and what can be done to mitigate against them. Staff absence, technology failure, university closure, missing/broken equipment or materials, room booking/timetabling error.