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JOHN KERL'S PLAN OF PLANS
\end{center}

\textbf{Prep}

\begin{enumerate}
\item Read the instructor notes for the section.
\item Read the section of the text:
	\begin{itemize}
	\item Make an outline
	\item What do they need to learn how to do?
	\item Select some examples from the text and/or workbook.  Choose more than
		can be used in class, as a backup in case of further questions.
	\end{itemize}
\item Select and work the homework problems, noting potential problem spots in
	the homework.  Include some review problems from the text/workbook.
\item Make a rubric for the homework.
\item Write the lesson plan:
	\begin{itemize}
	\item Before class starts:  Sign-in sheet.
	\item Before class starts:  Homework out/in.
	\item Before class starts:  Goals/outline to state at the beginning of the hour
	\item Before class starts:  Vocabulary on board = lesson plan for all to see!
	\\
	\item At start of class:  Ask for incoming homeworks.
	\item At start of class:  Ask if anyone didn't get the sign-in sheet.
	\item At start of class:  They can pick up outgoing homeworks at the end of class.
	\\
	\item Possible activities/involvement.  True/false questions = concept test.
	\item What they will already know, and what will be difficult for them.
		Use my homework solutions to make these guesses.
	\item Chronological outline for class.
	\item Examples.  GOAL: SKILLS NEEDED TO DO THE HOMEWORK.
		Check lesson plan against problems assigned that day.
	\item Items from notebook:  issues from office hours, previous homework,
		questions not addressed at the time asked, concept test notes.
	\item Ask for questions about previous homework.
	\item Say what we'll do next time.
	\end{itemize}
\end{enumerate}

\textbf{MAIN RULE: GUIDE THEM THROUGH THE THOUGHT PROCESS.}

%\textbf{GATO 7 things not to do:}
%
%\begin{enumerate}
%\item Insufficient wait time.  At least 7 seconds.
%\item Rapid reward:  moving on after the first correct response from the first
%	correct responder.
%\item Questions requiring no thought to answer.
%\item Non-specific feedback questions.  What do you want to know?  Ask that.
%\item Stroking the instructor's ego:  e.g. using ``obvious'', ``simple''.
%\item Fixation with low-level questioning.
%\item Do concepts in class, but vocabulary on tests.
%\end{enumerate}

\textbf{Grading}

\begin{itemize}
\item Alphabetize the papers
\item Select problems to be graded --- not all odd!
\item Mark papers per rubric.  Include suggestions and praise.
\item Mark ``Nice!'' etc. for high scores, improved scores, neat work,
	nice graphs, etc.
\item Record numerical grades in the spreadsheet.  Print immediately.
\item Note frequent errors in the lesson plan for the next day.
\end{itemize}

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