Classroom theory-driven units

These units are driven by a body of theoretical knowledge and are the most common kinds of units in higher education. In the past, class work has traditionally been lecture and tutorial, and out-of-class work was usually reading and essay writing. If done well, this is still an excellent approach for appropriate units, especially if teaching styles are creative and appropriate to subject matter. It is still highly appropriate in the VET sector, especially in some higher qualifications, where units are primarily theory driven, and in programs for articulation to university with advanced standing.

The basic formula is that one third of the time is allotted each to class work (lectures and tutorials), written assignments, and assigned reading. The weekly class work is traditionally divided equally between a lecture and a tutorial. The lecture should do more than simply provide information; it should actively teach. The tutorial is basically a guided discussion but may include simulations, skills development, reflections on practice, responses to assigned reading, etc. (As a alternative, the ratio between lecture and tutorial may be 2:1, depending on subject matter.)

When only one session can be scheduled each week, it should integrate aspects of both the lecture and the tutorials.

Written assignments may include formal essays, book reports, summaries, workbook tasks, annotated bibliographies, and opinion papers. However, students should not be required to present formal essays without adequate preparation. It is supposed to be given in high school English, but too seldom happens.

Assigned reading should assessable in some way. If students realize it isn't assessable, they don't do it. If staff don't want to assess it, then it probably isn't necessary to reaching the unit goals, so why give it?

Undergraduate students need set readings from textbooks that clearly explain the subject. However, they also need to read journal articles and monographs and have some freedom to choose other books to read. These other reading needs may be included in either the assigned reading component or the written work (e.g. book reports.)

For a three-semester hour undergraduate unit, this translates to:

• A 90-minute lecture session each week
• A 90-minute tutorial each week
• 3,000 words of writing during the semester (e.g. two 1,500-word essays)
• 60 pages of reading each week, depending on the difficulty of the material. This assumes that students can read a page of ordinary text in three minutes.

An alternative structure is as follows:.

• A 120-minute lecture session each week
• A 60-minute tutorial each week
• 60 pages of reading each week, depending on the difficulty of the material. This assumes that students can read a page of ordinary text in three minutes.
• Writing loads can be adjusted according to level. A foundation level unit might require 5,000 words of writing during the semester (e.g. two 1,500-word essays and two 1,000-word book reviews) while an advanced level undergraduate unit would have a 6,000 words requirement. Students at graduate level could be asked to write 6,000-7,000 words.
• As an alternative where written examinations are appropriate assessments, "total" can include written assessments For example, a total of 5,000 words may be either a two hour exam (3,000 words) and a 2,000-word essay, or a 1,500 word essay and a 500 word reading report.

Formulae like these simplify planning, although monitoring is still necessary. For example, when the tutor and the lecturer are different people, a common problem is that they both want to assign lots of extra reading.

There is actually nothing wrong with using a textbook as the basis for a unit. For some units, a standard text containing workbook sections and assessment guidelines may be the best possible approach. Several guidelines may be helpful. Ensure that:

• The textbook fully meets the outcomes of the unit
• Workbook sections allow the student to be actively learning, not just reading
• Assessment instruments are appropriate
• Remember that you are the teacher and the textbook is, after all, no more than a tool.