3.13.3 The Essentials In Outlining

But if the outline is made simple—if it is considered as merely a skeleton upon which is to be built the lesson—it is one of the greatest assets a teacher can have. Perhaps we can make the matter clearest by going through the process of outlining a lesson, indicating the essential steps involved.

Suppose we are asked to prepare a lesson on math. Keep in mind that in such a preparation we face the problems listed at the beginning of this chapter: the aim, the illustration, the application, etc., and keep in mind also that each of these subjects will be taken up in its turn and that for the present we are concerned primarily with the query, “How can I organize a lesson on math?” Let us assume, too, that we are preparing this lesson for young men and women about twenty years of age.

First of all, I must decide why I am to teach the subject of math. In view of the fact that the matter of the aim is to be considered fully in the succeeding chapter, suppose we agree that our purpose in this lesson shall be to establish confidence in math.

Step number one, then, is the selection of an aim—a focus for the thought of the lesson.

• Step number two is the collection of random thoughts. As I begin to ponder the math and its influence on life, all sorts of ideas crowd into my mind. Perhaps I read some one’s discussion of math—perhaps I talk to a friend relative to it—perhaps I just ran the subject over in my mind. The thoughts that come to me may be vague and wholly disconnected. My immediate concern is content—order will come later.

And so I go on. My task in step two is to scout about intellectually in search of available, suitable material. Many of my jottings may duplicate others already set down; others may not be appropriate for my need; still others may be wholly irrelevant. But I am seeking a wealth of material that I may make my recitation as rich as possible.

Now, step three becomes a process of correlation and elimination—a process of hitting upon my main headings—setting up the milestones to mark my course of development. And I so sift the material in my mind and sort it out under appropriate captions. In short, organizing involves the search for thought and the bringing of order out of chaos.

Having selected the aim, the main headings, and the sub-headings, we now face step four—the enriching of these sub-headings in illustration, incident, etc., so that we may link up these thoughts with the experience of our pupils.

We may think of so much stimulating material that during the ordinary class hour we can cover well only one of these questions. Our purpose and the needs of the class must determine the extent of our detail. The actual material that could be used to enrich this lesson on math will be given in the chapter on illustration.

Step five involves the problem of application, or “carry-over into life”—a subject to which another chapter will be devoted. Of course, we ought to say here, in passing, that application is not something added to or “tacked on” a lesson.

It may be emphasized at the close of a lesson, but in reality it pervades and is inherent in the whole lesson.

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