Class - Revision history

Vipul: /* Examples */

2023-12-02T07:45:07Z

Examples

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	! Type of classroom !! Where it's found !! Typical distinguishing characteristics		! Type of classroom !! Where it's found !! Typical distinguishing characteristics
	\|-		\|-
	\| School class where the learners form a "section" of the school student body that studies many subjects together \|\| At least up till middle school and in many cases up till high school in many countries \|\| Students in the school are grouped (primarily based on age) into grades (classes). Students within each grade are grouped into sections (the sections may or may not differ from each other in terms of ability grouping or the set of subjects that students are taking). For the most part, students in the same section attend all courses together, and are usually tied to a single physical room (exceptions may ~~includes~~ classes that require specific equipment or more specialization, such as physical training and music).		\| School class where the learners form a "section" of the school student body that studies many subjects together \|\| At least up till middle school and in many cases up till high school in many countries \|\| Students in the school are grouped (primarily based on age) into grades (classes). Students within each grade are grouped into sections (the sections may or may not differ from each other in terms of ability grouping or the set of subjects that students are taking). For the most part, students in the same section attend all courses together, and are usually tied to a single physical room (exceptions may include classes that require specific equipment or more specialization, such as physical training and music).
	\|-		\|-
	\| School or college classroom where students have signed up for a course together \|\| Most college and university courses are structured like this. Some high school elective courses are also similarly structured. In the United States, this mode of education is seen middle school onward. \|\| The set of learners is the set of students who have signed up for a course, and more specifically for a particular section of the course with the specific instructor. The act of signing up may be constrained by various factors, such as degree requirements that cause them to sign up, availability of slots, time constraints, and prerequisite requirements imposed by the educational institution. In most such cases, the majority of students are close by in educational stage (e.g., the same year of college) but there could be a few students at much earlier or later overall educational stages; there could also be courses where the set of learners is not clustered around a specific educational stage.		\| School or college classroom where students have signed up for a course together \|\| Most college and university courses are structured like this. Some high school elective courses are also similarly structured. In the United States, this mode of education is seen middle school onward. \|\| The set of learners is the set of students who have signed up for a course, and more specifically for a particular section of the course with the specific instructor. The act of signing up may be constrained by various factors, such as degree requirements that cause them to sign up, availability of slots, time constraints, and prerequisite requirements imposed by the educational institution. In most such cases, the majority of students are close by in educational stage (e.g., the same year of college) but there could be a few students at much earlier or later overall educational stages; there could also be courses where the set of learners is not clustered around a specific educational stage.

Vipul: /* Types of activities in a class */

2021-09-23T22:48:12Z

Types of activities in a class

← Older revision		Revision as of 22:48, 23 September 2021
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	\| [[In-class explainer exposition]] \|\| Explainer \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.		\| [[In-class explainer exposition]] \|\| Explainer \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.
	\|-		\|-
	\| [[In-class desk work]] \|\| Nobody \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes).		\| [[In-class desk work]] \|\| Nobody \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes). In-class desk work is also a major activity in [[flipped classroom]]s.
	\|-		\|-
	\| [[In-class learner exposition]] \|\| An individual learner or subset of learners \|\| An individual learner (or subset of learners) presents or explains to the whole class. NOTE: There is a thin line between learners asking questions (with explainers still driving the conversation) and learners presenting their ideas and thoughts in depth; this is about the latter. \|\| This is common in discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).		\| [[In-class learner exposition]] \|\| An individual learner or subset of learners \|\| An individual learner (or subset of learners) presents or explains to the whole class. NOTE: There is a thin line between learners asking questions (with explainers still driving the conversation) and learners presenting their ideas and thoughts in depth; this is about the latter. \|\| This is common in [[flipped classroom]]s, discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).
	\|-		\|-
	\| In-class third-party consumption \|\| Third party (usually asynchronous via recordings) \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.		\| In-class third-party consumption \|\| Third party (usually asynchronous via recordings) \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.

Vipul at 15:02, 23 September 2021

2021-09-23T15:02:02Z

← Older revision		Revision as of 15:02, 23 September 2021
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			{{learning context}}

	== Definition ==		== Definition ==

Vipul: /* Types of activities in a class */

2021-09-23T02:28:52Z

Types of activities in a class

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	{\| class="wikitable sortable" border="1"		{\| class="wikitable sortable" border="1"
	! Activity !! Who's at center stage? Details !! How much of the class time does this usually take?		! Activity !! Who's at center stage? !! Details !! How much of the class time does this usually take?
	\|-		\|-
	\| [[In-class explainer exposition]] \|\| Explainer \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.		\| [[In-class explainer exposition]] \|\| Explainer \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.

Vipul: /* Types of activities in a class */

2021-09-23T02:28:42Z

Types of activities in a class

← Older revision		Revision as of 02:28, 23 September 2021
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	{\| class="wikitable sortable" border="1"		{\| class="wikitable sortable" border="1"
	! Activity !! Details !! How much of the class time does this usually take?		! Activity !! Who's at center stage? Details !! How much of the class time does this usually take?
	\|-		\|-
	\| [[In-class explainer exposition]] \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.		\| [[In-class explainer exposition]] \|\| Explainer \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.
	\|-		\|-
	\| [[In-class desk work]] \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes).		\| [[In-class desk work]] \|\| Nobody \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes).
	\|-		\|-
	\| [[In-class learner exposition]] \|\| An individual learner presents or explains to the whole class. NOTE: There is a thin line between learners asking questions (with explainers still driving the conversation) and learners presenting their ideas and thoughts in depth; this is about the latter. \|\| This is common in discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).		\| [[In-class learner exposition]] \|\| An individual learner or subset of learners \|\| An individual learner (or subset of learners) presents or explains to the whole class. NOTE: There is a thin line between learners asking questions (with explainers still driving the conversation) and learners presenting their ideas and thoughts in depth; this is about the latter. \|\| This is common in discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).
	\|-		\|-
	\| In-class third-party consumption \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.		\| In-class third-party consumption \|\| Third party (usually asynchronous via recordings) \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.
	\|}		\|}

Vipul: /* Types of activities in a class */

2021-09-23T02:25:09Z

Types of activities in a class

← Older revision		Revision as of 02:25, 23 September 2021
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	\| [[In-class desk work]] \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes).		\| [[In-class desk work]] \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes).
	\|-		\|-
	\| [[In-class learner exposition]] \|\| An individual learner presents or explains to the whole class. \|\| This is common in discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).		\| [[In-class learner exposition]] \|\| An individual learner presents or explains to the whole class. NOTE: There is a thin line between learners asking questions (with explainers still driving the conversation) and learners presenting their ideas and thoughts in depth; this is about the latter. \|\| This is common in discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).
	\|-		\|-
	\| In-class third-party consumption \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.		\| In-class third-party consumption \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.

Vipul: /* Examples */

2021-09-23T02:23:05Z

Examples

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	* '''Class content''' refers to the final content of the class as experienced by learners (in terms of inputs such as visual and auditory inputs).		* '''Class content''' refers to the final content of the class as experienced by learners (in terms of inputs such as visual and auditory inputs).

			== Types of activities in a class ==

			The time in a class often breaks down into different kinds of activities. At a high level, there are four types of activities; usually only one type of activity is happening at a given time:

			{\| class="wikitable sortable" border="1"
			! Activity !! Details !! How much of the class time does this usually take?
			\|-
			\| [[In-class explainer exposition]] \|\| The explainer is providing visual and auditory cues to learners, such as by speaking, writing, and presenting slides. Activities that may happen as small interludes within class exposition include [[cold calling]] and [[polling]]. \|\| For most classes, particularly those using [[direct instruction]], this is the majority of class time.
			\|-
			\| [[In-class desk work]] \|\| Learners work on their own (usually on work assigned by the explainer) and the main visual and auditory cues are quiet. \|\| "Practical" classes tend to have larger amounts of in-class desk work (for instance, classes on needlework or physical training, or laboratory classes).
			\|-
			\| [[In-class learner exposition]] \|\| An individual learner presents or explains to the whole class. \|\| This is common in discussion classes (usually with rapid switching from one learner to another), and also in [[inquiry-based learning]] (such as the Moore method).
			\|-
			\| In-class third-party consumption \|\| An example might be watching a video together. This differs from in-class desk work in that learners are not working at their own pace. \|\| This is rare for most types of classes, but may be common in classes that involve critiquing or reviewing audio/video material.
			\|}

	== Examples ==		== Examples ==

Vipul: /* Definition */

2021-09-23T02:11:31Z

Definition

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	\| one-to-many \|\| There is a single (primary) explainer, and multiple (usually at least three) learners. NOTE: Some classes may have a small number (two or three) of explainers working in tandem. \|\| One-on-one tutoring		\| one-to-many \|\| There is a single (primary) explainer, and multiple (usually at least three) learners. NOTE: Some classes may have a small number (two or three) of explainers working in tandem. \|\| One-on-one tutoring
	\|-		\|-
	\| ~~sychronicity~~ and contiguity \|\| The class happens for a contiguous period of time with a specific start and a specific end, usually ranging from 5 minutes to a few hours. During this time, with the exception of short breaks, the explainer is mostly focused on the class, and learners are also expected to be mostly focused on the class. \|\| Pre-recorded lecture played at learner's discretion		\| synchronicity and contiguity \|\| The class happens for a contiguous period of time with a specific start and a specific end, usually ranging from 5 minutes to a few hours. During this time, with the exception of short breaks, the explainer is mostly focused on the class, and learners are also expected to be mostly focused on the class. \|\| Pre-recorded lecture played at learner's discretion
	\|-		\|-
	\| explainer authority and homogenity of learner experience \|\| The explainer is generally considered the authority figure. The explainer controls the main action, including the main visual and auditory cues (chalkboards, physical demonstrations, slideshows) that learners are expected to ingest. This is the class content. Learners experience substantially similar class content (in terms of the inputs such as visual and auditory cues). \|\| Office hours where subsets of learners ask questions of the instructor; impromptu explanation sessions in a peer study group where one person temporarily takes the role of explainer.		\| explainer authority and homogenity of learner experience \|\| The explainer is generally considered the authority figure. The explainer controls the main action, including the main visual and auditory cues (chalkboards, physical demonstrations, slideshows) that learners are expected to ingest. This is the class content. Learners experience substantially similar class content (in terms of the inputs such as visual and auditory cues). \|\| Office hours where subsets of learners ask questions of the instructor; impromptu explanation sessions in a peer study group where one person temporarily takes the role of explainer.

Vipul at 01:41, 23 September 2021

2021-09-23T01:41:55Z

← Older revision		Revision as of 01:41, 23 September 2021
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			== Definition ==

	A '''class''' or '''class period''' refers to a general, widely found, type of learning environment with three key characteristics:		A '''class''' or '''class period''' refers to a general, widely found, type of learning environment with three key characteristics:

Vipul at 01:41, 23 September 2021

2021-09-23T01:41:19Z

← Older revision		Revision as of 01:41, 23 September 2021
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	~~The~~ '''~~classroom~~''' refers to a general, widely found, ~~class~~ of learning ~~environments~~ with three key characteristics:		A '''class''' or '''class period''' refers to a general, widely found, type of learning environment with three key characteristics:

	{\| class="wikitable sortable" border="1"		{\| class="wikitable sortable" border="1"
	! Short term for characteristic !! Details !! Situations ruled out		! Short term for characteristic !! Details !! Situations ruled out
	\|-		\|-
	\| one-to-many \|\| There is a single (primary) explainer, and multiple (usually at least three) learners. \|\| One-on-one tutoring		\| one-to-many \|\| There is a single (primary) explainer, and multiple (usually at least three) learners. NOTE: Some classes may have a small number (two or three) of explainers working in tandem. \|\| One-on-one tutoring
	\|-		\|-
	\| sychronicity \|\| ~~For~~ a ~~particular~~ period of time, the explainer~~'s primary focus~~ is on the ~~classroom~~, and ~~the~~ learners~~' primary focus is~~ also expected to be on the ~~classroom at the same time. This duration is sometimes called a ''class'' or a ''~~class ~~period''~~. \|\| Pre-recorded lecture played at learner's discretion		\| sychronicity and contiguity \|\| The class happens for a contiguous period of time with a specific start and a specific end, usually ranging from 5 minutes to a few hours. During this time, with the exception of short breaks, the explainer is mostly focused on the class, and learners are also expected to be mostly focused on the class. \|\| Pre-recorded lecture played at learner's discretion
	\|-		\|-
	\| explainer authority and homogenity of learner experience \|\| The explainer is generally considered the authority figure. The explainer controls the main action, including the main visual and auditory cues (chalkboards, physical demonstrations, slideshows) that learners are expected to ingest. This is the class ~~contnet~~. Learners experience substantially similar class content (in terms of the inputs such as visual and auditory cues). \|\| Office hours where subsets of learners ask questions of the instructor; impromptu explanation sessions in a peer study group where one person temporarily takes the role of explainer.		\| explainer authority and homogenity of learner experience \|\| The explainer is generally considered the authority figure. The explainer controls the main action, including the main visual and auditory cues (chalkboards, physical demonstrations, slideshows) that learners are expected to ingest. This is the class content. Learners experience substantially similar class content (in terms of the inputs such as visual and auditory cues). \|\| Office hours where subsets of learners ask questions of the instructor; impromptu explanation sessions in a peer study group where one person temporarily takes the role of explainer.
	\|}		\|}

	A fourth assumption may be added if we wanted to restrict ourselves to ''physical'' ~~classroom~~, namely that the explainer and all the learners are in the same physical room. For our purposes here, we want to be inclusive of both physical and virtual ~~classrooms~~, so we do not add this assumption.		A fourth assumption may be added if we wanted to restrict ourselves to ''physical'' classes, namely that the explainer and all the learners are in the same physical room. For our purposes here, we want to be inclusive of both physical and virtual classes, so we do not add this assumption.

	Note that when we use the term "classroom", we are not referring to the physical room itself; the same physical room could be used for many different "classroom"s when the explainer, learner, or material covered change.		==Derivative terminology ==

	An individual contiguous session in the classroom is sometimes referred to as a ''class'' or 'class period''; the information the visual, auditory, and other information that most learners receive is the ''class content''. A class may be anywhere from 20 minutes to several hours long. Typical durations are in the range of 30 minutes to an hour.

			* '''Classroom''' refers to a physical space where physical classes are conducted. Whereas classes are moored in a specific time and tied to a specific explainer and set of learners, a classroom is a physical space where different classes may be conducted (at usually non-overlapping time intervals).
			* [[Course]] is a full package that may include classes, tests, and other offerings offered by one or more explainers to a set of learners.
			* [[Class script]] and [[class screenplay]] are notes an explainer uses to guide how the class is conducted, with the latter being much more detailed.
			* '''Class content''' refers to the final content of the class as experienced by learners (in terms of inputs such as visual and auditory inputs).

	== Examples ==		== Examples ==

	~~Classrooms~~ are seen in many different contexts:		Classes are seen in many different contexts:

	{\| class="wikitable sortable" border="1"		{\| class="wikitable sortable" border="1"
	! Type of classroom !! Where it's found !! Typical distinguishing characteristics		! Type of classroom !! Where it's found !! Typical distinguishing characteristics
	\|-		\|-
	\| School ~~classroom~~ where the learners form a "section" of the school student body that studies many subjects together \|\| At least up till middle school and in many cases up till high school in many countries \|\| Students in the school are grouped (primarily based on age) into grades (classes). Students within each grade are grouped into sections (the sections may or may not differ from each other in terms of ability grouping or the set of subjects that students are taking). For the most part, students in the same section attend all courses together, and are usually tied to a single physical room (exceptions may includes classes that require specific equipment or more specialization, such as physical training and music).		\| School class where the learners form a "section" of the school student body that studies many subjects together \|\| At least up till middle school and in many cases up till high school in many countries \|\| Students in the school are grouped (primarily based on age) into grades (classes). Students within each grade are grouped into sections (the sections may or may not differ from each other in terms of ability grouping or the set of subjects that students are taking). For the most part, students in the same section attend all courses together, and are usually tied to a single physical room (exceptions may includes classes that require specific equipment or more specialization, such as physical training and music).
	\|-		\|-
	\| School or college classroom where students have signed up for a course together \|\| Most college and university courses are structured like this. Some high school elective courses are also similarly structured. In the United States, this mode of education is seen middle school onward. \|\| The set of learners is the set of students who have signed up for a course, and more specifically for a particular section of the course with the specific instructor. The act of signing up may be constrained by various factors, such as degree requirements that cause them to sign up, availability of slots, time constraints, and prerequisite requirements imposed by the educational institution. In most such cases, the majority of students are close by in educational stage (e.g., the same year of college) but there could be a few students at much earlier or later overall educational stages; there could also be courses where the set of learners is not clustered around a specific educational stage.		\| School or college classroom where students have signed up for a course together \|\| Most college and university courses are structured like this. Some high school elective courses are also similarly structured. In the United States, this mode of education is seen middle school onward. \|\| The set of learners is the set of students who have signed up for a course, and more specifically for a particular section of the course with the specific instructor. The act of signing up may be constrained by various factors, such as degree requirements that cause them to sign up, availability of slots, time constraints, and prerequisite requirements imposed by the educational institution. In most such cases, the majority of students are close by in educational stage (e.g., the same year of college) but there could be a few students at much earlier or later overall educational stages; there could also be courses where the set of learners is not clustered around a specific educational stage.