Hello and welcome back. We’re getting close to wrapping up this module and in this lesson I want to share a checklist that’ll help you to get your lesson draft into tip-top shape.
We’ve reached the third step in that four-part workflow I gave you near the start of the module. It’s the step where you revise your rough first draft until it’s ready to go into production.
Let’s Get Critical, Critical…
This stage is where you need to step back from your work and view it with a more critical eye.
Depending on your general outlook, you may think your first draft is a work of undeniable genius, or a crock of… something not very pleasant.
The truth probably lies somewhere in the middle. To move the needle in the right direction you’ll need to identify what’s working, and more importantly, what isn’t.
That’s why I’ve put together a checklist with seven questions to help fast-track your editing instincts.
Keep these questions in front of you as you’re reviewing your draft, and you’ll find it much easier to critique your work.
Ready to discover what the questions are? Great! Let’s do it.
Q1: Is it CLEAR?
This first question is perhaps the most important, because without clarity students will struggle to gain the understanding they need from your course.
Clarity isn’t just about presenting your ideas in a logical and digestible way: it’s about making the right assumptions about what people already will and won’t know.
To set that baseline, picture your Student Zero in your mind’s eye and decide what you can reasonably expect them to know. Do a little extra research if you need to.
It’s always better to err on the side of providing too much explanation than too little.
And when extra clarity is required, remember the “additives” from the previous lesson. Adding an example, analogy or visual is a great way to resolve any fuzziness in the student’s mind.
Q2: Does it FLOW?
Even clearly expressed ideas can be confusing if they’re not presented in the best order, or if the conceptual gap between adjacent points is too large.
When you review your lesson draft, does each section flow smoothly and logically into the next? Does each point pave the way for the next? If not, is there a better order to present them?
If one idea is unavoidably distinct from the next, can you add a simple transition to bridge the gap between them?
When a lesson has an issue with its flow, the solution is usually to remove a point, add a point or rearrange your points.
Quick tip: Sometimes it can be hard to spot disconnects in your own work, so ask someone you trust to review a lesson or two.
Q3: Is it BALANCED?
One of the qualities of a well-designed lesson is that the content feels balanced. That means not dwelling too long on some points or glossing over others.
It’s easy to spend too much time on topics you’re particularly interested in or passionate about. Ultimately though, you must be guided by what students need to know, not what you want to talk about!
Naturally, if a point is more complex or important than others in the same lesson, it deserves more “air time”. Likewise, if a point serves only as a transition, you don’t need to milk it.
Remember that your student’s energy and attention are finite. If your content overstays its welcome, you risk losing all but the most determined members of your audience.
Q4: Is it ENCOURAGING?
One of the biggest barriers to success for online course buyers is self-doubt.
It’s easy to assume that people who join your course are filled with optimism and excitement about the journey.
And while most students will have high hopes, it’s also common for them to wonder if they have what it takes to succeed. They might believe your method works for others, but question whether it will work for them.
So it’s important to head off self-doubt at the pass.
Infuse your content with gentle encouragement. And when things get tough, tell your students “you got this” and explain why it’s easier than it looks.
Q5: Is it CREDIBLE?
While self-doubt is a common problem, students may have other doubts too. After all, they may have been burned in the past.
To progress confidently through your course they’ll need to believe your theories are sound and your methods are effective.
So ask yourself: might students have reason to be sceptical about anything you’re teaching? If so, try to back up any surprising claims or unconventional strategies with reason and evidence.
To do this you could quote other experts in your field, cite relevant data or share real-world examples of success.
You needn’t be defensive, but where it matters find subtle ways to give students good reason to trust what you’re teaching them.
Q6: Is it INTERESTING?
We talked the previous lesson about the importance of keeping your students engaged. That’s just another way of saying you need to hold their interest.
So when reviewing your draft, be sure to ask yourself: is this interesting enough?
Do you package the essential information in a way that’s quirky, inventive or surprising?
Because if you mostly teach people what they expect, in a way that’s largely predictable, you’ll bore the pants off them. In fact, work out what your students will expect, then prove them wrong.
And remember the ingredients from the previous lesson – they’ll help you to bump up the interest levels. Try adding a fun example or a surprising story to add interest and even intrigue.
And here’s a quick tip for when you come to record your lesson – if you sound interested in what you’re teaching, it will be more interesting for the student too!
Q7: Is it YOU?
I think of your course as being an extension of you and your personality. So when reviewing your lesson content, make sure it’s got enough of “you” in it.
Remember, your course is almost never the option for getting the end result. Your students have signed up to take this journey with you. Don’t give them generic content. Give them lessons that are unmistakably you.
The advantages are twofold. People who already know you will immediately feel comfortable inside your course. And those who don’t will get to know you through your content, which will make them more likely to buy from you again.
Bring your personality to bear. Use stories and examples that only you could share. Embrace your quirks and idiosyncrasies. If you use humour to get your points across in real life, do the same in your course.
Grab Your Checklist and Get Ready to Edit
Okay, those are the seven questions for levelling up your lessons. As time goes by your instincts about your own work will continue to improve. In the meantime, this list should help you put on your critic’s hat without being unduly harsh or lenient on yourself.