# iSCARB teaching planning sheet

Method developed by Professor Adeeb Noor, King Abdulaziz University.

Use this sheet to plan a chapter. Replace the bracketed prompts with your own
discipline, examples and sources. Review every factual claim before teaching.

## 1. Five learning objectives

By the end of the chapter, the student can:

1. [Explain a core distinction.]
2. [Trace a mechanism.]
3. [Apply it to a concrete case.]
4. [Choose and inspect appropriate evidence.]
5. [Defend or revise an answer when a condition changes.]

Map these chapter objectives to your approved course outcomes; do not present
the planning sheet as an approved accreditation mapping.

## 2. SEE — one situation and a consequential question

- Case: [A specific situation, described in two sentences.]
- Status: [Fictional teaching case / documented case with a source.]
- Known observation: [What has actually been supplied?]
- Unknown: [What could change the answer?]
- Opening question: [What decision must the student explain?]

## 3. EXPLAIN — one concept, one visual, one takeaway

For each concept:

- Title: [The question or distinction this screen resolves.]
- Visual: [A source figure, mechanism diagram, comparison or worked calculation.]
- Takeaway: [One short, accurate sentence.]
- Details: [Full explanation, formulas, qualifications and examples.]
- Source: [Author, version, page/slide and accessible reference.]
- Connection: [How does this help with the opening situation?]

Keep a manageable classroom route. Put long explanations in paginated Details
and retain the original source. Do not remove content merely to reduce text.

## 4. TEST — retrieve, compare and explain

Use two short checks at useful conceptual boundaries:

- Question: [Ask for reasoning before showing the explanation.]
- Common error: [A plausible misunderstanding.]
- Explanation: [Why the mechanism supports the answer.]
- Changed example: [Alter one meaningful condition.]

## 5. DECIDE — create one small artifact

Use a third classroom interaction to apply the chapter concept. The full
Decision Card remains available:

| Field | Student prompt |
|---|---|
| Claim | What exactly do you propose? |
| Evidence | What inspectable observation supports it? |
| Warrant | Why does that evidence support this particular claim? |
| Counter-evidence | What observation would defeat the argument? |
| Uncertainty | What remains unknown? |
| Verdict | What is the decision, its boundary, owner and next step? |

For software topics, use executed tests or a small model where appropriate.
Label simulated results as simulation; do not invent real operational evidence.

## 6. PREPARE AND TRANSFER — make the required work explicit

- Required source pages: [Exact selection and why it is needed.]
- Preparation check: [One question for each of the five objectives.]
- Deadline and submission: [Your institution's official LMS.]
- Assessment scope: [Objectives, classroom concepts and named readings.]
- Optional enrichment: [Clearly labelled; announce additions before assessment.]
- Assignment: [A new case requiring the same mechanism.]
- New evidence: [Reveal after the initial answer, then ask for justified revision.]

## 7. Feedback and fair assessment

Use four explicitly described performance levels for concept accuracy, evidence,
reasoning and limits. Keep marks within your approved assessment plan. A
well-supported retained decision can be as strong as a revised one.

Return one specific correction and one evidence question. Ask for a concise
revision and check transfer with a changed example. Preserve the first response.
Disclose AI assistance and require human checking of the final reasoning.

## 8. Before sharing

- Every objective has a learning activity and an assessment opportunity.
- Every figure has a meaningful purpose, caption and text alternative.
- Details, source examples, equations and qualifications remain accessible.
- Pagination, keyboard navigation, text enlargement, saving and export work.
- Student-facing instructions distinguish local saving from actual submission.
- Collect learner feedback and observed results before claiming effectiveness.

Course examples: https://adeebnoor.github.io/CPIT/iscarb.html
Teaching guide: https://adeebnoor.github.io/CPIT/instructor-guide.html


## Reviewed classroom release: 20260921-classroom-v3

Use exactly 20 main classroom slides, five local measurable objectives, and the three
visible practice stations. Station 1 records claim/evidence; Station 2 adds mechanism,
warrant and uncertainty; Station 3 revises after a changed constraint and records
counter-evidence and responsibility. All stations develop one artifact. The existing
assessed FBR case remains separate, with confirmed commitment before STRESS.

WHAT IT MEANS: 3–4 short labelled points. Keep comparison tables, formulas, qualifiers
and original figures; provide a full explanation and exact required source review.
A source reviewed after class is not thereby optional. Use the original source for
framing; label contemporary qualifications and course-created examples.

Preserve the canonical rule titles and order in the actual lecture data. In particular:
07 architecture, 16 portfolio launch, 17 constraint mutation, 18 evidence policy,
19 four-level capability rubric, 20 bounded assurance/professional decision.

Do not infer attainment from citation counts, clicks, field length or filled boxes.
Do not invent NCAAA/Jaheziah codes, exam weights, marks, dates or operational test data.
Load large sources on demand and keep the shared runtime/assets with offline packages.


## Opening organizer: page 2
- Keep the cover first, then move the existing MAP to second. Do not remove a subject slide.
- Author five concise concept branches with relationship verbs, source-derived terms and real lesson targets.
- Under the map, state instructor/student roles for in-class practice, exact required review and the existing assignment artifact.
- Retain the five full objectives and source outline through the map.
- Keep Chapter map, Slides and Study & tools as the main controls; disclose additional tools when relevant.
- Test the cover-to-map route, branch targets, mobile reflow, keyboard input and newly extracted offline ZIPs.