When creating a class, before worrying about "What should I teach?" this is the stage of designing "How will people change through this class?"
What happens if the class objectives aren't clear?
The curriculum becomes lengthy, the message gets blurred, and students end up feeling "So what actually changed?"
1. The essence of class planning is 'designing change'
Planning isn't simply about organizing what you know or picking trending topics that sell well these days.
The key is to design in advance what changes will occur after completing the class.
2. Understanding recent market trends this way
Recent online class market responses to good planning directions have commonalities.
Planning types that get good market responses
1 Classes based on monetization experience
2 Experience growing specific metrics (SNS followers, YouTube views, revenue, conversion rates, etc.)
While these 2 types do get good market response, they are not essential requirements. The important premise is that they are 'just one of the current trends'.
3. The real criteria are the following two things.
Is this a topic I can do best?
What 'doing well' means here is not simple proficiency.
Does persuasiveness come naturally when talking about this topic
Do I have my own experience, perspective, and style rather than simple replication
Can I say "I know this because I've done it"
What's more important than the size of experience is the density and authenticity of experience.
Can this class create 'growth'?
The growth we're talking about here doesn't necessarily have to be money or numbers.
Revenue, sales, and followers are good, but changes like the following are also powerful enough.
Work speed improves noticeably
The quality of your output increases
Your portfolio level changes
Relationship and communication skills improve
Changes occur in how your body feels, condition, and stamina
Changes happen in your mindset and approach
The key is 'when followed, can you see direction and results?'
4. Please design a growth path, not just a list of know-how.
Good direction planning: Classes with a structure of change pathways that students can replicate
Poor direction planning: Classes that are simple tip collections, feature explanations, or information listings
Making it so students can also retrace 'how I changed this way' is the essence.
5. Answer the key questions for planning your class goals (direction).
Q What is the classmate's state before taking the class?
Q What has changed after completing the class?
Q How did you experience this change yourself?
Q What trial and error did you go through in the process?
Q If you were to do it again, in what order would you do it?
The clearer the answers to these questions become, the simpler the curriculum actually becomes.