That made sense.
Anyway, my philosophy about teaching in the SCA is that I've volunteered my services to take an hour (or three) of people's time, and I owe it to them to provide a full teaching service, as it were. This includes a handout that will still make sense and still be useful six months later when the person has unearthed it from the bottom of their basket. My handouts are an extension of my classes.
I feel very strongly about this, but even so, I'm always kicking myself two weeks before I teach, scanning the last of the pictures I need, and cataloguing the books I've used, and wondering why I didn't start sooner, since I put roughly 10 hours into the preparation of each class, sometimes more (especially if I'm giving out patterns as part of the handout). Fortunately, teaching three classes at a single University (as I am at this next one) allows me to consolidate my time scanning, etc., and I am not behind schedule right now.
(Hence this rather self-involved post. I haz time!)
I really like making a full handout, because even though I load my classes onto my web site, I can't include all of the pictures I like to use. In a handout, they fall under Fair Use, but on my web site, they're up there in all their permanent digital glory, and I need to get permissions to use them. For museums, this isn't too hard, since I can usually link, but if the picture is from a book, I don't like posting lots of pictures, since that's stealing from the author. Anyway, that's my personal thing; in handouts I like to use lots of pictures because they're cool.
So - pictures. It's pretty easy to slap together a handout that consists of nothing but a couple of photocopied pages of pictures, but that only gets you so far. I'm not knocking the teachers that do it, I'm just saying that a handout that's clearly arranged and informative will provide information for a lot longer. When I write, my handout is a cross between a sales brochure (I'm selling you on why it's cool to care about this stuff), history lesson, and practical lesson. It is a little more complicated than a high school essay, and less complicated than an academic thesis. This keeps it not only accessible to everyone, but it means I don't kill myself writing a tome when I could be using those valuable hours to embroider.
I'm just sayin'.
So - I start by writing my outline, which is literally a list, with sub-lists, of everything I want to communicate, like so:
Left-Handed Widgets in 16th Century London
Intro - basic history
- timeline of using widgets
- overview of what I'm talking about
Part I - The Left-Handed Widget Trade
- When widgets came to London
- who made widgets?
- who used widgets? Why?
- the second-hand widget trade
Part II - Making Left Handed Widgets
- materials you need
- widget carver
- small, but bad-tempered hedgehog
- protective gloves
- instructions for making your widget
- step 1 - pacify the hedgehog
- step 2 - carve the widget
- Step 3 - Profit!
Part III - Resources
- where to buy widget supplies
- what kind of band-aids you will need
- local hedgehog rescues
This outline is literally the class. Once you have the outline planned, the writing becomes a lot easier, because you now know what you want to say, and where in your handout it will go. Your handout also provides things that you don't need to put into your hour of teaching, like which books you used, and lists of resources. It's there to remind your students of everything you said, and, in a pinch, can help you keep your class organized. You know where you're going, the class can follow easily.
One of the pitfalls of handout writing is going off on tangents - you've got cool pictures you want to use, even if they're not entirely about your subject, or you get sidetracked into describing the Right-Handed Widget Wars of 1620 in Germany. Stay on target! Even though side information can be cool stuff, you don't want to overwhelm your class or your handout with too much random information. You'll get resentful that your handout is taking so long to write, you'll leave out some vital information, the hedgehog gets out of its cage, and all hell breaks loose.
No-one wants that to happen.
Also, keep track of your pictures. I always make sure I know which book they came from, so if, in the middle of writing, I need to find it again to check a piece of information (such as where the picture is to be found), it's easy to locate. Nothing pisses me off more than wasting time searching through my books for a picture... I know what the book sort of looks like... did I put it back in a box? Argh. Your students really do want to know this stuff, and sometimes, you've unearthed exactly the picture they're looking for, and if they can't work out where you found it, they'll be sad. Sad students are a bad thing.
Actually, I keep all my books out in a pile until the handout is done and printed. It means the library is a bit messy for a bit, but it's better than screwing something up because I was too lazy to go unearth the book again.
So, that's my method. It has quite a bit of madness in it, but it works. Really, the most important thing for me is making a good outline - once I have that, the rest flies by, and I'm doing layout and final drafts before I know it. Oh, that reminds me - I like the method of putting the pictures next to the relevant paragraph, but not everyone does. As long as your students can tell which picture goes with what information (clues like "see fig.3" help), it's all good.