Hypothetical Real Estate Class

Hypothetical Real Estate Class

Hypothetical Real Estate Class

I recently completed a curriculum development class through VCC, which is one of the three classes required for a Train the Trainer Certificate. I’m taking these classes during my semester breaks from Carleton’s MBA program.

The class required me to design a course outline, learning objectives, and a lesson plan. As an incurable real estate nerd, I chose to create a 30-hour course designed to provide practical skills to new and emerging real estate licensees. 

In the practice of real estate, agents are required to evaluate homeowners’ residences, conduct accurate property valuations, and develop effective marketing campaigns—all while forging personal connections with clients. This comprehensive process must be efficiently executed within 60-75 minutes, often in a competitive environment and while managing client objections. Furthermore, agents are required to articulate their unique value proposition to potential clients spontaneously.

Much of the work in real estate operates within nuanced, ambiguous contexts, demanding a blend of industry experience, practical knowledge, and adept decision-making abilities to navigate transactions successfully. Both agents and brokerages have expressed a specific need for training that enables realtors to operate confidently and professionally in ambiguous scenarios. The objective of this training is to arm students with a comprehensive toolkit of competencies, including essential decision-making skills and technical sales skills.

The need for this training is supported by a combination of consultations with real estate brokerages, industry experience, and a review of the BCFSA’s post-licensing education program. The course will offer training in working effectively with home buyers and sellers, including specialized instruction in objection management, property valuation techniques, and document preparation essentials. Additionally, the course will equip agents with technical expertise related to unique property types, ensuring they can confidently navigate diverse real estate scenarios. Special emphasis will be placed on developing problem-solving skills to empower agents in handling unusual situations that may arise during transactions.

The course will cover the following subjects:

  • Strategies for effective objection management during negotiations
  • Methods for accurate property valuation considering market trends and property specifics
  • Essential skills in document preparation, ensuring compliance and efficiency
  • Technical knowledge related to unique and unconventional property types
  • Problem-solving techniques tailored to address unexpected challenges in real estate transactions

In this business development course, formal exams will not be utilized. Instead, practical real-world business development projects will serve as the primary assessments at the end of each session. Depending on the lesson’s subject matter, student work will either be evaluated in the subsequent session or through group assignments where peer feedback is incorporated.

For instance, one session will concentrate on crafting a concise 60-second elevator pitch. Students will be grouped together to practice and provide constructive feedback to one another. Another session will focus on preparing property valuations and presentations. During this session, students may schedule individual appointments with the instructor to review their presentations and receive personalized feedback.

To ensure the learning and teaching strategies in this course align with these goals and objectives, as well as with the proposed assessments, I have designed the course around practical, real-world tasks that mirror industry challenges. These tasks will not only assess agents on their ability to perform under time constraints and competitive pressures but will also evaluate their proficiency in personal client interactions and their capability to demonstrate their value proposition effectively.

Students have multiple opportunities to provide feedback during the lesson. Before the class begins, I reach out to students via email to inquire about specific areas of interest they would like covered. During the class, I actively ask questions and encourage students to share suggestions for improvement and additional content. This interactive approach allows students to contribute their ideas and preferences during the lesson. Additionally, at the end of each course module, students are given a survey to provide comprehensive feedback about the course, ensuring that their voices are heard and valued throughout the learning experience.

This 30-hour course is broken into six classes with approximately 5 hours of instruction each.

Lesson Plan for Day 1

L E S S O N /  W O R K S H O P    P L A N   


Note: Expand each section of this template as required

Lesson/workshop number (from Course Schedule):

Day 1, 9 am – 10:40 am.


Total time for lesson:

100 minutes

Lesson / Workshop Objective(s); include DACUM / Profile chart number, if appropriate / Topic(s) from Outcome Guide, if appropriate:


Workshop A, Lesson 1 Performing Property Sale Valuation

L E S S O N  /  W O R K S H O P   E L E M E N T S

Instructor / Facilitator Activities

Learner / Participant Activities



Opening / Gain Attention / Bridge-in / Motivation Strategies…

Introduction to class.

Discuss objectives to be learnt in the day.

Overview of the schedule and technology to be used.

Introduce myself as the inductor and detail my background and qualifications to teach the class.

Invite learner to introduce themselves and their background.

Participate in discussion

Projector, computer and clickers.

15 Minutes



A complex property valuation will be shown.

Learners will be asked how many property valuations they have performed and what types of properties they are comfortable valuating

Answer student questions

Projector, computer, and clicker

10 minutes

Presentation / Practice / Formative Evaluation…


Detail the three types of property valuation, comparative, cost-base and income approach.

Ask students which types of property valuation tools they have used.


Explain the principles of a cost-based property valuation.

Perform a simple cost-based property valuation.

Introduce tools used to find constructions costs including Altus Construction Cost guides and new home sale prices.

Review student same valuations and discuss results.


Explain the principles of an income-based property valuation.

Perform an income based approached valuation.

Solicit students to provide a property address to use for the valuation.


Explain the principles of a comparative based property valuation

Perform a comparative based approached valuation.

Solicit students to provide a property address to use for the valuation.






Listen – Respond to questions.







Assign a property address, pair students into groups, ask them to perform the valuation on their own using the tools provided.


Listen – respond to questions.







Solicit students to provide a property address to use for the valuation.


Listen – respond to questions.




Assign a property address, pair students into groups, ask them to perform the valuation on their own using the tools provided.


Listen, respond to questions.













Projector, teacher computer, student computer.










Projector, teacher computer.









Projector, teacher computer.




15 Minutes








20 minutes












10 minutes









20 minutes

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