That bunny has a special plan for you, notice his/her intense focus.
My process (though I teach infrequently) is completely underestimating the amount if tinkering I will do. Having done a class at least 3 or 4 times gives you pretty much a foundation.
Something I am stewing and hopefully writing on soon is how much the syllabus or content drives a course. Is that the only plot that holds a course together? That’s the thinking behind what Brian and I tried with the You Show, creating something of a narrative that propels the course, but perhaps is not essential to the content. When you have a plot or a theme or metaphor for a course, then you have to think like making a movie in maintaining continuity to the “plot”.
But I digress in your comments.
One of the favorite community college teachers I worked with was a physics teacher who would completely gut and redo his approach almost every year after attending a Physics Teaching conference. David would return with a new angle every year, though it was not just for the fad seeking. I recall him doing things with Just in Time Teaching, students building robots, and more recently, students learning principle of physics while building electrical guitars.
Of course you need/use a lot of manic energy to do this and what you have done Ken; is the payoff energy that feeds back into your teaching? As opposed to the path of lesser resistance to do what was done before?