Professional Documents
Culture Documents
Course
Skills
Behaviors
Methods, Assignments
Evaluations
Content
Thinking
Planning and Teaching a College Course
Planner
Relationship Builder
Evaluator
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Step One
What are Students Expected to Learn in this
Course?
think need to be
taught
Topics
Example
Major Element--How children learn to read
– A. Definition of reading
– B. Eye Health/physical health
– C. Text impact/syntax/vocabulary
– D. Home Environment
– E. Common Errors
Step Two -- Topics
Examples
By the end of the semester (WHEN) students
( WHO) will demonstrate through their written
work and class presentations (HOW) the major
steps a child takes in learning to read. (WHAT)
Organize the
Elements/Outcomes
into a course time line
—
www.3squareassociates.com/ Resources/Lesson_PL .
Step Five
Take each
topic/subtopic under
element one (for
example) and
estimate how much
class time you will
need to teach it.
This is the first step in
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building a lesson plan
Time Estimates for Lesson Planning
Knowledge -3hours
* This time estimate should include assessment time
Time Estimates
Example--Lecture-
The definition of lecture is to
talk to students about those
ideas, concepts etc. that
they cannot learn on their
own
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Step Six Other Teaching Methods
Demonstrations
Small or large group
discussion/activity
Student presentations
Guest speaker
Film/video
Field Trips
Students Teaching
each Other
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Context in which the Course is Taught
Impacts Teaching Decisions
Number of students
Design of classroom
Role of the course in the curriculum
Number of days per–week it meets
On-Line or face to face or both
Characteristics of the student population-i.e.
first-year or fourth year
Step Seven--Resources
Summative Evaluations
Quizzes
Tests
Cumulative Exams
Presentations/Individual or Group
Portfolios
Papers
Cases/Problem Solving
Step Nine
What will be the criteria for
the evaluation?
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Step Ten
Giving Feedback to Students
Written responses
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Part Two - Teachers as Relationship
Builders
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Step One- Creating Community
How do I create
community in the
classroom?
– Establish relationships—
teachers to students and
peer to peer
– Create an atmosphere of
safety and trust by giving
up some control and
giving students more
choices www.ayusa.org/images/ photos/community_rep.jpg
Step One- Creating Community
How do I motivate my
students to want to
succeed?
Find out what is
already motivating
them.
(James Zull, 2002)
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Step Two-Gather Information
Don’t
assume that students enter the
course with the necessary background
needed to learn everything.
Ways to Gather Information
Ice breakers
Background Questionnaires
Individual Conferences
Pre-tests
Writing about Strengths and Weaknesses
Brainstorming
Step Three
Identify what will be Difficult
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Step Four
Connecting to Students’ Backgrounds
Work to develop
examples, analogies,
metaphors, images,
graphic organizers
and stories that
create bridges to the
students’ background
information.
Ask Students Questions
Nothing drives
learning more than
evaluation (Boud,
1995)
Learner–Centered means
using formative
evaluations—mostly
informal and ungraded
feedback that creates
growth and development
of the learner.
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Step One
Informal Evaluation
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Step Two Formal Evaluation
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Step Two
Develop evaluations
that tell you what you
want to know about
what the students
have learned.
Make them as
authentic as possible
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Step Two
Give enough
evaluations to have a
valid picture of what
the students have
learned.
Give cumulative
evaluations to insure
students have truly
learned the
information.
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Step Two
Try to evaluate
students through
methods that let the
students show you
what they know in
ways that are best for
them.
www.freemedia.org/videos/
choiceisyours.html
Grading Process
meaning no system is
always right by
some indisputable
standard
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Grading Accuracy
– Complete objectivity
is a myth
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Grading System
Never attribute to
malice what you can
attribute to ignorance
Writing Tests
5. Test cumulatively
Syllabus