Divine Word College

of Laoag
Angelito B. Corpuz, MAED
ED 218 College Teaching and
Methodology, Cluster C
Planning for
College
Teaching
At the end of the unit, you are expected to:

 develop effective lesson plans

incorporating various teaching
HLLLL
methods, activities, and assessments;
and

 develop a strong understanding of

course content and explaining complex
concepts clearly and concisely.
 a critical process that involves designing
effective strategies to deliver high-quality
HLLLL
education to students.

 It involves outlining the curriculum, setting

learning objectives, designing lesson plans,
choosing instructional materials, and assessing
student learning outcomes.
Key Steps involved in Course Preparation:
Identifying Student Learning Goals
or Outcomes HLLLL
This involves deciding what knowledge
and skills students should
HLLLL gain from the
course

and what they should be able to do

with that knowledge and skills.
Learning outcomes define what
students shouldHLLLL
be able to do at the
end of the course, and they should be
specific, measurable, and aligned
with the course goals.
Knowledge-Based Outcomes:
HLLLL
These outcomes focus on the
acquisition of specific knowledge or
content
Skill-Based Outcomes: These
outcomes HLLLL
focus on the
development of specific skills or
abilities.
Attitude-Based Outcomes: These
outcomes HLLLL
focus on the
development of attitudes or values.
Key Steps involved in Course Preparation:
Identifying Student Learning Goals
or Outcomes HLLLL
Creating a Course Syllabus
A syllabus is a roadmap that
HLLLL
outlines the course content,
assignments, grading policies,
and expectations.
A syllabus is a document that
HLLLL
outlines the course objectives,
policies, expectations, and
assignments.
Key elements to include in a course syllabus:

Course description: Provide a

HLLLL
brief overview of the course
content, goals, and learning
outcomes.
Key elements to include in a course syllabus:
Course schedule: Provide a
HLLLL
detailed schedule of course topics,
readings, and assignments. This
helps students plan their time and
stay on track throughout the
semester.
Key elements to include in a course syllabus:

Grading policies: Explain how

HLLLL
grades will be calculated,
including the weight of each
assignment and the grading
scale.
Key elements to include in a course syllabus:

Course policies:
HLLLL
Set expectations for attendance,
participation, communication, and
academic integrity.
Key elements to include in a course syllabus:

Resources: Provide information

on HLLLL
resources available to
students, including textbooks,
online resources, tutoring, and
office hours.
Key Steps involved in Course Preparation:
Identifying Student Learning Goals
or Outcomes HLLLL
Creating a Course Syllabus
Preparing Class Session Plans
Lesson plans provide a detailed
outline of what HLLLL
will be taught in each
class session, including the learning
objectives, instructional materials,
activities, and assessments.
Class session plans provide a
detailed outline of what will be
HLLLL
taught in each class session,
including the learning objectives,
instructional materials, activities,
and assessments.
Key elements to include in a class session plan:

Learning objectives: Clearly state

HLLLL
the learning objectives for the class
session. Learning objectives should
be specific, measurable, and
aligned with the course goals.
Key elements to include in a class session plan:

Instructional materials: Identify

HLLLL
the instructional materials that will
be used in the class session, such
as readings, videos, and handouts.
Key elements to include in a class session plan:
Activities: Plan activities that
HLLLL
engage students and help them
achieve the learning objectives.
Activities may include discussions,
group work, case studies, and
simulations.
Key elements to include in a class session plan:

Assessments: Identify assessments

HLLLL
that will be used to measure student
learning and provide feedback.
Assessments may include quizzes,
exams, essays, and projects.
Key elements to include in a class session plan:

Homework: Assign
HLLLLhomework that
reinforces the learning objectives
and prepares students for the next
class session.
Key Steps involved in Course Preparation:
Identifying Student Learning Goals
or Outcomes HLLLL
Creating a Course Syllabus
Preparing Class Session Plans
Choosing Appropriate Teaching
Methods
Different teaching methods are
HLLLL
suited to different learning
outcomes and can help engage
students in different ways.
Some Teaching Methods & Examples:
Lectures: Lectures are best suited
for introducingHLLLL
new material or
providing an overview of a topic.
They can also be used to clarify
complex concepts and provide
examples.
Some Teaching Methods & Examples:
Discussions: Discussions are best
HLLLLcomplex topics
suited for exploring
and promoting critical thinking.
They can also be used to
encourage collaboration and peer
learning.
Some Teaching Methods & Examples:
Case studies: Case studies are
best suited forHLLLL
analyzing complex
problems and developing problem-
solving skills. They can also be
used to promote collaboration and
peer learning.
Some Teaching Methods & Examples:

Simulations: Simulations are best

HLLLLreal-world skills
suited for practicing
and promoting collaboration. They
can also be used to increase
engagement and motivation.
Some Teaching Methods & Examples:
Group projects: Group projects
are best suitedHLLLLfor promoting
collaboration, communication, and
leadership skills. They can also be
used to develop problem-solving
skills and promote peer learning.
Some Teaching Methods & Examples:
Experiential learning: Experiential
learning is bestHLLLL
suited for promoting
hands-on learning and real-world
experience. It can also be used to
promote critical thinking and
problem-solving skills.
Key Steps involved in Course Preparation:
 Identifying Student Learning Goals or
Outcomes
HLLLL
 Creating a Course Syllabus
 Preparing Class Session Plans
 Choosing Appropriate Teaching Methods
Selecting Appropriate Technology
Examples of Different Technologies:

Learning Management Systems

HLLLL
(LMS): An LMS is a software
platform that facilitates the
management, delivery, and
tracking of educational content.
Examples of Different Technologies:
Video Conferencing Software:
HLLLL software, like
Video conferencing
Zoom or Microsoft Teams, allows
for real-time video and audio
communication between instructors
and students.
Examples of Different Technologies:

Educational HLLLL
Apps: Educational
apps, such as Quizlet or Kahoot!,
provide interactive learning
experiences for students.
Examples of Different Technologies:

Digital Textbooks: Digital textbooks, like

those offered by HLLLLplatforms such as
Pearson or McGraw-Hill, provide
interactive and multimedia-rich educational
content that can be accessed by students
on their computers, tablets, or phones.
Examples of Different Technologies:

Social Media Platforms: Social media

HLLLL
platforms, like Twitter or Facebook,
can be used for educational purposes
by creating course-specific groups or
hashtags.
This provides instructors with an
opportunity HLLLL
to establish a
positive learning environment
and set expectations for the
course.
key considerations when meeting the class:
Introduce yourself: Start by
introducing HLLLL
yourself and
providing some background on
your experience and
qualifications.
key considerations when meeting the class:
Review the syllabus: Review
the syllabusHLLLL
with students,
highlighting important course
policies, expectations, and
learning outcomes.
key considerations when meeting the class:

Establish class norms:

HLLLL
Establishing class norms can
help create a positive and
respectful learning environment.
key considerations when meeting the class:

Set expectations for student

HLLLL
participation: Discuss expectations
for student participation, including
expectations around discussion and
group work.
key considerations when meeting the class:

Establish communication channels:

Establish HLLLL
clear communication
channels with students, including
email, office hours, and online
discussion forums.
key considerations when meeting the class:

Create a sense of community:

HLLLL
Creating a sense of community in
the classroom can help foster
engagement and motivation.
Factors to consider in meeting the class:

Setting the stage and breaking

HLLLL
the ice: It helps to establish a
positive learning environment and
build rapport with students.
Some examples of how to set the stage and
break the ice:
 Introduce yourself: Start by
HLLLL
introducing yourself and sharing
some personal information, such
as your background, interests,
and hobbies.
Some examples of how to set the stage and
break the ice:

 Icebreakers:HLLLL
Use icebreakers
to help students get to know
each other and build
relationships.
Some examples of how to set the stage and
break the ice:
 Classroom environment: Pay
HLLLL
attention to the physical
environment of the classroom,
such as the seating
arrangement and lighting.
Some examples of how to set the stage and
break the ice:
 Course expectations: Clearly
HLLLL
communicate your expectations
for the course, including grading
policies, assignments, and
attendance.
Some examples of how to set the stage and
break the ice:
 Course goals: Share the
HLLLL
course goals and learning
outcomes with students, and
explain how the course fits into
their broader academic goals.
Some examples of how to set the stage and
break the ice:
 Active learning: Incorporate
HLLLL
active learning strategies into
your teaching, such as group
work, case studies, or
simulations.
Some examples of how to set the stage and
break the ice:

 Humor: UseHLLLL
humor to lighten
the mood and create a positive
atmosphere.
Factors to consider in meeting the class:

Alleviating Anxiety: Anxiety can

HLLLL
be a significant barrier to learning,
so it is important for instructors to
create an environment that
supports student well-being.
Some strategies for alleviating anxiety:

 Syllabus and course structure:

HLLLL
Students may experience anxiety
if they are uncertain about
course expectations or feel
overwhelmed by the workload.
To alleviate this anxiety, instructors can:
 Clearly communicate course expectations
and policies inHLLLLthe syllabus, including
grading criteria and assignment deadlines.
 Break down the course content into
manageable units or modules, with clear
learning objectives and expectations for
each.
To alleviate this anxiety, instructors can:
 Provide a schedule of assignments and
due dates at theHLLLL
beginning of the course,
so students can plan their workload in
advance.
 Provide resources for time management
and study skills, such as tips for taking
notes or preparing for exams.
Some strategies for alleviating anxiety:
 Testing, grading, and fairness:
Students may HLLLL
experience anxiety
around testing and grading,
particularly if they feel that the
evaluation process is unfair or
unclear.
To alleviate this anxiety, instructors can:
 Clearly communicate the grading criteria and
rubrics for assignments and exams, so
HLLLL
students understand what is expected of
them.
 Provide opportunities for practice and
feedback, such as sample exams or
assignments, so students can see what
successful work looks like.
To alleviate this anxiety, instructors can:
 Provide opportunities for extra credit or
alternative assignments,
HLLLL to help students
feel that they have more control over their
grade.
 Be transparent and consistent in grading,
to ensure that students feel that the
evaluation process is fair.
Some strategies for alleviating anxiety:

 Strategies for succeeding:

HLLLL
Students may experience anxiety
if they feel that they do not have
the skills or knowledge to
succeed in the course.
To alleviate this anxiety, instructors can:
 Provide opportunities for peer learning and
HLLLL
collaboration, such as group projects or
discussion forums.
 Provide feedback and support for student
work, such as office hours or online
feedback forums.
To alleviate this anxiety, instructors can:
 Encourage active learning strategies, such
as problem-based HLLLL
learning or case studies,
to help students engage with the material.
 Promote a growth mindset, encouraging
students to view challenges as
opportunities for learning and growth.
Factors to consider in meeting the class:

Building a community in the

classroom: A HLLLL
sense of community
can help students feel more
engaged in the learning process
and support their overall well-being.
Some strategies & examples for building a
community in the classroom:
 Reciprocal HLLLL
interviewing: In this
activity, students pair up and
interview each other, sharing
personal information and getting
to know each other better.
Example: In a psychology course,
HLLLLto pair up and
students are asked
interview each other about their
interests and experiences with
psychology.
Some strategies & examples for building a
community in the classroom:

 Question HLLLLposting: In this

activity, students post questions
or discussion topics on a shared
online forum or bulletin board.
Example: In a biology course,
students areHLLLL asked to post
questions related to the course
material on a shared online forum.
Some strategies & examples for building a
community in the classroom:
 Prioritizing class goals:
HLLLL In this activity,
students work together to prioritize the
learning goals for the course, helping to
create a sense of ownership and
investment in the learning process.
Example: In an economics course,
students are HLLLLasked to work
together to prioritize the learning
goals for the course, based on their
own interests and needs.
Some strategies & examples for building a
community in the classroom:
 Assessing prior knowledge:
HLLLL In this
activity, students complete a pre-
assessment or diagnostic quiz to assess
their prior knowledge and understanding
of the course material.
Example: In a math course,
students complete a pre-
HLLLL
assessment quiz at the beginning
of the semester to assess their
prior knowledge of basic math
concepts.
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College Instructors (4th ed.). San Francisco: Jossey-Bass.
3. Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to
HLLLL
Practice. San Francisco: Jossey-Bass.
4. McKeachie, W. J., & Svinicki, M. D. (2013). McKeachie's Teaching Tips:
Strategies, Research, and Theory for College and University Teachers (14th ed.).
Belmont, CA: Wadsworth Cengage Learning.
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Approach to Designing College Courses. San Francisco: Jossey-Bass.
6. Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning
Techniques: A Handbook for College Faculty (2nd ed.). San Francisco: Jossey-
Bass.
7. Weimer, M. (2015). The Course Syllabus: A Learning-Centered Approach. San
Francisco: Jossey-Bass.
8. Diamond, R. M. (2008). Designing and Assessing Courses and Curricula: A
HLLLL
Practical Guide (3rd ed.). San Francisco: Jossey-Bass.
9. Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating
Writing, Critical Thinking, and Active Learning in the Classroom (2nd ed.). San
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10. Brookfield, S. D., & Preskill, S. (2016). The Discussion Book: Fifty Great Ways
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 Thank you for
listening!
Have a great day ahead.
God bless!