PLANNING AND CONDUCTING CLASSES

THE PLANNING SEQUENCE

 Formulate Objective
 Select and organize content
 Choose teaching methods
 Design assignments
 Evaluation methods
SELECTING CONTENT
DEVELOPING A COURSE OUTLINE/ SYLLABUS
 The general guidelines for course content are usually
A contract between teachers and learners.
prescribed by the curriculum of the school or
It includes:
institution for which the educator works.
 Name of the course
 How much time you can devote to the topic.
 Name of the instructor
 The kind of background the students have.
 One-paragraph course description
 If a textbook has already been selected for the course,
 List of course objectives
its depth of content can give you some hints as to
 Topical outline what you need to include.
 The teaching methods to be used
 Textbooks and other readings
ORGANIZING CONTENT
 Methods of evaluation
 Share the class objectives with the group.
 Use heading and subheadings during the lectures.
FORMULATING OBJECTIVES
 Discussions, role playing, computer applications, and
The Value of Objective problem-based learning as well as other teaching
 To guide your selection and handling of course strategies also require structure and organization for
materials. learning to proceed smoothly.
 To determine if students have learned what you have
tried to teach.
SELECTING TEACHING METHODS
 Objectives are essential from the learner’s
Factors Affecting Choice of Method:
perspective.
 Selection of method depends on the objectives and
type of learning you are trying to achieve.
Taxonomy of Objectives – developed by Bloom  Course content also dictates methodology to some
extent.
THREE LEARNING DOMAINS:  Compatibility between teachers and teaching
a. Cognitive (Knowing) methods; compatibility between learners and teaching
b. Psychomotor (Doing) methods are important.
c. Affective (Feeling, Valuing)  Availability of resources determine which strategies
to be used.
Wording of Objectives:
Objective is incomplete unless it contains
CHOOSING A TEXTBOOK
 the intended learner
Provide a stable and uniform source of information for
 the behavior to be performed
students to use in their individual study.
 the conditions to which it is to be performed
 Quality of writing in the book
 and the expected degree of attainment of specific
 How the book was organized and the graphics that
standards.
were included.
 Evaluate the content scope and quality, credibility of
Behavioral Verbs Useful for Writing Objectives authorship, format, quality of print and the like
 Examine some chapters
 Examine the book’s appearance
 The way in which the book will be used.
 Cost of textbooks.

PLANNING ASSIGNMENTS
 If you want to see whether students can think
analytically- assign a short essay.
  If you want to test students’ ability to use resources to
answer specific questions- Ask them the questions, let
them investigate the answers, and have them write up
the answers.
 There are countless types assignments available that
would help achieve objectives and not involve a lot
of busywork and repetition.

CONDUCTING THE CLASS

FIRST CLASS
 The way you approach the 1 st session often sets the
tone for the whole course.
 Begin by introducing yourself.
 Welcome the class, read names, the early and late
hour; a little humor is helpful on the first day.
 Communicate expectations for the course.
 Cover general classroom rules.
 Communicate enthusiasm for the subject,
significance and personal application of the subject to
students.

SUBSEQUENT CLASSES
 Begin by gaining and controlling the attention of the
learners.
 Establish an impression of control.
 Close proximity may help establish presence and
authority.
 Assess the learners: pre-tests, short questionaires or
asking questions in the class.
 Follow the planning sequences and continue to refine
approach to teaching.