Planning and Conducting Classes

Group 1 BSMT3B

• Outline how classes are planned and conducted • List down and describe the different components of a syllabus

• Enumerate the different steps on how a course syllabus is prepared • Distinguish between the different types of learning objectives

• Discuss how giving of assignment is planned and implemented


Planning Sequence • The planning sequence is a series of steps which represent a logical progression of command and staff actions required to develop plans .


Primary Purpose • Academic contract • Provides a basis upon which to resolve academic misunderstandings. .

.Primary Purpose • Official document of record regarding all classroom activities and policies.

Primary Purpose • What Course is about • Why the Course is taught • Requirements • Passing grade .

Functions • Acquaints Students with the Logistics of the Course • Helps Set the Tone for the Course • Defines Student Responsibilities for Successful Course Work .

Functions • Describes Active Learning Students • Helps Students to Assess Their Readiness for Your Course .

Functions • Can Serve as a Learning Contract • Can Improve the Effectiveness of Student Note Taking • Can Include Material that Supports Learning Outside the Classroom .

Functions • Describes Available Learning Resources .

it is important to check with your college or university’s departmental policies. .Developing a course Outline/Syllabus • Before developing a syllabus.

develop your own where you are allowed to be flexible.Developing a course Outline/Syllabus • After including departmental policies. .

Developing a course Outline/Syllabus • Be very specific in any policy that you include on your syllabus. .

and how they will be graded.Developing a course Outline/Syllabus • Be clear about assignments and tests. .

Developing a course Outline/Syllabus • Include a course outline or calendar for your students • Make your syllabus a contract. .

•Stick to your policies • Always cite references Developing a course Outline/Syllabus .

Formulation of Objectives • It explains easily what you expect your students to be able to do by the end of the course and orients the students to the content of the course .

.Formulation of Objectives • The outline may be general or quite specific according to the judgment of the instructor.

Characteristics of Objectives • Audience .Who will be doing the behavior? • Behavior (Performance) .What should the learner be able to do? .

Under what conditions do you want the learner to be able to do it? • Degree .How well must it be done? .Characteristics of Objectives • Condition .

and the tact of the teacher. Determination of Strategies/methods .• Method of teaching is directly related to the presentation. Which a teacher should use. depends on the nature of the subject.

.The inductive method is the real method of discovery. It moves from objects or several keynote examples to the development of ideas.Determination of Strategies/methods Inductive .

Determination of Strategies/methods .Generally one is teaching deductively when he gives the rules.Deductive . principle or generalization first and from them the descent is made to the specific factors or ideas making up such generalizations.

Determination of Strategies/methods • Factors –Age –Likes and dislikes of students –Encourage curiosity –Help to find resources –Freedom .

Determination of Strategies/methods • Factors –Needs of the students –Content of the course –Policy .

Selection of Instructional Materials • Print Resources • Non-Print Resources • Tests • Equipment • Manipulative .

(allow for a question-answer session) • Focus or group based task.Time Allotment • Spend time on the instructions. .

Time Allotment • Sum up the lesson is by using reflections which are very easy to implement and are selfrevealing in terms of what the student had learned for that particular lesson. .

Evaluate Performance • Components of Evaluating Student Performance: •External Evaluation – •Student Self-Evaluation – .

Taxonomy of Objective • Cognitive Domain • Affective Domain • Psychomotor Domain .

.Cognitive Domain • The cognitive domain (Bloom. 1956) involves knowledge and the development of intellectual skills.


Masia. and attitudes. motivations. .Affective Domain • The affective domain (Krathwohl. appreciation. enthusiasms. 1973) includes the manner in which we deal with things emotionally. values. such as feelings. Bloom.

Affective Domain • The five major categories are listed from the simplest behavior to the most complex: –Receiving Phenomena –Responding to Phenomena –Valuing –Organization –Internalizing values (characterization) .

1972) includes physical movement. procedures.Psychomotor Domain • The psychomotor domain (Simpson. and use of the motorskill areas. distance. coordination. precision. Development of these skills requires practice and is measured in terms of speed. or techniques in execution .

Psychomotor Domain • The seven major categories are listed from the simplest behavior to the most complex: – Perception – Readiness to act – Guided Response – Mechanism – Complex Overt Response – Adaptation – Origination .

Selecting and Organizing content .

Selecting and Organizing content .

Planning assignment • know the submission date and allow plenty of time even if you think you know the topic well • focus only on relevant research and reading materials .

Planning assignment • follow guidelines in terms of presentation • make and keep a copy of the assignment .

Planning Assignment • To avoid plagiarism. remember to record the details of these sources as you read. . take notes and write the assignment.

Conducting a Class .

Conducting a Class .

Selecting and Organizing Instructional Content • Brown University. teaching assistants and teaching fellows . Constructing a Syllabus: A handbook for faculty.references • Ken Thomas.

nwlink.htm • http://www.tpub.ion.references • ssment/assign/assignplann • m2304a0012.html .au/plagiarism/infostud/avoidplag/ assign • • http://www.

.Group Activity • Create your own course syllabus with the aid of the prototype syllabus given to you.

Group Activity • Make a short written report (in tabulation) about how you employ these area in your syllabus: .

Group Activity • Objectives • Content • Teaching Strategies • Instructional Materials • Sample assignment .

Group activity • Group’s Designation of Task .

2012 .Group Activity • Long bond paper • Font: Times New Roman • Font size: 12 • To be submitted on: October 12.