Planning and Teaching a College Course 2008
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Planning and Teaching a College
Course
Developed by Professor Terry DoyleFerris State University
Faculty Center for Teaching and Learning
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Teaching is First and Foremost--
A human to human interaction
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The Most Important Thing to
Remember about Teaching
It is the one who does the workthat does the learning!
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Learner Centered Teaching
Each decision made about how the course
will be taught is made with the idea in mindthat the decision should optimize theopportunity for the students to learn thematerial.
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The Two Crucial Parts
of Effective Teaching
Planning
Learning OutcomesLearning ObjectivesAction PlansResourcesAssessments
Building Relationships
CommunicationSupporting
ChallengingChoiceFeedback
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Planning and Teaching a College
CourseDecisions about Teaching
Skills
Behaviors
Content
Thinking
Methods, Assignments
Evaluations
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Planning and Teaching a College Course
Three roles that acollege teacher takeson:
Planner
Relationship Builder
Evaluator
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Step OneWhat are Students Expected to Learn in thisCourse?
Identify all of the major elements ( content, skills,behaviors and thinking processes) that you want thestudents to learn.
Sources for Gathering this Informationcurriculum guide
previous instructors syllabusdiscussions with other instructorstextbooksself expertise
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Major Elements of a Course
For ExampleMajor Elements EDUC 443
Developing reading guidesUnderstanding how a child learns to readUnderstanding common reading disabilitiesWriting Effective Questions that promote proper
levels of thinkingHow to talk with parents about the reading problemsof their children (behavior )
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Step Two
Topics
Make a list of the
topics, ideas,concepts, skillsand behaviorswith in theseelements youthink need to betaught
Decisions about Teaching
Skills
Behaviors
Content
Thinking
Methods, AssignmentsEvaluations
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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
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Step Two -- Topics
Refine the list
to include onlythose topicsthat are mostimportant
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Step Three
Sub topics
From each of these topics break the information intosubtopicsthese subtopics will become your dailylessonsMajor Element How a child learns to readTopic Eye health/Physical healthSubtopics
Common eye diseasesEye testsLanguage developmentChildhood diseases and reading
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Step FourDevelop Learning
Outcomes for the Major Elements
From these major categories write a set of learningoutcomes for the course
Learning Outcomes have four (4) partsWho will do the learning?When will the learning be completed?What will they learn?How will you know that they learned it?
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Learning Outcomes
Most courses have between 5-10
learning outcomes
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Step Five
Develop a Course Time Line
Organize theElements/Outcomesinto a course time line
Which outcomes willyou teach first, second,third and so on.
www.3squareassociates.com/ Resources/Lesson_PL .
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Step Five
For each Element
estimate theamount of classtime you will needto teach this
material thiscould be hours or days
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Step Five
Take eachtopic/subtopic under element one (for example) andestimate how muchclass time you will
need to teach it.This is the first step inbuilding a lesson plan www.pbs.org/wgbh/nova/ time/images/clocks.jpeg
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Time Estimates for Lesson Planning
Major Category --The Reading Process
TopicsReaders Health -1 hour Reading Environment -1hour Text -2hoursReaders BackgroundKnowledge -3hours* This time estimate should include assessment time
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Time Estimates
A 3 credit course has only 45 hours of class
time so much of the learning the studentswill do will be outside the class
Plan to use class time for the most importantelements of the coursethose that needyour expertise
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Step Six
Choose a Teaching Method
For each topic under element one decide whatapproach you will use toteach this material
Example--Lecture-The definition of lecture is totalk to students about thoseideas, concepts etc. thatthey cannot learn on their own
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Step Six Other Teaching Methods
DemonstrationsSmall or large groupdiscussion/activityStudent presentationsGuest speaker Film/videoField TripsStudents Teaching each Other
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Context in which the Course is Taught
Impacts Teaching Decisions
Recognize that the Context of the Course willinfluence your teaching decisions
Number of studentsDesign of classroomRole of the course in the curriculumNumber of days perweek it meetsOn-Line or face to face or bothCharacteristics of the student population-i.e.first-year or fourth year
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Step Seven--ResourcesThen make a list of whatmaterials you will need to
teach this topicLecture notesPicture/image/graphicVideos/moviesProblems or casesPhysical materialOverheads/Power PointsHandouts
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Step EightStudents RolesNext decide what thestudents will do to learnthis material .
Read in advance of theteaching
Read after the teaching Assignments that follow
the teaching Study for quiz/test Work in groups Make presentations Take Notes www.fotosearch.com/ comp/BNS/BNS197/UNV013.jpg
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Step Nine
Evaluation of the Learning
How will you evaluate the students learning of thismaterial?
Formative EvaluationsUngraded feedbackClass discussion
Individual student questioningOne to one interactionsClassroom Assessment Techniques (CATs)
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Step Nine
Evaluation of the Learning
Summative Evaluations
QuizzesTestsCumulative ExamsPresentations/Individual or Group
PortfoliosPapersCases/Problem Solving
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Step NineWhat will be the criteria for the evaluation ?
Rubrics defining your expectationsGrading scalePeers evaluating peersTeacher expertise
Predetermined standardsNational StandardsIndustry Standards
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Step Ten
Giving Feedback to Students
How will you givefeedback?
Written responses
Orally individually or as a group
Rubric with comments
What will you ask the studentsto do with the feedback?
How will students use thefeedback to improve?
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Part Two - Teachers as RelationshipBuilders
Relationships are the key to Creating ClassroomCommunity
Know your students names
This is a sign of respect
It says I value the relationship
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Step One- Creating CommunityHow do I createcommunity in the
classroom? Establish relationshipsteachers to students andpeer to peer
Create an atmosphere of safety and trust by givingup some control andgiving students morechoices www.ayusa.org/images/ photos/community_rep.jpg
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Step One- Creating Community
How do I motivate mystudents to want tosucceed?Find out what isalready motivatingthem.(James Zull, 2002)
www.peoplemotivation.it/ images/motivation.jpg
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Step Two-Gather Information
Gather as much information as possible onwhat your students know, how they learn,and what the students think their role is in thelearning process.
Dont assume that students enter thecourse with the necessary backgroundneeded to learn everything.
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Step Three
Identify what will be Difficult
Identify the complexand difficult parts of the course and lookfor ways to make thematerial connect tostudents
backgrounds.
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Step Four
Connecting to Students Backgrounds
Work to developexamples, analogies,metaphors, images,graphic organizersand stories that
create bridges to thestudents backgroundinformation.
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Ask Students Questions
Continually ask student to be involved in their learning :Ask students to explain things to eachother Ask what they need more help in
Ask what is working or not working for them
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Step Five
Keep Records
Keep records of whatworks
Why did it work
What if any changes need tobe made to make it better
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Step OneInformal Evaluation
Use formative evaluationprocesses.
LearnerCentered meansusing formativeevaluationsmostlyinformal and ungradedfeedback that createsgrowth and development
of the learner.
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Step One
Informal Evaluation
Make the learners usethe feedback todemonstrate theyhave improved as a result of the feedback
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Step Two Formal Evaluation
Use summative evaluationprocesses
that are in harmony with:1. your learning outcomes
2. the skills and content thatwas taught,
3. the cognitive level at whichit was taught.
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Step TwoDevelop evaluationsthat tell you what youwant to know aboutwhat the studentshave learned.Make them as
authentic as possible
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Step Two
Give enoughevaluations to have avalid picture of whatthe students havelearned.
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Step Two
Give cumulativeevaluations to insurestudents have trulylearned theinformation.
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Step TwoTry to evaluatestudents throughmethods that let thestudents show youwhat they know inways that are best for
them.
www.freemedia.org/videos/choiceisyours.html
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Grading Process The Grading process
is socially constructedand context dependent
meaning no system is
always right bysome indisputablestandard
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Grading Accuracy Complete objectivity
is a myth
Our job is to render an informedand professional
judgmentto the best of our ability www.students.vcu.edu/.../ newpaths/myths.GIF
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Grading Assignments Spend enough time to make
a thoughtful and professional judgment and then move on
Studies show that facultywithin the same disciplinewill grade the same workdifferently
Even the same professor will grade a piece of a
students work differently atdifferent times
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Grading Systems
There is no university-wide required gradingsystem. There is published system that canbe used as a model
Most faculty use a point system that weightsvarious assignments and test as percentagesof the final grade.
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GradingResearch on grading makes a clear point that nosingle assessment is by itself, an accurate predictor
of what a student may have learned in a course
The best grading systems have numerousassessments of different kinds( papers, presentation,discussions, quizzes, tests, cases etc.)
A test or assignment is only a valid measure if itelicits from your students the kinds of learning youwant to measure
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Classroom ManagementYour first and mostimportant job as ateacher is to maintainthe learningenvironment of theclassroom so it is
always optimized for learningwww.murdochcollege.wa.edu.au/ %5Cimages%5Cpr-t...
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Classroom ManagementThe classroom should be a community of learners
The community needs a set of guidelines that helpsit to function to its best ability
These guidelines are best developed in consultationwith the students (the community members)
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Classroom Management
Never attribute tomalice what you canattribute to ignorance
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Writing Tests
Even the most experienced college teacher does not write tests that are highly reliableand valid
Tests tells us only about those items we ask
aboutit is difficult to draw fair assumptionsabout students understanding beyond theitems on the test
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Writing Tests
1. Write (or at least draft) tests questions theday you teach the material
2. Give students a practice test prior to thefirst test of the semesterthis will improvethe validity of the first test
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Writing Tests
3. Have a peer preview your test for clarityand accuracy
4. Dont be afraid to throw out questions thatwere misunderstood by students
5. Test cumulatively
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SyllabusA syllabus is a contract between the teacher and thestudent
It indicates what the teacher is promising to provideto the student in terms of content and skills
It indicates the ways in which the content and skillswill be offered and assessed
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SyllabusIt outlines the rules,
guidelines and
expectations for thestudentsincluding anyactivities that gobeyond the usualclassroom activities
( field trips,conferences, servicelearning activities)
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