MOD 6 Flashcards
is described as : contract permanent record road map Communication devie Learning aid
Course syllabus
A document for teaching in that it serves to outline the basic element of the course
Course Syllabus
Course syllabus components:
-name of the course
-name of the instructor
-one-paragraph course description
list of course objectives
-topic outline
-teaching methods to be used
textbooks and other readings
methods of evaluatiom
learning outcomes for the degree itself
Program learning outcomes
learning outcomes for the subject
Course learning outcomes
the value of objective:
to guied slection and handling of course materials
to determine if students have learned what you have tried to teach
essential from the learner’s perspective
SMART meaning:
Specific Measurab;e Achievable Relevant Time-boundd
objectives that needs to be well-defined shouldd be clear to students and instructors
Specific
Questions under Specific
What exactly will the studentss do?
What Actions to be done?
What is impact?
Who is responsible for action?
Who is intending to impact?
objectives selecting what will be measured to show improvement, impact or success
Measurable
Questions under measurable:
How much and in what direction will change occur?
What data will be used to prove the target is met?
Where will this data come from?
Is there a stand in or a proxy measure to use if thesse objectives can’t be directly measured?
Is there another measure that is more appropriate to use instead?
objectives that should be within reach for your team and program, considering knowledge and time
Achievable
Questions under Achievable
How can this objective be accomplished?
Given the current time and situation environment, can be this objective be achieved?
Should we scale it up or should we scale it down?
What resources will actually help us achieve this objectives?
what limitations or constraints stand in our way in achieving these objectives?
objective should be aligned with our corresponding goal
Relevant
considerations under relevant
consider if and how successfully completing an objective will be relevant to achieving the goal
consider if the objective relates to the larger program, plan, or organization’s mission vision and goal
stakeholder’s approval
questions under relevant
will this objective lead to achieving the program’s goals?
does it seem worthwhile to measure objective?
does it seem reasonable to measure his objective?
objectives that should be achievable within a specific time frame that isn’t too soon
Time-bound
questions under time-bound:
when will this objective be achieved?
Is this time frame realistic?
should it be closer or farther away in the future?
standard criteria in formulating objectives:
SMART
Bloom’s taxonomy:
Cognitive (knowing)
Psychomotor (doing)
Affective (feeling, Valuing)
An objective is incomplete unless it contains:
The intend learner
.
The behavior to be performed
The condditions to which it is to be performed and the expected degree of attainment of specific standards
selecting content:
- general guidelines provided by the school or commision on higher educ
- how much time you can devote to the topic
- kind of background the students have
- textbook, as a guide
Organizing content:
- share objectives
- use headings and subheadings (topic, subtopic etc)
- including teaching methods (discussion, role playing)
(selecting teaching method) Factors affecting choice of method:
- selection of methods depends on the objectives and type of learning
- Course content dictates methodology to some extent
- compatibility between teachers,students and teaching methods
- availability of resources
Textbook selection:
- provide a stable and uniform source of info for students to use
- quality of writing
- how the book was organized and the graphics included
- evaluate content scope and qualify credibility of authorship
- examine chapters
- examine book’s appearnce
- the way in which the book will be used
- cost of textbooks
Planning activities:
- if you want to see whether students can think analytically
- if you want to test students’ ability to use resources to answer specific questions; ask them the questions and let them investigate
- There are countless types of assignments available that will help achieve objective
Conducting classes (first class):
- 1st session sets the whole tone
- begin by introducing self ( as a manager and not BOSS)
- welcome the class
- communicate expectations
- cover general classroom rules
- communicate enthusiasm, significance and relevance
Conducting classes (subsequent classes):
- gaining controlling the attention of learners
- Close proximity may help establish presence
- assess learners: pre-tests, short questionnaires
- follow planning sequences and continue refine approach
