PLANNING AND CONDUCTING CLASSES (WEEK 7) Flashcards
THE PLANNING SEQUENCE
▪Formulate Objective
▪Select and organize content
▪Choose teaching methods
▪Design assignments
▪Evaluation methods
A contract between teachers and learners
DEVELOPING A COURSE OUTLINE/SYLLABUS
▪ Name of the course
▪ Name of the instructor
▪ One-paragraph course description
▪ List of course objectives
▪ Topical outline
▪ The teaching methods to be used
▪ Textbooks and other readings
▪ Methods of evaluation
DEVELOPING A COURSE OUTLINE/SYLLABUS (inclusion)
▪To guide your selection and handling of course
materials.
▪To determine if students have learned what you have
tried to teach.
▪Objectives are essential from the learner’s perspective.
The Value of Objective
- developed by bloom
- is about using technology and digital tools to facilitate learning
- devised by Andrew Churches
Taxonomy of Objectives
What is the meaning of LOTS?
LOWER-ORDER THINKING SKILLS
What is the meaning of HOTS?
HIGHER-ORDER THINKING SKILSL
order of verbs from LOTS to HOTS
REMEMBERING, UNDERSTUNDING, APPLYING ANALYZING, EVALUATING, CREATING
when memory is used to produce definitions, facts, or lists, or to recite or retrieve information
REMEMBERING
about constructing meaning from different types of function, be they written or graphic
UNDERSTANDING
situations when the learned material is used in products such as diagrams, models, interviews, simulations, and presentation
APPLYING
about breaking materials into parts, and then determining how the parts interlace to each other or to an overall structure or purpose
ANALYZING
making judgments based on criteria and standards through checking and critiquing
EVALUATING
putting elements together to form a functional whole, and reorganizing elements into a new structure or pattern by planning and producing
CREATING
three learning domains
COGNITIVE, PSYCHOMOTOR, AFFECTING,
knowing
COGNITIVE
doing
PSYCHOMOTOR
feeling, valuing
AFFECTING
Objective is incomplete unless it contains:
- the intended learner
- the behavior to be performed
- the conditions to which it is to be performed
- and the expected degree of attainment of
specific standards.
Wording of Objectives
Define, delineate, Describe, identify, list, name, state
Knowledge
Classify, discuss, estimate, explain, rephrase, summarize
Comprehension
Adjust, apply, compute, demonstrate, generate, prove
Application
Analyze, compare, contrast, critic, defend, differentiate
Analysis
Create, develop, propose, suggest, write
Synthesis
Assess, choose, conclude, defend, evaluate, judge
Evaluation
Accept, agree, choose, comply, commit, defend, explain, influence, integrate, recommend, resolve, volunteer
Cognitive Domain
Arrange, assemble, calibrate, combine, copy, correct, create, execute, handle, manipulate, operate, organize,
position, produce, remove revise, solve
Psychomotor Domain
▪The general guidelines for course content are usually
prescribed by the curriculum of the school or institution for
which the educator works.
▪How much time you can devote to the topic.
▪The kind of background the students have.
▪If a textbook has already been selected for the course, its depth of content can give you some hints as to what you need to include.
SELECTING CONTENT
Factors Affecting Choice of Method:
✓ Selection of method depends on the objectives and type of learning you are trying to achieve.
✓Course content also dictates methodology to some extent.
✓Compatibility between teachers and teaching methods; compatibility between learners and teaching methods are important.
✓Availability of resources determine which strategies to be used.
SELECTING TEACHING METHODS
▪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.
PLANNING ASSIGNMENTS
▪The way you approach the 1st 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.
FIRST CLASS (CONDUCTING THECLASS)
Provide a stable and uniform source of information for students to
use in their individual study.
▪ Quality of writing in the book
▪ How the book was organized and the graphics that were included.
▪ Evaluate the content scope and quality, credibility of
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.
CHOOSING A TEXTBOOK
▪Share the class objectives with the group.
▪Use heading and subheadings during the lectures
▪Discussions, role playing, computer applications, and
problem-based learning as well as other teaching
strategies also require structure and organization for learning to proceed smoothly.
ORGANIZING CONTENT
▪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 questionnaires
or asking questions in the class.
▪Follow the planning sequences and continue to
refine approach to teaching.
SUBSEQUENT CLASS (CONDUCTING THE CLASS)
