Hi Dennis:
This is a challenge for many instructors as they have no control over who enters or enrolls in their classes. The question of lowering the curriculum standards to satisfy the weaker students really doesn't help students learn what they need. Best fit can be handled in admissions, along with efforts by faculty involoving tutoring, remediation, and active, positive encouragement.
Regards, Barry
Hi Dennis:
Good, valid comments and post.
Good teachers are sensitive to what their students needs are. And like you've pointed out, these needs may be overshadowed by instructor preference. The best guidline I can give is for instructors to adhere to the defined Student Learning Outcomes, and daily lesson objectives. If these are taught thorouhly, students should receive all the essential instruction related to a course or topic.
Regards, Barry
We can also get valuable insight into the student motivations. Often we can tune the class according to those initial introductions, within course objectives of course.
Ensuring the students have the necessary background for the course fits with the curriculum in most regards.
It's easy to get off of the course objectives. Instructors can pick course material heavy in those topics that are strengths of the instructor rather than supporting the course goals. Sometimes material that is too advanced or simplistic for the expected student demographics can be an issue as well.
Hi Sophia:
Timing the delivery of essential course content does take some plannng, and at first, perhaps some trial and error.
Regards, Barry
Over extending themselves & running out of time
Hi David:
One helpful answer is to stick to the course objectives or daily objectives. If properly sequenced you should be able to cover everything you want within the alloted time. If not, maybe the sequencing of daily objectives should be reviewed or revised.
Something I like to do is write the main activities and topics on the white board before class. When class begins, I'll go down the list very briefy informing students what the class will consist of. This also helps me stay focused and reminded of how much time has taken place and how much remains.
Regards, Barry
My current favorite is "one more thing" that seems pertinent to the studies of my particular students. This translates to continuing to add "one more thing" until you find yourself rushing through essential studies so you have time to fit in "one more thing".
Hi William:
I think you bring up a good point about our role as teachers. I find I learn from my students frequently. When we put on blinders to only what we think, we are limiting the full and robust bouquet of learning possibilities that could be experiebced if we included student particiapation in the instructional plan. In fact, when student are allowed to "teach" selected components of a class, there will be great benefit to the student, their classmates, and perhaps our own respository of stored information for use in the classroom or our own workplace information.
Regards, Barry
While not necessary a common mistake, a significant mistake is to use our own experience in the workplace and as students to determine what we think is important without understanding what the students think is important. Although we can't develop curriculum solely based on what a student thinks, we need to ensure that we are cutting-edge in our content. Students feedback is a vital tool in doing this successfully.
Hi Augustine:
I agree the more vwe know or can learn about our students the better. You're right, it's wrong to assume evryone is at the same level at all times.
Regrads, Barry
Barry,
In every instructional setting there are going to be groups within the group – A students, B students etc. Instructors sometimes make the mistake of assuming all students come into the program with the same strength. Knowing the students background and their strengths helps in selecting appropriate content. Content that will challenge the A students and pull the B and C students.
Hi Dr A:
I think this is a good situation for pretesting. But as far as "mistakes", I think teaching is a very dynamic process and we almost never have it completely wired. I would rather like to think of mistakes as opportunities to try a diiferent approach.
Regards, Barry
One of the biggest problems I have when writing a new course is making the assumption that my students are adequately prepared for the content. I usually determine this when I administer the first quiz. I will find that several students miss the same questions, which in turn helps me rethink the content.
Hi Rebecca:
Many teachers use approaches such as you describe - and they're great because it;s effective. Too much can end up backfiring and losing students rather than capuring them.
Regards, Barry
I have found it a mistake to include too much content in the first 1/2 of the class. Now I try to spread out the content over the 3/4 of the class and leave the final 1/4 for review.
Rebecca
Hi Joanna:
Hopefully, we get better with time and experience. Someone once said "do you have 10 years experience, or one year experience 10 years in a row?". As long as we're open to change, willing to recognize areas we need to improve, and can adapt to change, we'll become better teachers and better able to really help our students.
Regards, Barry
Looking back, when I first started teaching most of my assignments and lectures were in one format and type. I am not sure if this is a common mistake or not, but not having a variety in course content is a major mistake.
Hi Nancy:
Standardized anything suggests something bland and mediocre. I think if the objectives are met, then anything else that's relevant I add is complimentary and contributes to the overall learning experience. I understand not all will be able to tweak, and have to to test using preprocessed examinations. I would still maintain that there is opportunity to be creative and customize your course to add some variety and maybe a bit more comprehensive.
Regards, Barry
