I believe that when there is a mass standard across multiple colleges, it fails to take in the demographics and interests of the students and that easily can cause mistakes in course content. Additionally, I have trouble taking over established cirriculmn and seeing inherent flaws that need to be overcome and not being able to tweak until the next teach out. Additionally, my biggest pet peeve is having to teach to testing standards and not to students' needs...a common issue in the State of Florida with their K-12 standarized testing!!!
Hi Joseph:
One way of looking at your situation is the use of institutional approved Student Learning Objectyives (SLO's). SLO's really define what is to be learned in the class. Course objectives tell how you are going to do it. Resources are the trools that will assist attainment of the goals. Assessment is the measurement of SLO achievement.
So, everthing ties back to the SLO's for a course. There are a hundred and one ways to teach the components of an SLO. If an activity is occuring that is not directly related to an SLO, it shouldn't be covered at that point. Perhaps it belongs in another unit. Anyway, if SLO's are met, both your class goals and your certification goals should be met.
Regards, Barry
I think the biggest mistake I Make when selecting course content is the depth in which to cover the material. There is a fine line between covering the material adequately and going over the career college students head. Course coverage can be two fold for our program. If its easy they pass the class but fail the certifying exam. On the flip side it is on task for the certifying exam , the students have trouble getting a passing grade in the course. I find myself trying to balance the content to meet both an approriate content for the subject and being specific enough to do well on our certifyign exam.
Hi Bryant:
Great story! I bet many instructors have stumbled upon this epiphany. As the individual in charge, we have the ability to direct, control, evaluate, and plan what the best coursde of action is to keep students interested and engaged for the whole period of class and term of instruction.
Regards, Barry
One of the mistakes I used to make was believing that all of the students in the class were actually interested in the material that they were getting ready to dive into. So, I began asking students to introduce themselves to the class and explain what they expected to get out of the course. This works well to re-focus them on the class and why they were there.
Hi Keith:
Content choices are best when they align with the institution approved Student Learning Objectives (SLO's). If that's the case, a teacher will avoid straying too far from what essential and approriate content will be selected.
Regards, Barry
Introducing material that is not engaging or material that they can't find the commom thread between the class work and new field they are training for.
Hi Cindy:
In many courses and institutions the instructor is required to "take all comers", meaning the make-up of the class might be quite diverse with varying levels of knowledge and motivation. The selection of content includes delivery and presentation planning, media choices, appropriate student assessment decisions, and adding a motivational tone that inspires future classes. Analysis of what has worked and what needs tweaking can be very helpful at the outset of a new class.
Regards, Barry
Certainly starting off at too high of a level can be devastating of selecting course content. Instructors should certainly know the experience and knowledge of the students coming into the course to be better prepared with the material chosen.
Hi Arlene:
I think one way to try to assure we stay on track is to have solid core learning objectives. If everything we do ties back to these objectives, we should do okay.
Regards, Barry
Hi Arlene:
I think a good curriculum that has preceded conducting the course is important. The planning and thoroughness that accompanies a comprehensive lesson or course should allow for the best outcomes. The variables are media choices, delivery methods, and determination by the students. If we can keep them interested, we may be able to inspire them to soar in their profession following completion.
Regards, Barry
There are time when I have to get to know the classes goals when selecting the course content. The goal of just being able to get a job versus being the best in the field can vary my focus in the course content.
Hi Francis:
I think there are benefits to choosing select students to lead discussion groups or smaller work groups with the goal of meeting one or more of the objectives of the class. You can monitor, comment, make suggestions, and still have control over the class. But I think students who are given a chance to think on their own and work in teams is good for critical thinking and preparation for the real world of their chosen profession. It also builds leadership and trust.
Regards, Barry
Once I've assessed students' backgrounds and desire to adjust the content selected, what are the pros and cons of getting everybody grounded in the fundamentals first...and working with the advanced students on more of directed basis, so they don't feel underchallenged or bored? I know this can create a class within a class and more work for me, but if I can handle it, so what? What unintended consequences might that have?
