Selecting sufficient course content
What are some strategies for selecting sufficient course content?
I think that the pretesting piece is all important. If you have a baseline, you have a better idea of what to and what not to cover and at what depth.
Carl,
Good plan. I always figure there will be new information, more questions, and different discussions that arise, so I plan that "wiggle room" into my time planning. Like a road trip, it's just unwise not to plan for unexpected delays.
Barry Westling
I usually judge the content used in past classes to determine how much content we should cover in the current class. I will constantly assess where we are in class to determine any adjustments that may be needed.
Rasiel,
In a way, sufficient is simply all (or as little) that's needed to achieve the objectives. That said, variety will help keep the lessons fresh, interesting, and enjoyable.
Barry Westling
Create appropriate objectives for the course and for each stage of the course, and make actvidades or create materials that give out these objectives, such as power points, work in groups, visual activities or practices that may also cover all types of learning.
Some strategies for selecting sufficient course content could include breaking up the lectures into smaller units, having back-up content if lectures run short or students are not engaged, and choosing the media that is going to be the most effective for the desired time.
Salma,
I once made a vertical checklist of the many ways I could deliver my message using different modes. Across the top vertical listed the core topics in columns, as in "Introduction", Main Points" "Summary", etc. I used this model for every lesson. It helped remind me when planning each lesson that that are always new ways or variations of giving good, interesting lessons.
Barry Westling
Past experience is your best tool in selecting sufficient course content. But then you don't have the luxury of this tool if you are teaching a course for the first time. In those situations, most of the required text books come with a suggested format of course syllabus which is a good way to approach. The PowerPoint slides of each chapter that accompany a book, are a great tool to use when delivering your lecture. Of course, one should never be just reading off the PowerPoint rather should expand on the highlights that are mentioned there. A good way to know if your students have understood what you taught is to then follow up your lecture with some related home assignments - gives you a good feedback of how much your students are following you in the class.
Linda,
Good back up plans can save the day when time remains at the end of a prepared lesson. Students like activities and assignments that are interesting, related to the general course or topic, and can be implemented as if that was the plan all along. Busy work that is given merely to fill time will not be embraced favorably by most students.
Barry Westling
This is a difficult subject to know if I have enough material to cover for my night course. I always have supplement material in case my lecture is not long enough and then I follow up my lecture with hands on knowledge so they understand the lesson better through visual learning.
John,
Exercises are great -- as back up, plan-B, or reinforcement and support. In some categories there just can't be too much repetition.
Barry Westling
I like to have additional Practical Exercises on Stand-by for classroom work. 2 goals: reinforce the material and additional material to cover that accomplishes the reinforcement aspect.
Cindy,
Great. Most trades and professions are constantly evolving, some even being reinvented over many years. Current material and information has to be introduced to stay informed with the evolutionary process. I think professional journals, and profession-specific websites provide a great resource for keeping up with times. Good guest speakers, and interesting field trips can also assist with embracing changes in the state if the art.
Barry Westling
Being in a dental assisting program, I keep abreast of what the new and improved technologies are for dental assistants. I want to choose up to date topics and try to steer away from techniques that are no longer used and considered "old school".
Victor,
Often, our idea of appropriateness and that of the students will differ. I use program, student and course learning outcomes to base what content needs to be given. The more challenging activity is choosing how and what resources I'll need to achieve these outcomes.
Barry Westling
Adjusting the course content will deffinitely have an impact in your instructional success as you are making adjustments that can be manageable
Cindy,
As the content experts, we know first hand what is more important, and what is the "nice to know" material. The exception might be material that's needed for external credentialing or licensing exams.
Barry Westling
I choose content based on things I believe that are important in my career. Anything that is comptetent for our students to help better their overall view.
Jeff ,
Content has to based in part on course objectives and learning outcomes. Course resources and materials can then be selected to support the curriculum. With this foundation, the instructor can serve as a subject matter expert, based on their past education, training and work experience.
Barry Westling
