Do research on other syllabi on the same subject then develop content based on your knowledge
James,
Great. I'm sure your students appreciate using materials that originate from their live instructor.
Barry Westling
I have copyrighted an exercise that does that for my Business Law classes.
James,
Assessing prior knowledge helps. Also, most of our courses have learning objectives and specific student outcomes. There are so many resources and options available today, it takes careful planning to assure we are providing the most reliable and useful material to assist preparing students for their career category.
Barry Westling
So much depends on the course and makeup of the class's background knowledge. I have a copyrighted exercise that helps me guage that knowledge.
John,
In one way, sufficient means all that is needed to meet course objectives. As you say, there are dozens of methods and resources to attain the best delivery of needed material.
Barry Westling
Sufficient course content selection is the ability to deliver the facts and knowledge that applies to the course and fine selecting quality edification that truely illuminates the contents
Jamie,
This is a perfect role for an active, interested advisory committee. If these folks are made up of employers or clinical extern sites, then they will have a perspective that is real world, and can offer advice that my be missed if only the faculty are involved.
Barry Westling
I like the concept of experienced fellow instructors as a tap of real world time tables for content and in our field we use Program Advisory Committees to exam line by line our curriculum for content and end usage to train students for their fields. They add and update as their fields need to produce student success as they wish to hire.
Julius,
Yes, integrating as many different learning activities can only keep the class interesting, assure better participation, and enhance the instructional process.
Barry Westling
Some strategies for selecting sufficient course content is to look at what is the expectations once the course is completed. It should give an idea of what to plan out for the entire course. This should also dictate certain lessons that need to be included.
B. A.,
Good point about understanding. Understanding of a subject or topic reinforces critical thinking in that students can approach mastery. A good understanding suggests that any question asked of a student is likely to be answered correctly. Also, solving problems (vs. recall of specific facts) is closer to what will be needed for successful graduates in the work setting.
Barry Westling
When you are teaching a static subject like history, I think it is important to streamline the subject so that the main points of the subject are clear. After that, it is important to have developed a strategy to reinforce those main points over and over again, through different instructional methods such as lecture, class discussion, PowerPoint presentations and if available, video presentations. It is important to let the students know what the main points are as well as give them an understanding of the main point through different examples. If the students are just memorizing the points of the class without understanding their importance, I think that those points will quickly be forgotten. If they have an understanding of what they are learning, the information learned will more likely be retained for future use.
MALCOLM,
Math anxiety surely can be a distraction for students. I agree a pretest can help diminish fears about doing well, performance in class, and meeting course objectives.
Barry Westling
As the Algebra instructor, a practice test/Pre-test can nearly always calm fears of what the first and each of the following tests & quizzes will be like. Having one available and already on-hand can be a great time-saver and---maybe he isn't an absent-minded professor after-all.
Malcolm
Darrell,
Course content selection begins with the course objectives. Maintaining a flow is important too, and that takes planning, timing, and trial and error. Having a back up plan if time is left before class ends is part of that. On the other hand, planning a activity where the amount of time can be lengthened or shortened due to time limits can produce classes that seem as though they are perfectly timed.
Barry Westling
When selecting your course content, you should evaluate the material and make sure the content has a flow
Pauletta,
Of course we want to meet course objectives. Sometimes there's also program objectives, and institutional objectives that have to be met as well. Since most of us are workers in the field we teach, we can always add stories, past circumstances or interesting situations that help fill in some of the information that a student will need. I also try to take text information and apply that to re3al world examples.
Barry Westling
Some strategies for selecting sufficient course content is to present course content in different ways to keep students motivated. Course content should be presented in writing, visual, auditory and tactile ways to include the different learning preferences of each student. Pretests should be given to determine how proficient students are with course content. Breaking students up in groups and playing various games regarding course content allows students to see that learning can fun which helps to motivate students. Ask students what would help them to understand the course content.
Sandy,
My take is based on my daily objectives and a reflection on basically "how can I best get these topics covered?" It varies from class to class, but definitely, variety and activities that keep students engaged make class more interesting and enjoyable.
Barry Westling
