I like to come in to class with a variety of possible back up plans in my briefcase. Sometimes it becomes evident that you have an entire classroom full of students who just can't focus no matter what you do. My back up plan for this day rather than power-points and handouts may be putting in a relevant movie. The key is to have the ability to read my students. I don't mind moving things around, it just makes sense.
For all subjects there is alot of info to bring into class. A good instructor is going to have well-prepared lesson plans that include more material than can be used in one session.
Since classes differ in learning abilities, be prepared with exercises that you can cut back on when class is in session.
Hi Suzzane:
Whenever you can engage your students and get them to participate in their own learning, they're going to remember more and do better with the course material.
Regards, Barry
I always have more material prepared then time. I also encourage discussion as much as possible. I think the students learn faster and better if they discuss the concepts we are talking about. I also will have some varied materials to work with (worksheets, case studies, current events) all of which will help both with an understanding of the concepts for that particular class and to encourage further discussion.
The curriculum I use is a standing curriculum. The only additional information I would include is activities around learning the terminology and additional coding scenarios to get the students comfortable in navigating in their coding books.
When lecturing, I also will talk about real life work situations that is related to the topic as this is of much interest to the students. It also engages the students to talk about any experiences they have had that they would like to share.
Instructors must be prepared on the course content - have discussion topics, exercises and group activities to adequately cover the content needed.
I also like to have lots of extra material for the students. I use material and worksheets from different book with the same subjects. Giving them this different material may help them learn or see the material in a diffrent way.
Some of the strategies for selecting sufficient course content includes practical assignments and activities that can engage the students and give them the opportunity to be proactive in their learning process.
Hi Jean:
These are good and yourapproach seems sound.
I think if you have well written student learning objectives (SLO's), course objectives, and adequate resources, you have the foundations needed to choose how best to present the essential material required for your course.
Assessment of these objectives is the only fair and ojective way to measure if achievement of learning occured. So in selecting content, the closer and more frequent an instructor aligns with the SLO's od course objectives, both assessing learning and aquistion of learning should be relatively systematic and logical approach to content selection.
Regards, Barry
Hi Jean:
Relying on past classes is what they call experience. You know what has worked and has not worked. Sometimes I accidently stumble onto something that's wonderful and I adopt it for regular use. I like trial and error, and sometimes it's a hit and miss.
Student feedback also provides information about content. In my profession, it's very dymamic and things are changing with new instrumentation, technology, terminology, and practice standards. Content has to be up to date. Being willing to try new methods of delivery, better ways to convey important concepts, is essential for growth as an instructor and maximal benfift to the students.
Regards, Barry
Hi Earle:
All of those mentioned will work, especially if used in conjunction with other media. The content is fixed. It's how it's delivered that ultimately determines if students have received it fully.
Regards, Barry
Some strategies I use are: importance of topic to the student's career; research available; activities to go with lecture; objectives of the course and how to meet them
I always use my experiences from previou times I taught the course- if I have not taught the course before- I try to figure out the appropriate times for presentation based somewhat on the length of time it took me to prepare and research the topic as well as using some engagement activities and applications
Having sufficient content is not something that I usually encounter - I tend to stray the other direction. I would use some hand-on, in class assignments or group projects.
Hi Joe:
These are good examples. Careful planning, time, effort, thought, and choice of media resources need to be considered when selecting apprpriate course material. We want our sudents to be given "the right information, with the right resouce, at the right time".
Regards, Barry
Hi Tyler:
Systematically preparing appropriate student learning outcomes (SLO's), then pertinent course objectives, the content is more likely to be focused on sequential learning, basic to foundational to advanceed in a way that uses appropriate resources and in a timeframe that's appropriate for the course or program.
Media selections are an important part of this process. And how we develop lessons to deliver the material in an interesting and enjoyable way is also a key element. All of this takes careful thought, time, effort, and planning for maximum effectiveness.
Regards, Barry
Hi Larry:
To me, it's clear students can never gain all of the learning, education, training, and expeience I've gained over many years in a short course or program. So I have to deend on clear course objectives and student learning outcomes - these I convey in the amount of time alotted.
Regards, Barry
1. By Chapter
2. By more learning opportunity
3. Historical and anecdotal information.
Joe
in order to be truly sufficient we must have several backups. Attempting to jam pack a course does not work as more often then not you will loose the students, BUT if you have backup material and the students are craving more, your set to go.
