Mistakes made when selecting course content
What are some common mistakes instructors make in selecting course content?
As a new instructor, I too try to cover the entire text, which covers the course objectives and THEN some. But after reading these posts, I believe I am trying to present way too much information to the students.
They may chose easier material which will then cause their students to becomed bored with the lesson all together.
John,
Our preference should dictate the order of delivery, rather than the content; you are correct - here, our preference has no rightful place.
Barry Westling
One of the most common mistakes is probably mistaking one's own interest in the content for the class's interest in the content. No matter how fascinating you may think your selection is, it must be dropped if it is obstructing progress and learning.
Tracy,
This is true in many cases, but not all. I help students with their textbooks by guiding them how best to use the text, where to find what is most important, what help adjunct resources compliment the text, and when possible, try to guide what is "need to know" vs. "nice to know". However, I never what to limit students in their quest for learning.
Barry Westling
Text books have more content than is needed. I find that this creates panic with the student and they constantly say "do we need to know..." It is better to have content in small, bite sized pieces with a worksheet, or activity surrounding it.
Andrea,
Oh, so true. It may be the instructor can dish it out, but retention of needed information often suffers.
Barry Westling
In my field of the Humanities, it is very common for instructors to try to cover too much information. Students frequently do not have the background and cannot digest history, literature, music, etc. in one fell swoop.
Robin,
You are on the right track. There is an idea called "the flipped classroom", essentially all that would be done as homework is conducted in class, where there is the availability of the instructor to guide, assist, explain, support, encourage, correct mistakes, etc. Then, PPT lectures, reading and traditional class activities are conducted at home. In this setting, students excel because of near complete access to their instructor. To whatever degree this is employed, this variation of student centered learning is a win-win proposition.
Barry Westling
I've also altered my plans for student's life outside of the classroom, especially since I teach at a career college and a community college. Life gets trickier as the students get older. However, I'm a little personally conflicted over balancing student accountability with being understanding of student's personal needs. I slowly see myself allowing more class time for activities I would normally assign as homework. I would like to know what limits others have set and if it works.
William,
Yes, and certainly, talking is not teaching.
Barry Westling
"Good judgment comes from experience, and experience comes from bad judgment." We've all been there. There has to be a constant awareness that the fact that we're talking doesn't mean that communication is taking place.
Michael,
Less is more oftentimes. The flipped classroom use an idea where student get the "lecture" at home, on their own, whereas class time is spent with individual time with the students by their instructor.
Barry Westling
I think the cardinal sin for course content is taking the maximalist approach of more is better. Instructors run the risk of inundating students in a flood of text, definitions, and background information that they cannot make the important critical connections between ideas within a given course. An example of an overwhelming class from my education was--of all things for an English teacher--an oceanography class I took in college. The professor nearly preached from the textbook huge wallops of terminology on ocean currents, sea life, and tectonic plates. What he did very little of was ask if a) any of his students were paying attention, and b) what students who were not fully rendered insensate by his lecture thought about these terms in relation to current events with climate change. It is one thing to outline the entirety of the Earth's underwater crust; it is quite another to discuss what that crust means to our current ecological situation with pollution and rising temperatures.
My point is that even instructors of weighty material must manage momentum in the classroom for students. Smaller amounts of headier information opened for discussion in a current real-world context is far more valuable in developing critical thinking skills and analysis (i.e., the bread and butter of the teaching profession; the muscles that students must develop and work when attending class) than an attempt to fill the void of students' minds with tomes of terms.
Virginia,
I've found stories are always a bet. Past situations, circumstances or illustrations can convey a lot, make a point, keep class interesting, and have spend a lot of time.
Barry Westling
The content may adequately illustrate the concept, but be dull and irrelevant to the students' lives. This is a particular concern when teaching economic theory.
Erin,
Review and repetition can be good, especially for recall information. I think students practicing critical thinking and problem solving creates better opportunities for learning.
Barry Westling
selecting content that is way above or way below the students ability and not giving background information.
Colette,
I think anything that helps students learn, understand, or apply their knowledge is a good thing. And creative ideas make class more interesting and engaging.
Barry Westling
