Bryant: I also try to use the topic of the class on the first day as a "this is your life segment". I teach law. So for example, I put them all into the middle of the class and tell them the back of the room is strongly disagree the front strongly agree, the right agree, the left disagree. I then ask them a question and tell them to choose their position. Then we discuss why they chose the position.
For example: it is illegal to drive 35 in a 30 mph zone.
Inevitably it allows me to bring in laws, how they apply, what is considered illegal, immoral, unethical etc and keeps the students interested.
Dr. Westling: I think picking too many topics to speak about in one class session. Assuming students know how to take notes! Speaking above the students level of understanding.
Select content that is more indepth then the student may need to know.
Give content that is outdated or not really applicable to what the student is training for.
The student is able to understand the written content in the book being used. It is not over their head. Otherwise, they won't read or use it as a resource and study guide.
Planning to much content for time alotted. Also sticking to content regaurdless, therefore not rolling with opportunites or questions presented by students.
One mistake that I've made when selecting course content is including too much material. Though the cargo of content that gets placed on the train of my curriculum is usually based on experiences from previous terms, I sometimes find (as I announce first day of class when I go over the syllabus)that each class comes in with its own unique set of talents and skills, so we may move through the course in some places more slowly, in other areas more quickly.
And on occasion I may have to eliminate for a particular class some content. This breaks my heart; it can be like losing a child of my own creation. But sometimes content must be sacrificed...
I think we sometimes try to include too much material in one section of the course; we also may take for granted what the student already knows and understands. I think a pretest is a great idea and I plan to use it in the future.
Coming straight to teaching from Graduate School, I was set on having students have the same organic and indepth discussions about literature and composition that I was used to. This was a gigantic mistake! Students have to be primed into being critical, deep thinkers. They have to have a desire to explore writing indepth, it is not something that happens right after high school or after being out of school for many years!
Probably the main mistake is forgetting that these students don't have the experience or knowledge base to keep up with the instructor. Again, this is where a pretest helps the instructor see the level of students he's dealing with.
Hi Amy,
Sounds like you use an effective strategy when selecting course content. One thing all instructors should be mindful of is using a variety of techniques to address every type of learning style.
Regards, Barry
The first item on an instructors agenda has be to determine the purpose of the course. The content has to be relevant and support the course purpose. Secondly the instructor has to determine are the lesson plans at the proper level of difficulty for the students. Creating course requirement that are far beyond the students ability is of little benefit to the student.
Hi Joe:
So what you're really describing here is two extremes: being too enthusiastic, versus not enthusiastic enough, right? In other words, there needs to be a balance between both.
Regards, Barry
Hi Deborah:
Another effective technique is holding all students accountable to the same grading standards. An effective way of doing this is by the use of clear rubrics.
Regards, Barry
Some common mistakes include not having a plan for changes in assignments or presentation when students fail to understand course content; not having the proper amount of work for the class time; and not taking into account the varying backgrounds and abilities of students so that required content is presented in a manner that everyone in the class can understand.
A valuable tool in assessing varying student abilities is a pretest at the beginning of the class. This will help not only the instructor, but will also help students know the areas where they may need additional work. When using a pretest, a posttest at the end of the class helps both the students and instructor assess what progress has been made in the class.
The challenge I always face as a General Education instructor is to make the course work relevant to the career needs of my students. Early on, I thought that students would be fascinated with my class just because I found the topics fascinating. Now I give my students some choice in the topics we study. This way their interests drive their learning and they stay engaged.
I find when I prepare for my course, I find out that not everyone is at the same level of education. Do I bore those with advanced education by going I move on with the outline for my course?
Hi Simon:
In addition, sometimes it behooves us as instructors to recommend students form study groups outside of class if time allows for this same reason.
Regards, Barry
Hi Sabrina:
What you mentioned made me think of new instructors that may not yet possess a lot of face to face classroom experience. Often times, if there is no sufficient orientation process, a new instructor may choose tasks for the students that are ineffective.
As a result, we all end up learning what works by using trial and error.
Regards, Barry
The course content is provided and the students are placed in classes by the institution. It is very important to know the students ability level in order to present the content at a level the students will understand. It is very challenging when you have a wide range of skill and ability levels. You must make it basic enough for the students without prior knowledge or experience and still challenging enough for the more advanced students.
Hi Gary:
In other words, students are potentially less prepared for real world scenarios, and it would be a mistake to not address this in our instruction by spending some time on foundational material.
Regards, Barry
Hi Patrick:
In the begginning, the instructor may be called upon to look at instructional materials that will support the content they are teaching to the students.
Through trial and error, an instructor may be able to identify what works, and what doesn't, and modify what they teach in future sessions.
Regards, Barry
