Hi Barry, I think a common mistake that instructors make in selecting course content is to put too much content into courses. I have seen classes where there is so much material that by the end of the class period there is still content to be covered and it is quickly...almost superficially covered. I think some of the reasons for this are going off on tangents early in the class and redundant/duplicative material.
Hi Kevin:
Mistakes are going to happen and calling attention to them (for the purpose of example) doesn't hurt anyone. Typically, not preparing, having too little content, not having the media, telling students incorrect information, or grading irregularities are more common.
Regards, Barry
Things that do not directly applied to the cource
Expectation of students too high. When we were in school, there were no calculators, "new math" methods, etc. There was a lot of memorization, things like long division, and critical thinking concepts.
Some of today's students seem less equipped to handle the things we took for granted in our learning process.
Although this certainly doesn't apply across the board to ALL students, it applies to enough of them that a pre-test of some sort is almost mandatory before setting the expectations of the class.
Depending on the pre-test results, it may be necessary to spend more time in the beginning on basic foundation knowledge before moving into the deeper concepts of the class goals and objectives.
For online schools, which rigidly control content, the instructor has little input or choice. However, supplemental info can be brought into the online environment.
Instructors may present material at too high a leve, which requires too much from students. This will cause the students to not engage in the classroom for in the course. Instructors may require too little, resulting in students not learning the material needed in their jobs. Or instructors may not have a plan B or plan C, permitting the instructor to adapt the class to the students reactions.
I like giving the students a chance to think on their own use what they have learned. I notice that it also exposes what I thought they knew and helps me make adjustments to help them further understand the materiel they are being taught. I like to do it before and after lecture so they will stay interested in what I am saying and I can adjust to their needs. It’s like a little pre and post test.
Hi Roger:
Great dvice!
If all instructors could be direct and clear all the time, a lot of wasted time could be avoided and students could learn more in the time allotted. Thanks for sharing.
Regards, Barry
I used to teach classes in the army reserves. When I went through the instructor training course I was assigned a mentor my unit. He used to do a lot of things to teach me how to handle a class.
A couple of his sayings I remember and refer to frequently: "I'm sorry. You heard what I said, not what I meant." And you will have many students who suffer from 'head space and timing' so get used to it.
He was a really good instructor and mentor. He taught me to say what I meant and when constructing a test ask exactly what you mean. Many times we know what the answer is so we gloss over the question, never realizing the question and the answer are not in sync.
I have a very different background both social and educational than the gen-xers have. I have to keep that in mind when writing my lecture notes and the examples I give. The students may not understand a reference I make to 8 track tapes or slide rules for example.
v/r
Roger
Hi Roger:
Someone once said" experience is someone with a history of mistakes behind them". So I guess we experienced folks have made a lot of mistakes!
Matching content to student need requires a thoughtful, resonsible process that really should be done by professionals who have had training and/or education in curriculum design (you know, experienced!)
But assuming the basic curriculum is completed choosing the media, resources and materials needed for effective courses also takes thought, time and effort, and planning.
Making adjustments based on observation, student performance, or feedback is critical for improvement to occur. I'll say it'll never be perfect, as student and course content is dynamic and always changing.
Regards, Barry
I've selected course material that was either too rudimentary or too advanced for the class. Once I realized this I had to make adjustments in the course material.
There have been occasions when I wasn't paying attention and later realized the class was bored because the material was repetitive from a previous class they had completed.
These are reasons why you must have a back up plan. In situations such as this you have to make adjustments and go to plan B is often the best course of action.
In addition to having a plan B you have to pay attention to the feedback the class is giving you. If you don't, the class will run poorly and you probably won't achieve your goals.
V/r
Roger
Hi Erika:
This event is not an unfamiliar one, and unfortunately the instructor is burdened with the responsibility of working with all students enrolled whether they are prepared or not. Not real fair to student or teacher.
Using enrollment admission tests, giving an intial pretest, or establishing prerequisite courses are the most common methods to try to match students abilities with their course choices.
In vocational schools, often none of these exist, so I have adopted an approach that assumes I will every student is some way to some degree. Som e students may not make it or pass the class, but it won't be because I didn't work with them to make that happen.
Regards, Barry
I think a common mistake is selecting course content before the students' knowledge is evaluated. Many times, the classes assume that there is some background knowledge that will allow them to manage the content. Sometimes, just assessing their level can allow the instructor to choose which content should be presented first and whether some background information should lead into the content.
Hi Earle:
Good example. For me, and related to your comment, the assumption that students are following my information perfectly, are instantly digesting it, and are able to repeat and elaborate on it instaneously. That's just not reality.
Students take time to rehearse material, think about it, be able to form questions. That's when I know they're paying attention and listening.
Regards, Barry
Hi Alex:
With established curriculum, one tip is to cover what is required very quickly (but thoroughly), then you can add your contribution and special emphasis as the subject matter expert.
It is hard to follow someone else's outlines and notes. A good curriculum will include student learning outcomes (SLO's) and course objectives that define how and what is to covered. If you follow these, you should do fine.
Regards, Barry
Hi Deborah:
Good example. When we make assumptions too many students may be left in the dark, and many may be reluctant to bring their concerns to their teacher resulting in frustration and perhaps their performance may suffer as well.
Regards, Barry
Trying to cover too much. We like what we do and we are excited by out topics. AS a result we try to teach them everything we know.
One mistake when sleecting course content is to assume that all fo the students in your class have sufficient background in the topic you are teaching. For example, you are teaching algebra and you are assuming every one in the class has a grasp on the basic mathematical functions such as addition, division, multiplication, subtraction and fractions. You set a pace for your class. When you get to class, you give a pretest and discover that your students need work in fractions. Now you must adjust your lecture and pace of the class
I have to follow a curriculum that was established way before I was hired. Sometimes, I run into the problem of having too much or not enough content to lecture or to discuss with the students. As I mentioned in my previous post, I am a new instructor and I've had to make some adjustments. I am more familiar with the information in each textbook now and am able to present the information needed in the adequate amount of time. Every now and then, I will be off by a few minutes but with practice, I'll get better! All these posts and on-line modules have helped me significantly.
Thank you!
Hi Margie:
There's probably some principle out there that prove a strong student mnatched up with a weaker students somewhow bring the two more closely aligned, to the mutual benefit of both.
I don't know, I've not heard of that, but your description makes for a good case to prove it (at least in that situation.
Student mentoring is cool because it gives students a feeling of self worth and perhaps satisfaction they are contributing. As teachers, we ought to facilitate this kind of thing more, because it's helpful to students.
Regards, Barry
