Hi Jayme:
For many, timing course delivery can be a huge challenge, and I'm sure by trial and error, teachers find what works and what doesn't.
The longer a teacher has taught a class, the more likely they will have added material to it. Sometimes that can be just too much. We need to have well written course objectives, then stick to them. Otherwise, we may overwhelm some students.
Regards, Barry
I think pacing is the most difficult part of selecting course content. There is ALWAYS more to be learned than can be in the time alloted for each course. Students and teachers can become overwhelmed and frustrated if more is introduced than can be learned. Sometimes you have to accept that not every last thing can be learned and that you'll have to break your course down to what's most important. You never know, though - there could always be more time than you think, and they'll be extra time toward the end of the course for some of the stuff you had to skip. It's not an easy balance, but can be done.
Agreed on the fairness issue. I LOVE using a rubric for essays and essay questions. It makes it easier for the student to have clarity on expectations and easier for me to grade. When I used a multiple choice format, the results were dismal. I realized that it was not a good format for these students to show off what they had learned. That was when I started using essay questions for the "big" tests.
Speaking to the different levels of students...I used another instructor's idea of having the students pair up and teach a chapter from the book. I was skeptical at best. However, every single presentation was really well done. There were weaker and stronger students in the class, just like any other class. I was fortunate in that two of the stronger students led off and set a standard that all of the others were shooting for. So even the weaker students had solid presentations. I think that when we expect a lot and encourage students by letting them know that they CAN achieve a high level of success, they are motivated to reach that level.
Thanks!
Margie
Hi Margie:
Most classes have a variety of students with a range of past learning abilities and current capabilities.
Some instructors will use their stronger students to assit the waeker students, sort of like mentors or tutors. Other will separate the class into groups wth high, medium, lower performing students, then customize the assignment based on the "stregth" of the group. Same assignment, just differing level of engagement or difficulty of assignment.
Also, having stronger students facilitate some portios of the class allows them the expression they need using the abilities they possess.
Testing has has to be fair. Using essay-type questions can assist the teacher in being fair to all, especially if they use a grading rubric to award points.
Regrads, Barry
Hi Kristi:
Time will be a fcator in all cases. But given enough time:
* Stronger students mentor weaker students
* Students present segments of the lecture
* Teacher facilitates instruction vs. providing it
* Learning style assssments
* Supportive learning environment
* Differentiate difficulty: stronfger students more depth while weaker students focus on more fundamentals
* All students present to each other (involvement in their own learning)
A few thoughts.
Regards, Barry
My biggest issue is presenting too much information. I LOVE the subjects that I am presenting. It is easy for me to bring in additional information and examples because there is so much interesting information. I now pick and choose what I add and how deeply I go into the explanation, otherwise students get confused as to how it all comes together in the context of their course.
Another issue that ties into this is the level of the student. Students who know how to do the reading and digest the information in the text WANT and need that additional context and discussion to keep them engaged. Students who have a difficult time with the reading want classroom work to focus on the specifics of the reading as they don't have a solid understanding of the basic concepts.
How do I meet all of their needs? Should I cater to students who don't do their prep work to be ready for a discussion of the current topic? How do I know the difference between students who don't have the skills and students who don't feel like doing their own prep work?
Mixed ability grouping is a terrific way for struggling students to hear the content from another voice; it also creates a small group setting, and it's a chance for the more accomplished students to refine their knowledge by teaching others. However I struggle with KEEPING my more accomplished students challenged. Differentiated instruction has always been a challenge for me--any more suggestions?
Hi Richard:
You"ve identified several very important "errors" or problems that can occur without the proper resources and planning. I don't think this is limited to newer teachers either. Even experienced teachers can get bogged down if they're not careful. Good post, Richard.
Regards, Barry
One obvious mistake is trying to do too much. This may come from assuming the students know more than they do, or can learn faster than they are, but it could also be because the instructor gets rushed.
Another related issue is going outside the specific curriculum to try and cover related, but not essential, material. This could be fun for the teacher, but doesn't help the students focus on what they need.
Lack of focus is a third issue, and certainly relates to the second, where the course content wanders too much. The results are the same, you're not emphasizing the core essential matter.
Finally, assuming you have advanced enough technical equipment for some presentations can be a problem. My school is...limited...in its projection equipment, ability to download large files, etc. and this can make a planned class difficult. Trying out what is possible ahead of time can save a lot of surprise and frustration during class.
Hi Timothy:
Well, you've experienced a lot of classes to make these truthful observations. I think each one could be expanded with similar examples, but for this post, I think participants would do well to reflect on your post, as these are probably very common (or could be) errors teachers can make regarding the content of their courses. Great post!
Regards, Barry
Some of the mistakes I have found I have made are to much work for the allotted time or not enough, presentation of material sometimes to far ahead of the student knowledge, selecting assignments, activities and delivery.
Hi Julie:
To me, even with experienced teachers, everyday is a new and unique opportunity to learn, expand my thinking, be open to trying new approaches and ideas. Einstein said "insanity is doing the same thing and expecting a different outcome".
I may be insane, but I do know that by not willing to try the new, I'll never get much improvement. And if it doesn't work, that'sw okay. There's always another day.
Regards, Barry
Hi Barry and class,
I believe that some instructors narrow their content to one specific area -- by expanding the content - choose a variety of learning levels coupled with real world scenarios, probing methods to encourage critical thinking skills and incorporate a variety of tools to present the course work -- we must remember that lecture is not the only or best way to teach.
Regards,
Julie
Hi David:
Being proactive helps us get a leg up on important information where students performance levels are. Your experience ceratinly underscores that.
As most of us are busy, we tend to depend and assume too much sometimes. What I've learned is if I'm the guy responsible for the class, I need to be accountable to my students, so I'm going to go out of my way to get information. I ask questions, verify, double check, avoid procrastination, and work hard at understanding what could wrong, then try to do what I can to prevent that from happening.
Still, errors, mistakes, snafu's, and assumptions plague even the best laid plans. But more agressive responsibility can help minimize it.
Regards, Barry
I once taught an advanced Microsoft Office Professional course. The class was for students in other programs, so I knew few of them and we seemed less connected than my other classes. We were more than one session into the Microsoft Access section of the course before I realized that the prerequisite course had not covered ANY introduction to Microsoft Access. Suddenly, the occasional blank stare started to make sense. Since then, if I have not taught the prerequisite class, I spend extra time researching the prerequisite course content to ensure that my content is appropriate.
Hi Mary:
I'm sure this has happened to many others on numerous occassions.
Planning ahead, kind of like a budget, is only a plan, and can subject to many factors that interfere with it's fruition (Life is the thing that gets in the way of our plans - John Lennon).
Even with current planning, there can be planning interrutions, delays, or conflicts that challenge getting through all of the material, covering the intended course content, or coming up short.
So, it's always a bit of trial and error. Good teachers will make what, to us is a planning conflict, seem like it was all a part of the plan to start with.
Regards, Barry
Hi Nicole:
This is a great idea and is actually part of one of the discussion posts for this course "Using Pretesting". Anyway, by getting an idea where the students are at, it allows the teacher to make adjustments if needed.
Regards, Barry
Hi Nicole:
Very thoughtful response. I think this may be more common then reported.
Sometimes, after the same teacher has taught the same course for a long while, more and more content gets added to the course. And while the teacher is comfortable fitting it all into the same scheduled time, it's more of a challenge for the poor students who have to try to keep up.
Regards, Barry
Hi Jennifer:
This is a great example. We want to strive for "right-sizing" our instruction: "right material, right delivery, right level, right time".
Not too long ago, I had beginning students (1st semester) and advanced students (4th semester) as my instructional classes. Some topics overlap somewhat. I recognize I need to shift down a level or two when dealing with beginners because everything is new. Your post reminded me of that experience.
Regards, Barry
Not sure about other instructors but for me it was planning too far in advance then finding myself unable to recall the information as throughly as I had planned. I now make sure to review and know the day before what I am teaching.
