Instructors may choose content that is either more advanced or too easy for the students. It is good to start the course with an assessment quiz to determine their backround knowledge. That way you will know how to go about presenting content and what areas to focus on during lecture.
Presenting too much course content at once. It would be better to present the content in smaller pieces so the students have time to absorb, learn and move on to the next section. It will allow them to feel accomplishment at a faster pace and be ready to learn the next section of the course.
Our course content is determined by the school, but I try to tailor it within the scope of my class. I have had problems in the past when I switch from teaching more advanced courses to lower level courses. My expectations sometimes need an adjustment.
Hi Gary:
I think every instructor has encountered something similar like waht you've described. As educators, we play a role of subject matter experts, and to some degree, we have to sometimes be selective in where our emphasis will focus, and how we can best meet all course objectives.
Good teachers will find through experience what is most helpful and provides the greatest benefit to the students.
Regards, Barry
Sometimes the master course syllabus dictates that we cover far too many subjects/units for a 12 week course...thus we have to spend less time on important units, when we'd do well to discard others of less importance. I try to vary the pace and the content of the course based on individual students -- if we need to spend more time on a difficult subject area, then we do. Lesson plans are not necessarily carved in stone, and as long as the course objectives are met, we can skim over what we deem less important.
Hi Cynthia:
Very good point. Matching course content with sequential or layered learning levels really takes careful planning, and should be done by individuals with training and experience to do so.
Your other point is good too. Some teachers like to emphasize subjects or topics they like, know well, or feel students "should know it", whether it's part of the curriculum or not. When students performance suffers because of course difficulty beyond what the course calls for, boy, that really a shame.
Regards, Barry
Hi Scott:
I think textbooks serve both as a resource for the course and a reference for further study, perhaps at a later time when the student understands the topic or subject better. There is no rule (usually) that say's every word in every chapter has to be used. You're right, we have to prioitize and use the textbook as a tool, and a that tool doesn't have to dominate the project (class lessons).
Regards, Barry
I have seen topics covered that are non-essential or too difficult for the student level. Sometimes it's easy to digress but it's important to stay focused on the required content. Students must have the basics/foundation solidly implanted in order to move on to the next level. They lose focus when we are too broad in our topics. The same is true of giving them more depth than is appropriate at the time. They will get lost trying to comprehend course content that is simply beyond them.
Many instructors select course content based on the texts, rather than select a text that explores the content needed for that class. Many instructors feel that if its in the book, we need to go through it. Often times there is not enough time to get to everything so one needs to prioritize.
Hi John:
One way to save time with PPT is to jump to the end slides if you have summary points already listed. This can also be done without summary slides - by just using the white board to put salient bullet points that are essential to the lesson.
If available, you can get a copy of the test or quiz and scan it to make sure you're going to cover the test information. This is less than desirable, but, as you say, when time is short, at least give them something helpful.
These are also times a teacher may want to reflect on why their time got away from them to avoid this from recurring in the future.
Regards, Barry
It is sometimes difficult to choose what needs to be covered. I don't like thinking that I've 'short changed' them by skipping over material. But, sometimes one must. Sometimes there is not enough time to cover the topic or maybe they're not able to wrap their minds around the topic at that time. I adjust and approach it from a different angle.
Hi Karen:
To some degree, good teachers are always trying out new techiques or introducing new approaches. I think when it's successful, we planned well. But misses are important too - they allow us to examine what could be improved or why did we not connect. I would rather try and fail than provide boring, "same-old" delivery instruction.
We really ought to facilitate learning, rather than provide it. This means experimenting with how we can get the student to participate in their own learning. It does some require some degree of trial and error.
Regards, Barry
That is really a challenge. I have also had students with that kind of mix and ran into a few brick walls....but I think that being able to try different things (which means taking a risk that it won't work at all) is worth the effort. I have found that even in these groups that students will "group together" in their efforts to study or learn the material if they are given a "nudge" in that direction. I found that it really helps especially if the student is new to the program. I am open to any ideas on this as it is a real challenge in the classroom especially if your topic is technical or a bit dry to begin with.
Hi Gregory:
In another module, we talk about using pretesting which can help assess where our students are at in the knowledge level. But a properly written course outline, objectives, student learning outcomes, and assessments based on the couse content should keep most student informed and current. A good syllabus that defines expectations can also help avoid misunderstandings that could negatively imnpact the student grade.
I think if we portray interest, excitement and motivation in every class, students will more apt to lean this way also, and buckle down with the assignments. That said, you'right, students are students, and sometimes they need to be reminded about why they're in school. For me, I call that "a talk from Dad".
Regards, Barry
I make this mistake every time! I assume the students level of interest and motivation for learning the material is the same as mine. The instructor must realize that each student is unique and what comes easy to one is the hardest thing in life to another.
I also "wave top" some discussions as I assume they understand and "deep dive" other discussions that are already understood.
To me, learning is easier than teaching!
Hi Dixie:
My first response is we have to work with who we have and the resources available. In the past, I've had better prepared stuednts lead lesser prepared ones in activity-based lessons. For reading or writing assignment, I usually have the students work independently as I need to assess their individual performance. But in discussions, everyone's kind of on a level play field - especially if an opinion based discussion.
One effective method of working with different learning levels is to mix brighter with lesser students, give one component of a topic, then each in the group can participate to whatever degree they're able. Seems like all benefit from this exercise.
Regards, Barry
Hi Gregg:
An underlying key you've alluded to is being sensitive to the tone, flow, or demeanor of the class at any given time. Keeping things relevant to the chosen occupation is always a good way to bring things back to focus. Our course content should reflect the course objectives, student learning objectives, which should all relate to the bgger picture of a vocational emphasis.
Regards, Barry
My, what a can of wrigglers you've opened the discussion with! In one of the courses I teach, I often have students whose reading levels are quite low and also students who were in AP high school classes and have already read most of what's in our textbook. On individualized paper assignments, I can steer students into topics appropriate for their ability levels. In group discussion, I try to encourage personal response, which allows an opportunity to everyone (if I'm lucky enough that they've actually read the assignment) and also gives the informed and thoughtful student a chance to point the way to deeper thinking for the rest of the class. Most of the time, my super-advanced students either go it on their own or take advantage of the low demands and happily give more attention to their other courses. Does anybody have a genuine solution?
Some mistakes made when selecting course content might be choosing content that is way over the abilities of their students, or too simple for the students. If the subject matter seems boring, an instructor may put too much flash in an effort to make it more appealing. Some of that flash may become confusing. To correct or avoid these kinds of mistakes, make sure you know your students, yourself, and the course content. Hopefully, since you are the instructor you will know the content, however, you may have lost touch with being a student and how to make things relevant to their chosen occupation. Tie the abstract to the concrete with plenty of personal experiences. Try to provide hands-on experiences to make it personal and in their control.
Hi Dennis:
Sure, and that's where being a student centered teacher comes into play. When our focus is on student needs, the student outcomes will just be better and the student will feel more informed about needed course work.
Regards, Barry
