I feel it is always good to do always do further research to learn more about your subject and know how to be more detailed with the lecture.
I personalize my course content by using real world examples from my 45 years in the electrical construction industry. I also try to work in examples tailored to different students based on what I learn about their real life experience or what their career objectives are.
I have good relationships with other instructors here and it has been helpful to hear what content and manner of teaching was used in a class that I am teaching. I have added some of their suggestions to my content and lesson plans.
I have also shared my experience and project ideas with other teachers to help them prepare their content.
The first thing I do is find out what content needs to be taught for that particular course. Then on day one we cover basic content, introduction which is an ice breaker, and then warm up to subject. Once I get a feel for the students, and see what they can do that first day I can look at my content that needs to be taught and make a changes based on levels. I stay on tight to the needs of the course, but I change how it is delivered and how long I spend on the content based on the students.
Erin ,
We have a similar policy at my school. Our instructors take personal pride, in making sure that their courses are unique and interesting for the students. As a "matter-of-fact", there have been "friendly" competitions created by instructors, based upon the most creative and unique, student engagement methods.
Tremayne Simpson
We have standardized syllabi, but we have academic freedom. As long as I am teaching to the course objectives, I can teach my class however I want. This is where my personal style and lesson planning come in. Students really enjoy that classes that I create for them. Students can tell that you put in effort and time to personalize their education.
I don't have a lot of experience with this but what I have done in the pass is to think about the things (skills, knowledge, practices, etc) that the student needs to know to be successful with the content. Then I break the material down and form bridges to the next level.
For example when teaching an intro to computers class it was important that the students needed to know how to create a document in Word. So I worked backwards through those steps to create what would need to be taught and used in the class used informal assessments to move the content along at the right pace.
I think this is a very effective approach to choosing course content. Whether the curricula is very regimented or very flexible, finding and applying relevant information is possible when using these three content categories.
Course content is selected for me. I take that content and scale down what I know they really do not need to know and focus heavier on what they do need to know. Working in the field I am teaching for so many years has shown me that is unnecessary for focus heavy on. And also bringing real world experiences and situations into the class room to see how a student would react to a certain situation.
Richard,
I use similar methods when developing the course content for my classes. Instructors must try different assignment types and review student progress, to see which activities work best with each group.
Tremayne Simpson
Hi Donald:
I agree with your views about selecting course content. However, when you select course-content it means students have to learn upto a certain standard of everything of the course-material. But if you say'nice to know' that means it is not essential for them to know. But again your idea is great. Thanks!
Selecting course content is paramount to the success of the course. Instructors must develop lessons which are relivant to the students and how they will be using the knowledge and skills once they leave the academic environment. The instructors job is to bridge the gap between the classroom material and how it is used in the field of study.
I teach in a dental hygiene program and sometimes it seems like they have to know every single word in the text in order to be a dental hygienist. Because of that sometimes I have difficulty deciding how to select what is most important. I have found that using a clicker response system helps me to know if the most important information is learned. By posing questions after I have completed each topic area I can see what percent of the students have grasped the concept. Sometimes I use questions from the homework and sometimes I use questions I have just covered in lecture.
Mr. Simpson,
I have standardized course content, but I also have academic freedom to introduce content that is relevent to the course or subject I am instructing. I personalize my instruction, by taking inventory on what I know about the course content. I then look at either, new trends, new processes, real world experience and current events that could relate to the course. I feel student involvement after I introduce the material is a great way them to relate. Or a simple debate about the topic is another way I utilize to help my students. As they say...variety is the spice of life.
respectfully,
Rich Maeda
I'm given a standard syllabus and book for each course. As I get to know my students, I try to apply the information to their background. For example, one of my students worked in a retail store, so I apply business concepts to the way a retail store follows those concepts. I use personal stories and stories I hear from others to help them grasp a better understanding.
I am a psychology teacher and while there is material that MUST be covered, I also feel there is other material that will be useful to them in their chosen field. Example we have medical students who will be working with patients someday and I feel it is important for them to know how to handle scared, difficult, shy etc... people. I want them to have real world experience when they get to their career.
It help to incorporate personal experience, and demonstrations if at all possible that is relevant to the course.
Donald,
This is a great way to prioritize course content. Lesson planning should also follow this type of format, in order to create an efficient topical outline.
Tremayne Simpson
We do have an outline of course content, actually planned hourly. There is much that is needed and some of the content is basic that is built onfrom term one. So much repetition, also. Integrating true stories from clinicals ties the teory portion and personalizes the material.
I select course content in the following way. 1. MUST KNOW. This is the information that needs to be covered to meet the standards, for safety, or things that the employers have asked for. 2. NICE TO KNOW. This is material that enhances the learning, is interesting, historical, re-enforces a concept but is not required. 3. STORIES. These are stories from actual work experience that show how the information presented has been applied in the field. The need not be my stories, I have used stories told to me by others also.
Don
