Planning
My course is planned based on my syllabus and what I think is the best order for students to learn. I think about what are all the learning objectives of the course and then determine what we need to learn first, second, third, etc. I feel that we section builds on another and that you need to learn certain skills and knowledge in order to apply that knowledge to future topics.
What I have found helpful is lecturing for about 20 minutes then throwing in an activity. When I start to see that foggy gaze I know it is time to switch it up. Hope this helps!
I believe also in a well made syllabus.
As a new teacher right, I alot of material to cover, I think I am going to fast through the material. I do not know yet how to prioritize things in the text book. Thanks for the respones on this subject
I have learned that it is always best to be flexible and to plan too much rather than too little; a smorgasboard of activities is always welcome in a classroom
Hi Brando,
You make a great point about how to approach the classroom. By understanding the needs of your students you can set the pace to cover the content while meeting the standards of the field.
Gary
My first year as a teacher, I focused much of my attention to making sure that I covered every last bit of the textbook. That year was full of disappointments. Not only did I feel behind schedule all the time, but also my students were struggling to keep up with my hurried pace. In the end, neither my students nor I had an enjoyable time in the class. Subsequently, I've taken into consideration my students' entry level of knowledge (background knowledge) and the pace at which is most comfortable and conducive to learning. My tests are based on established industry standards, which helps to refine the scope of my class and the content.
Hi Lei,
Being flexible is critical for teaching success. By having the outline you can react and modify as needed and keep the students engaged.
Gary
I think planning is important because I used my course outline all the time, but sometimes I find that my students are moving at a more rapid or slower pace, so you have to be prepared to either accelerate class or slow it down.
I have found textbooks such as described by Oliver, making it necessary to develop a better order of presentation and discussion. This worked just fine for the students, since the syllabus, course outline, and handouts all specified the order we were using.
That is a great idea! I used to follow the way the book was presented but that sometimes confused my students because they were not in a logical order.
Thanks for your observations, Jessica! You raise an excellent point. Being aware of a lesson's learning objectives is one thing, but prioritizing them to best determine the sequence of application to the big picture is crucial.
Jay Hollowell
ED101 Guest Facilitator
