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Course Planning & Development

Course Planning & Development - Planning&...

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Unformatted text preview: Planning & Planning & Development for A ED 590 – Advanced Teaching Methods in Agricultural Education Step 1: Acceptance Step 1: Acceptance ► Initially I was approached to teach the course by my Department Head – Dr. David Drueckhammer. ► I had a course similar to this one while in graduate school, so I eagerly accepted. ► You may or may not have a choice in what you teach. Be prepared to learn along with your students if you are assigned a course you know little about. Step 2: Research Step 2: Research ► I am a large proponent of not re­inventing the wheel, so I research what was available. I reviewed my notes from the advanced teaching course I had taken. I spoke with colleagues who have taught the course on their campuses. I reviewed similar online courses in advanced teaching methods in agricultural education. ► Even though I looked at what was out there, I knew that my course would be different because there were distinctions that I wanted to make. Step 3: Planning From 30,000’ Step 3: Planning From 30,000’ ► While planning a course I like to look at it much in the same way as you would look at the ground from an airplane at 30,000 feet. ► I want to establish the broad scope and philosophical underpinnings for the course. Specifically, the course would be for those who may or may not have taught before, but might like to teach at the post­secondary level. ► This broad look allows you to plan your specific goals for the correct audience and for appropriate purposes. Step 3: Planning From 30,000’ Step 3: Planning From 30,000’ CONTINUED ► During this broad planning phase I began to contact publishers of potential textbooks for the course. I purchased or received review copies of 8 or 9 books as potential texts for the course. My goal was to find the text that fit the philosophy of the course and did the most to help establish and support the goals of the course, serve the students in the course, and serve as a quality reference. Not unlike our course text, a textbook does not have to be comprehensive with regard to course materials. However, you do want a book that fits and does not waste the time or money of your students. Step 4: Developing Course Goals Step 4: Developing Course Goals ► Dropping altitude! Course goals establish the “broad strokes” that you want to make in the course. ► This is where you ask yourself, “What are the major concepts that I want my students to walk away with?” ► Have a look at the next slide, or the course syllabus, to view the goals I have for you in this course. A ED 590 – Course Goals A ED 590 – Course Goals ► ► ► ► ► ► ► Distinguish between the characteristics of effective and ineffective teachers. Be able to categorize students by their preferred learning styles. Have the ability to develop course goals, outcomes, specific lessons and appropriate evaluation for post­ secondary courses. Be able to apply active learning techniques in a learning environment. Utilize appropriate teaching technologies and aids. Explain the different ways faculty members work with students. Describe the general responsibilities of faculty members at the post­secondary level. Step 5: Writing Outcome­Based Step 5: Writing Outcome­Based Behavioral Objectives ► Form the course goals I focused in tighter, creating specific module topics and their respective objectives. ► For each module I created observable and measurable objectives that the students would accomplish. ► These specific outcomes are my guide to what I will teach specifically in each module. You can view each of these sets of objectives for this course in the course syllabus or in each module. Step 5: Writing Outcome­Based Step 5: Writing Outcome­Based Behavioral Objectives ­ CONTINUED ► The specific outcome­based objectives for this or any other course that I teach drives my evaluation. ► If you write quality objectives for observable and measurable outcomes, essentially, you have written the frame work for all of your students’ tests, projects, assignments, etc. Step 6: Crafting Lessons Step 6: Crafting Lessons ► This step of the process is dynamic in nature because you may find new ways to teach your objectives during the semester. ► This step does not have to be done before the course begins! ► Lessons should be written to satisfy the objectives you have created. Novel or trivial information should be avoided. ► Lessons should employ a multitude of materials, teaching methodologies, and activities for your students. ► We will learn more about lesson crafting in later lessons. ...
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