Planning and Conducting Classes

Group 1 BSMT3B

Objectives
Outline how classes are planned and conducted List down and describe the different components of a syllabus

Objectives
Enumerate the different steps on how a course syllabus is prepared Distinguish between the different types of learning objectives

Objectives
Discuss how giving of assignment is planned and implemented

PLANNING SEQUENCE

Planning Sequence
The planning sequence is a series of steps which represent a logical progression of command and staff actions required to develop plans

COURSE SYLLABUS

Primary Purpose
Academic contract Provides a basis upon which to resolve academic misunderstandings.

Primary Purpose
Official document of record regarding all classroom activities and policies.

Primary Purpose
What Course is about Why the Course is taught Requirements Passing grade

Functions
Acquaints Students with the Logistics of the Course Helps Set the Tone for the Course Defines Student Responsibilities for Successful Course Work

Functions
Describes Active Learning Students Helps Students to Assess Their Readiness for Your Course

Functions
Can Serve as a Learning Contract Can Improve the Effectiveness of Student Note Taking Can Include Material that Supports Learning Outside the Classroom

Functions
Describes Available Learning Resources

Developing a course Outline/Syllabus Before developing a syllabus, it is important to check with your college or universitys departmental policies.

Developing a course Outline/Syllabus After including departmental policies, develop your own where you are allowed to be flexible.

Developing a course Outline/Syllabus Be very specific in any policy that you include on your syllabus.

Developing a course Outline/Syllabus Be clear about assignments and tests, and how they will be graded.

Developing a course Outline/Syllabus Include a course outline or calendar for your students Make your syllabus a contract.

Stick to your policies

Always cite references

Developing a course Outline/Syllabus

Formulation of Objectives

It explains easily what you expect your students to be able to do by the end of the course and orients the students to the content of the course

Formulation of Objectives

The outline may be general or quite specific according to the judgment of the instructor.

Characteristics of Objectives

Audience - Who will be doing the behavior?

Behavior (Performance) - What should the learner be able to do?

Characteristics of Objectives

Condition - Under what conditions do you want the learner to be able to do it? Degree - How well must it be done?

 Method of teaching is directly related to the presentation. Which a teacher should use, depends on the nature of the subject, and the tact of the teacher.

Determination of Strategies/methods

Determination of Strategies/methods Inductive - The inductive method is the real method of discovery. It moves from objects or several keynote examples to the development of ideas.

Deductive - Generally one is teaching deductively when he gives the rules, principle or generalization first and from them the descent is made to the specific factors or ideas making up such generalizations.

Determination of Strategies/methods

Determination of Strategies/methods Factors

Age Likes and dislikes of students Encourage curiosity Help to find resources Freedom

Determination of Strategies/methods Factors

Needs of the students Content of the course Policy

Selection of Instructional Materials

Print Resources Non-Print Resources Tests Equipment Manipulative

Time Allotment
Spend time on the instructions. (allow for a question-answer session)
Focus or group based task.

Time Allotment
Sum up the lesson is by using reflections which are very easy to implement and are selfrevealing in terms of what the student had learned for that particular lesson.

Evaluate Performance
Components of Evaluating Student Performance: External Evaluation Student Self-Evaluation

Taxonomy of Objective Cognitive Domain Affective Domain Psychomotor Domain

Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills.

Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Affective Domain
The five major categories are listed from the simplest behavior to the most complex:

Receiving Phenomena Responding to Phenomena Valuing Organization Internalizing values (characterization)

Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motorskill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution

Psychomotor Domain
The seven major categories are listed from the simplest behavior to the most complex:
Perception Readiness to act Guided Response Mechanism Complex Overt Response Adaptation Origination

Selecting and Organizing content

Selecting and Organizing content

Planning assignment
know the submission date and allow plenty of time even if you think you know the topic well focus only on relevant research and reading materials

Planning assignment
follow guidelines in terms of presentation
make and keep a copy of the assignment

Planning Assignment
To avoid plagiarism, remember to record the details of these sources as you read, take notes and write the assignment.

Conducting a Class

Conducting a Class

references
Ken Thomas, Selecting and Organizing Instructional Content Brown University, Constructing a Syllabus: A handbook for faculty, teaching assistants and teaching fellows

references
http://www.ion.uillinois.edu/resources/tutorials/id/de velopObjectives.asp http://www.usq.edu.au/learningcentre/alsonline/asse ssment/assign/assignplann http://www.usq.edu.au/plagiarism/infostud/avoidplag/ assign http://armychemicaloperations.tpub.com/Cm2304a/C m2304a0012.htm http://www.nwlink.com/~donclark/hrd/bloom.html

Group Activity
Create your own course syllabus with the aid of the prototype syllabus given to you.

Group Activity
Make a short written report (in tabulation) about how you employ these area in your syllabus:

Group Activity
Objectives Content Teaching Strategies Instructional Materials Sample assignment

Group activity
Groups Designation of Task

Group Activity
Long bond paper Font: Times New Roman Font size: 12
To be submitted on: October 12, 2012