1.

What would I include in each class and

what should I leave out?
2. What methods should I use in the
classroom?
3. How do I know how long it will take to
teach this amount of material?
4. How can I keep learners interested and
make sure they learn?
 Rmust be completed before the course begins.

1. Developing a Course Outline or Syllabus

j Course Outline or Syllabus is considered a
contract between teacher and learners.
R o protect yourself legally , you may also
include a statement at the end of the
outline that states changes in course
material or evaluation may be
necessary at times, but that the
learners will be notified in writing of any
changes.
÷

   

mHolmes, 1990) Write

objectives that have
meaning, not just for
2.1 he Value of Objectives you but also for the
a. to guide your learners. hey should
reflect what the
selection and handling learner is supposed to
of course materials do with what is taught.

b. to help you
determine whether
the people in the
class have learned
what you have tried
to teach
j hey must receive objectives that communicate
clearly what they will be expected to know and
do with the course material.

Sample Objectives:
ë xplain the rationale for people·s use of defense mechanisms.
ë Analyze in a given situation which defense mechanisms are
being used by an individual.

j Course objectives should be designed to be

achievable by most or all learners. If the
objectives are unrealistic, either because the
teacher·s expectations are too high or because
the needed learning experiences are
inaccessible, they are worthless.
 2.2 axonomy of Objectives
m

3 Learning Domains
1. Cognitive mknowing)
ë £nowledge, comprehension, application,
analysis, synthesis, evaluating
2. Psychomotor mdoing)
ë You can observe what learners are actually
doing when they perform a skill
ï x. ´will correctly mix two types of insulin in one
syringeµ
3. Affective mfeeling, valuing)
ë elated to beliefs, attitudes, values
  !"# ""$ %


" %
"&" "

&"  "" " "
'" "
 ""
"
 
Y
     

     

     
   
( "")-
." "      

 ""
"      


     
 
&,  

( ")*""

"
 " "
" "+"

 "


&" " " &"
"

" 
& " ,
Cognitive Domain
£nowledge: Define, delineate, describe,
identify, list, name, state
Comprehension: Classify, discuss, estimate,
explain, rephrase, summarize
Application: Adjust, apply, compute,
demonstrate, generate,
Analysis: Analyze, compare, contrast,
critique, defend,
differentiate
Synthesis: Create, develop, propose,
suggest, write
valuation: assess, choose, conclude,
defend, evaluate, judge
[ &
 "/
0"
"

  "

 "
&"

"
 "
  "
 "

"
 "
 "."  "
 
"""
" 


[0
" 

0

 ""
"


&"
 "  "

"

   "

 " 
"

 
Ô





  ""
  " &" "



"" "

"
"

&"" &"
&""

" " 
 "' "1"
 "2"
"
 "
"
"
""

" %
" " " "
 
"" 
 " " "

 "Y ""

&"
 " " "
 
2" 
 " "
 "

&" " "

 "
"" 

" 
" " "

"
&" "' "
` 




mDiscussions, ole Playing, Computer Applications, ProblemRbased
learning)
General to Specific
Specific to General

he way in which class content is organized can

make all the difference between sessions that are
enjoyable and smooth running and those in which
students are irritated and grumbling.
Nothing is more distressing
than trying to take notes
from a lecturer who skips all
over a topic with no
apparent rhyme or reason.
1. Factors Affecting Choice of Method
j Objectives and type of learning you are
trying to achieve
j Course content
j Choice of teaching strategy
j Compatibility between teachers and
teaching methods and compatibility
between learners and teaching methods
j he number of people in class
j esources of institution
2. ffectiveness of eaching Methods

0      




   
     
 
   
  


 
 
    



    
    

       


! 
      
 

"!#$%&'
(


j m esser, Stone, & Nan, 1999)
Courses are often built
around the content and
approach of a textbook.
exts provide a stable and
uniform source of
information for students to
use in their individual study,
and teachers expect
students to use the book
extensively.
j Process of extbook Selection:

1. alk to publishers· representatives or call publishers

for review copies.
2. ry to put yourself in the student·s place and
decide whether students would see the book as
interesting, appealing, ellRorganized, and well
written.

j Considerations:

1. Content scope and quality

2. Credibility and authorship
3. Format
4. Issues like cost, permanency, quality of print
5. he way in which the book will be used
j Actual textbook choosing
1. egin with preface to the book
2. xamine some of the chapters
3. xamine the books appearance
1. Assign pages for homework
2. Use information from assigned reading
as a basis for a classroom discussion
3. Do the assigned reading yourself,
explain in advance how to read
materialm·


4. Help students get the most out of their
reading by assigning short passages to
read before class

  

1. erm paper
j 10 ² 15 pages long
j Scholarly form
j a.k.a topic paper, research paper,
position paper
2. Assign short essay to analyze particular
problem
3. Nursing care plan
1. he first class
ë Introduce self
ë stablish pleasant atmosphere
ë Communicate your expectations
for the course
ë eview syllabus or outline
ë Cover general classroom rules
ë alk about why they should learn
this information
2. Subsequent Classes
ë gain and control attention of the learners
before teaching
ë assess the learners backgrounds and
progress on the course
ë Do not assume that learners already know
about the subject
Œ