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Preparing and Revising a Course, by Dr. Shadia Yousef Banjar.pptx


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Preparing and Revising a Course, by Dr. Shadia Yousef Banjar.pptx

  1. 1. LANE 462 PREPARING AND REVISING A COURSE By: Dr. Shadia Yousef Banjar 7/25/2010 Dr. Shadia Yousef Banjar 1
  2. 2. PREPARING AND REVISING A COURSE To design a course, the teacher may follow seven steps: 1) applying general strategies, 2) deciding what you want to accomplish, 3) defining and limiting course content, 4) structuring the course, 5) selecting text books and readings, 6) setting course policies, and 7) handling administrative tasks. 7/25/2010 Dr. Shadia Yousef Banjar 2
  3. 3. General Strategies •If the course is new to you but has been introduced before, talk with faculty who have taught it previously. Ask for the syllabus, list of assignments and papers, and old exams. 7/25/2010 Dr. Shadia Yousef Banjar 3
  4. 4. •If the course is new to you and has never been introduced before, review textbooks on the topic of the course. 7/25/2010 Dr. Shadia Yousef Banjar 4
  5. 5. •If you have a previously taught the course, assemble everything related to the course (syllabus, textbooks, handouts, exams, your notes for each class session, and past evaluations by students). Then, do the changes in the light of students’ interests as well as your interest. 7/25/2010 Dr. Shadia Yousef Banjar 5
  6. 6. •Identify the constraints in teaching the course: 1. ask yourself how many hours are available for instruction? 2. How many students will be enrolled? 3. Are the students primarily majors or nonmajors? 4. At what level? 5. What material can I safely assume that students will know? etc. 7/25/2010 Dr. Shadia Yousef Banjar 6
  7. 7. •Think about how your course relates to other courses in your department’s curriculum: a) Does your course serve as the introduction to more advanced classes? b) Is it a general educational course c) is it an advanced course for majors? 7/25/2010 Dr. Shadia Yousef Banjar 7
  8. 8. Deciding What You Want to Accomplish •Establish goals: what do you expect your students to do or to produce as a result of taking the course? •Identify both content and non-content goals: content goals (for example, “understand the key forces affecting the rise of Japan as an economic power”; non-content goals (for example, become a good team member and work collaboratively with other students” or “learn to tolerate opposing points of view” •To get started in writing course goals, think about “the big picture”: think of the students’ future after they graduate (What would you like them to learn to be successful in their jobs) •Scale down your goals to realistic list : adjust your ideal goals by taking into consideration the different abilities, interests, and the amount of time available for class instruction. 7/25/2010 Dr. Shadia Yousef Banjar 8
  9. 9. Defining and Limiting Course Content •After you have put all your topics into a preliminary list, toss out the excess unimportant topics and keep important ones •Distinguish between essential and optional material. (Note that the exam will not cover the optional material) •Emphasize the core concepts •Stress the classic issues, or the most enduring values or truths. •Cut to the chase by teaching the most critical skill or idea and drop the rest. •Give students a conceptual framework on which to hang major ideas and factual information by understanding the relationship among concepts rather than memorizing them. •Prepare a detailed syllabus and share it with your students. 7/25/2010 Dr. Shadia Yousef Banjar 9
  10. 10. Structuring the Course •Work out a logical arrangement for the course content by arranging the material in order by topic or category, from concrete to abstract, from large complex to detailed, etc. •List all class meetings in a schedule with tentative topics and dates for exams and holidays. •Select appropriate instructional methods for each class meeting (by deciding which topics lend themselves to which types of classroom activities: lectures; small group discussions; independent work, debates, case studies, role playing, experimental learning activities, etc. •Design in-class and homework assignments (e.g. writing assignment, group work & study team, participation, etc.) 7/25/2010 Dr. Shadia Yousef Banjar 10
  11. 11. Selecting Textbook and Readings 1. Choose textbooks and reading assignments that reflect your goals. Explain to your student how the readings relate to the course goals. Some instructor select texts that repeat material covered in class. 2. Consider a range of criteria in selecting readings: ◦ Accuracy and currency of content ◦ Coherence and clarity of content ◦ Level of difficulty and interest for students ◦ Cost : a. Choose the less expensive work if it is of comparable quality b. Choose paperback rather than hardbacks c. Limit the total cost of books for your course by placing some works on reserve in the library ◦ Size (heavy large texts are hard to carry ◦ Format and layout (ease of reading 7/25/2010 Dr. Shadia Yousef Banjar 11
  12. 12. 3. Assign a mix of texts and articles, including some current pieces of journal articles, essays, research reports especially in advanced courses. 4. Foster a habit of reading throughout college by encouraging students to explore beyond the reading material you assign 5. Follow the copyright laws and make not to violate copyrights if you are compiling a photocopied reader. 6. Take advantage of the new technologies in publishing in which some publishers let professors to order only selected chapters with less price of the entire text. Other publishers make the content of scholarly print journals available electronically. 7. Be conscious of workload material a student can read. The number of pages you expect students to read depend of their abilities and the nature of the reading material. 7/25/2010 Dr. Shadia Yousef Banjar 12
  13. 13. Setting Course Politics 1. “Extra credit” assignments 2. Attendance 3. Makeup exams 4. Late work 7/25/2010 Dr. Shadia Yousef Banjar 13
  14. 14. Handling Administrative Tasks •Order books early and double-check on the progress of your order with a bookstore a month or so before the term begins. Once the books have arrived, make sure how many copies are available. If the order is delayed, assign readings which are already available. •Try to place materials on reserve before the term begins if possible. Let students know that no. of copies are on reserve for them. •Make other logistical arrangements in advance (e.g. order audiovisual equipment, videos, or films, etc) . 7/25/2010 Dr. Shadia Yousef Banjar 14
  15. 15. •PREPARING OR REVISING A COURSE By Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, copyright by Jossey-Bass, September 1, 1999. 7/25/2010 Dr. Shadia Yousef Banjar 15