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Charting Your Course : How to Prepare to Teach More Effectively

Charting Your Course : How to Prepare to Teach More Effectively - 00 edition

ISBN13: 978-1891859069

Cover of Charting Your Course : How to Prepare to Teach More Effectively 00 (ISBN 978-1891859069)
ISBN13: 978-1891859069
ISBN10: 1891859064
Cover type: Paperback
Edition/Copyright: 00
Publisher: Atwood Publishing Co.
Published: 2000
International: No

List price: $21.50

Charting Your Course : How to Prepare to Teach More Effectively - 00 edition

ISBN13: 978-1891859069

Richard Prgent

ISBN13: 978-1891859069
ISBN10: 1891859064
Cover type: Paperback
Edition/Copyright: 00
Publisher: Atwood Publishing Co.

Published: 2000
International: No
Summary

Good teaching begins with good preparation. But many instructors and teaching assistants are unsure about how to plan their courses in order to teach more effectively.

Charting Your Course is a systematic approach to course planning that applies to all disciplines and course types. Prégent stresses analysis, planning, critical thinking, and careful evaluation and provides step-by-step examples of how actual new courses were designed and prepared. Whatever type of course you teach, use Charting Your Course to complement your current planning.

Author Bio

Prégent, Richard : Ecole Polytechnique, Université de Montréal

Richard Prégent has been a pedagogical advisor at the Ecole Polytechnique, and affiliate of the Université de Montréal, since 1978. Prior to that, he taught in the school of educational sciences at the Université de Montréal.

He has advised hundreds of college insturctors on pedagogical course design, both at the Ecole Polytechnique and in dozens of workshops throughout Québec.

He is also the co-author of two guides for post-secondary instructors, one on the use of audio-visual materials, the other on preparing and delivering presentations.

Table of Contents

Introduction

Chapter 1: Analyzing the Conditions of Your Teaching Situation

1.1 Context of Course Creation
1.1.1 Past
1.1.2 Present
1.1.3 Future
1.2 Student Characteristics
1.2.1 Academic Profile
1.2.2 Expectations
1.3 Course Content
1.3.1 Identifying Possible Themes
1.3.2 Listing Possible Subjects for Each Theme
1.3.3 Assessing the Importance and Difficulty of Each Subject Listed
1.3.4 Choosing Subjects Using a Decision Matrix
1.3.5 Determining the Order and Time Allotment for the Chosen Subjects
1.3.6 Choosing the Textbook
Review

Chapter 2: Formulating Course Objectives

2.1 Definitions
2.2 Principal Advantages of Formulating Objectives
2.3 Process of Drafting Objectives
2.4 Drafting General Objectives
2.5 Drafting Specific Objectives
2.6 Taxonomic Analysis of Cognitive Objectives
2.6.1 Level 1: Knowledge
2.6.2 Level 2: Comprehension
2.6.3 Level 3: Application
2.6.4 Level 4: Analysis
2.6.5 Level 5: Synthesis
2.6.6 Level 6: Evaluation
2.6.7 Taxonomies for Affective and Psychomotor Domains
Review

Chapter 3: Planning to Evaluate Learning

3.1 The Role of Evaluation
3.1.1 Evaluation for Summative Purposes
3.1.2 Evaluation for Formative Purposes
3.1.3 Pedagogical Consequences for Instructor and Students
3.2 Evaluation Instruments
3.2.1 Three Categories of Instruments
3.2.2 Selection Criteria
3.2.3 Tests
3.2.4 Assignments
3.2.5 Exercises
3.3 Practical Advice
3.3.1 Tests
3.3.2 Assignments and Exercises
Review

Chapter 4: Choosing Your Teaching Methods

4.1 Various Teaching Methods
4.1.1 Three Categories of Teaching Methods
4.1.2 The "Best" Teaching Method
4.1.3 Selection Criteria
4.2 Brief Description of Teaching Methods
4.2.1 Methods Based on Different Forms of Lectures
4.2.2 Methods Favoring Discussion or Group Work
4.2.3 Methods Based on Individual Learning
Review

Chapter 5: Choosing Your Teaching Materials

5.1 Underlying Reasons for Using Teaching Materials
5.2 Influence of Teaching Materials on Learning
5.3 Practical Advice
5.3.1 Written Materials
5.3.2 Scripto-Visual Materials
5.3.3 Audio-Visual Materials
5.3.4 Audio Materials
5.3.5 Computer Software
Review

Chapter 6: Detailed Course Planning

6.1 Planning the Course Syllabus
6.1.1 Basic Structure of a Course Syllabus
6.1.2 Examples
6.2 Writing the Course Outline
6.2.1 Basic Structure of a Course Outline
6.2.2 Example
6.3 Preparing Lesson Plans
6.3.1 Basic Structure of a Lesson Plan
6.3.2 Example
6.4 Preparing for the First Class
6.4.1 Dynamics of the First Class
6.4.2 Objectives for the First Class
6.4.3 Example
Review

Chapter 7: Preparing and Delivering a Lecture

7.1 Steps in Preparing a Good Explanation
7.1.1 Listing the Subjects to Cover in Each Period
7.1.2 Using Questions to Identify the Nature of Each Subject
7.1.3 Formulating a Short, Complete Answer for Each Question
7.1.4 Finding Examples for Each Explanation
7.1.5 Identifying Appropriate Teaching Materials
7.1.6 Devising a Way to Verify Comprehension
7.1.7 Preparing an "Advance Organizer"
7.2 A General Model for Lectures
7.2.1 Presentation of the Model
7.2.2 Central Part: "Explanations"
7.2.3 Initial Part: "Before the Explanations"
7.2.4 Final Part: "After the Explanations"
7.3 Some Communications Skills
7.3.1 Varying Your Voice, Gestures, Movements and Eye Contact
7.3.2 Asking Questions
7.3.3 Answering Questions
Review

Chapter 8: Training Students for Group Work

8.1 Distribution of Energy in a Good Work Group
8.2 Recommendations for the First Sessions of Group Work
8.3 Recommendations for Effective Participation of Group Members
8.4 Characteristics of an Effective Meeting
8.4.1 Preparing for a Meeting
8.4.2 Conducting a Meeting
8.4.3 Closing a Meeting
8.5 Proposal for a Training Strategy for Group Work
8.5.1 Objectives of the Strategy
8.5.2 Term Breakdown of Activities Using the Proposed Strategy
8.5.3 Detailed Account of Training Activities for Group Work
8.5.4 Comments on Grading Students
Review

Chapter 9: Evaluating Your Teaching

9.1 Informal Midterm Formative Evaluation
9.1.1 Method
9.1.2 Example
9.1.3 Variations of the Procedure
9.2 A More Formal Final Formative Evaluation
9.2.1 Aspects Evaluated
9.2.2 Preparing a Questionnaire
9.3 Administrative Evaluation
Review

Conclusion
Bibliography

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