Course Engineering

Teaching in 21stCentury

Teacher Training Workshop for Computing Educators

By Prof. Dr. M. A. Pasha

Delivered at University of Sargodha on 06 Sep, 2012

Course Engineering

  • Stage 1: Preliminaries
    • Identification of course philosophy, course purpose, category, role, utility, and association with other courses
    • Time duration & weightageof the course in the whole curriculum
    • Student s'potential, social-cultural and academic background, experiences, interests, expectations
    • Teacher's personal & professional philosophy, experience, teaching-learning and socialization style
    • Class size, Learning Environment, availability of structural and technological resources.
    • Identification of hidden curriculum components associated with each concept ( like dispositions, softskills, socilization, technology literacy, inter-personal, classroom's social structure, teachers' exercise of authority, the rules governing teacher-student' relationship, teaching learning activities, and socio-cultural and structural barriers in the institution. )
  • Stage 2: Course Structure
    • Alignment of course objective with institutional and curriculum objectives
    • Selectionofcourse contents and teaching-learning material (Textbook/Readings/Other Resources)
    • Logical sequence & organization of course contents according to the concept sequencing and semantic rules Topic by topic ; Chronological ; Causal ;Cumulative; Problem-centered; Spiral )
    • Constructive alignment of hidden curriculum components with course contents, teaching-learning activities and classroom environment.
    • Identification of pre-requites and follow-ups
    • Finalization of Course syllabus, structure and description
  • Stage 3: Course Delivery
    • Constructive alignment of teaching methodologies with course contents
    • Constructive alignment of course objective with learning activities, experiences, and opportunities
    • Identification of structural & technological provisions (materials, settings, medium of delivery)
    • Formulation of students' evaluation & assessment strategies (Summative & Formative)
    • Measures for inclusive education
    • Formulation of students' guidance & counseling strategies
    • Makeup-strategies (Suggestions for the adjustments of teaching-learning processes)
  • Stage 4: Course Administration
    • Formulation of course administrative, attendance & class participation policies
    • Formulation of Grading procedure & criteria
    • Formulation of Teacher-students communication policies
    • Selection of students' feedback and course evaluation strategy
    • Formulation of academic integration & plagiarism policies
    • Integration of institutional administrative policies.
  • Stage 5: Lecture by Lecture Planning
    • Objective & learning outcome (in the light of standards defined)
    • Topic to be covered
    • Teaching methodology
    • Learning Activities (for critical thinking, active learning, problem solving, Analytical and )
    • Student's Follow-up activities
    • Teacher' Follow-up activities
    • Time Management plan
    • Class environment
    • Required resources
    • Provisions for children with special needs
    • Assessment & evaluation activities

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