901-448-6123
Course Instructional Goal:
The instructional goal of this course is to prepare graduate health science students to be effective college instructors.
General Course Objective:
The overall objective of this course is to provide learners with (1) skills and knowledge concerning specific techniques, procedures, and methods for teaching and testing effectively; and (2) practice and experience in classroom presentation and instruction. All students will be required to demonstrate their proficiency in classroom presentation and instruction by participating in a teaching practicum.
Course Grade:
The final course grade will be determined by (1) a written mid-term examination, (2) the preparation of an instructional plan, and (3) demonstrated proficiency in classroom presentation (final examination presentation). The written examination will count 20% of the final course grade and will be composed of multiple-choice questions covering the concepts discussed in the course. This examination will be constructed by the class as a demonstration of test-construction skill. The instructional plan will count 30% of the final grade and will be composed of the specific planning materials developed by the student in preparation for the teaching practicum. The actual teaching demonstration presented in the teaching practicum will count 50% of the final course grade. The teaching practicum grade will be determined by a rating of the student's teaching performance as jointly conducted by the three course instructors. Final teaching practicum demonstrations will be open to all faculty and students. The ratings provided by students in the class, as well as the ratings provided by any guest "students" attending the teaching practicum will be considered by the instructors in completing their final evaluation of the teaching practicum performance.
Required Texts:
No specific text is required. All materials necessary for the course will be provided as handouts. The handouts may include suggested books or readings however.
The major objective of this course is to provide you with practice and experience in teaching before a group of students in a realistic setting. In order to accomplish this we will give you the opportunity to give a short 10 minute mini-lecture or mini-lesson in the lecture hall. We will videotape your mini-lecture and note your strengths as well as offer suggestions for improving your teaching style.
For your micro-teaching session you should have the beginnings of an instructional plan. The instructional plan should contain the following:
1. A clear statement of your instructional objective for the mini-lesson. Write down all your learning objectives for your presentation. In 10 minutes it may not be possible to teach more than one learning objective - although, depending on the content you may have several objectives. However, you must have at least one.
2. A clear statement as to what you assume the students will already have to know or be able to do in order to successfully learn what you are teaching. Be sure to indicate whether what they have to know is in the Cognitive, Affective, or Psychomotor domain. There may be several things the students must know, some in each domain, in order to learn what you are teaching. Please be as complete as possible in describing your assumptions.
3. Indicate your planned strategy for teaching. Are you going to give a demonstration? Are you simply going to lecture? Are you planning on using slides, handouts, or a video? Describe in detail what you are going to do, what you are going to use in the way of visuals or supportive materials, and explain why you chose each.
4. A copy of any handout you plan to distribute to the class.
5. At least one test question for each learning objective you are teaching.
Your instructional plan should be typewritten and turned in before you begin your presentation. If you intend to use a handout, please make sure you have enough copies for every member of the class including the instructor and any observers.
BACK TO HOME PAGE
1. Compare and contrast the three major components of teaching and explain their interactions to produce good teaching.
2. List and define the three domains of Bloom's Taxonomy of Learning.
3. List and define the six levels of the Cognitive Domain.
4. Describe the three components of a performance objective.
5. Given a performance objective the student will be able to determine which domain of Bloom's Taxonomy of Learning the objective addresses.
6. Construct a performance objective representative of each of the three domains of learning.
7. Describe the characteristics of a multiple choice test item.
8. Given the statement of a performance objective, the student will write an appropriate corresponding multiple choice test item.
9. The student will be able to define the following terms:
Test Reliability Test Validity Item Difficulty Item Discrimination Index Standard Error of Measurement T-Scores
10. Given midterm, final, and homework scores, the student will be able to correctly weight and combine the different scores to determine a final grade.
11. Given an individual student's score on an examination, and the mean, standard deviation, and standard error of measurement of the examination, the student will be able to correctly determine the relative accuracy of the individual test score.
12. Construct a table of specifications for planning a test (test blueprint).
13. Given a printout of an item analysis the student will be able to correctly interpret the test and item statistics provided and use the information to identify good and poor items.
14. Compare and contrast norm-referenced and criterion-referenced grades.
Part II: Meta-Profession Skill Sets
(Under construction - click HERE to go to original reference material)
1. The student will be able to describe the meaning of each of the following:
Codec Compressed video ISDN Uplink Downlink Videoconferencing (1-way and 2-way) Audioconferencing Audiographics Modem Virtual university Smart classroom Analog signals Digital signals
2. The student will be able to explain the usage of each of the following pieces of equipment in distance teaching:
Elmo Pen Pal Video slide projector
3. Given a graphical representation of a 'Pen Pal' the student will be able to identify the function of each Pen Pal control button.
4. The student will be able to explain the difference between distance teaching and distance learning.
5. The student will demonstrate knowledge of the pen pal controller of the Distance Education Teaching station by operating the station and 'transmitting' images to the monitors in the distance education classroom.from each of the following sources:
elmo video slide projector vcr teacher camera
[Syllabus][Course Calender][Course Objectives][Preparation for Teaching Practicum][Handouts]