Course Content (CPE 104)

MODULE 1 : OVERVIEW
Lesson 1. Overview of VMGO/ Course
     a. Teaching vs Learning                
      b. Effective vs Efficiency               
      c. Metacognition
MODULE 2 :  FOCUS ON THE LEARNER
Lesson 2.  The 14 Psychological Principles
    • Cognitive & Metacognitive Factors          • Motivational & Affective Factors
    • Developmental & Social Factors              • Individual Differences Factors
Lesson 3.The 5 Developmental Theories
    • Theory of Sigmund Freud                        •  Theory of Erik Erikson              
    • Theory of Jean Piaget                              • Theory of Lawrence Kohlberg              
     • Theory of Vygotsky & Bronfenbrener
Lesson 4. Student Diversity
     • Factors that bring Student Diversity                 
     • 9 Diversities Enriching the Learning Envi.
     • Some Tips on Student Diversity
Lesson 5 Learning/Thinking Styles & Multiple Intelligences
      • Learning/ Thinking Styles                               
      • The 9 Multiple Intelligences
      • Teaching Strategies guided by LS & MI
Lesson 6. Learners with Exceptionalities
     • 6  Categories of Exceptionalities        
     • 5 Physical Disabilities & Health Impairments
     • People-First Language
MODULE 3 :  FOCUS ON LEARNING
Lesson 7. Behaviorist Perspective
    • Classical Conditioning by Pavlov/Watson                 
    • Connectionism by Thorndike
    • Operant conditioning by Skinner
Lesson 8. Neo-Behaviorism
    • Tolman’s Purposive Behaviourism
    • Bandura;s Social Learning Theory
    • Educational Implications of Social Learning Theory
Lesson 9. Cognitive Perspective
    • Gestalt Theory & Principles                   • Insight Learning
    • Life space by Lewin                               • Lesson 10. Information Processing
    • Types of Knowledge                              •  Stages in Information Processing Theory
    • Executive Control Processes
Lesson   11.  Gagne’s Conditions of Learning
     • Categories of Learning
     • 9 Events of Instruction
Lesson   12. Ausubel’s Subsumption Theory
     • Meaningful Reception of Information       • Advance Organizers
     • 4 Processes for Meaningful Learning      • Application of Principles
 Lesson   13. Bruner’s Constructivist Theory
     •Spiral Curriculum                              •Bruner’s Constructivist Theory
     •Discovery Learning                           •Application of Principles
Lesson   14. Constructivism Theory
     • Views of Constructivism            
     • Characteristics of Constructivism    
     • Organizing Knowledge
      •Applying Constructivism in Facilitating Learning
Lesson   15. Transfer of Learning
     • Types of Transfer
     • Conditions & Principles of Transfer
Lesson   16. The Revised Bloom’s Taxonomy of Educational Objectives
     • The Original Bloom’s Taxonomy
     • The Revised Taxonomy & Its Uses
     • Practical Guide to the Revised Taxonomy
Lesson   17. Sternberg’s Successful Intelligence Theory & WICS Model
    • Successful Intelligence Theory
    • The WICS Model & Its Application
Lesson   18. Problem Solving & Creativity
    • Torrance’s Creativity Framework
    • Creative Problem Solving (CPS)
    • Other Model for Problem Solving
MODULE 4 :  FOCUS ON CLASSROOM PROCESSES
Lesson   19. Motivation
     • Meaning & Types of Motivation
     • Theories of Motivation
     • Student Diversity in Motivation
     • Role of Extrinsic/Intrinsic Motivation
Lesson   20. Theories on Factors Affecting Motivation
     • Attribution Theory
     • Self-efficacy Theory
     • Self-determination & self-regulation theories
     • Choice Theory
     • Maslow’s Hierarchy of Needs
     • Goal Theory
Lesson   21. Motivation in the Classroom
     • Human Environmental Factors Affecting Motivation
     • Teacher’s Affective Traits
     • Classmates- Bullying & the Need to Belong
     • Parents as Part of the Learner’s Human Learning Environment
     • The Physical Learning Environment
     • Assessment Strategies that can Increase Motivation

Lesson   22. Integration

     • Attribution Theory
     • Self-efficacy Theory
     • Self-determination & self-regulation theories
     • Choice Theory
     • Maslow’s Hierarchy of Needs
     • Goal Theory

Make it simple
You will most likely have around 30 minutes for your demonstration (maybe up to 45,
possibly as few as 20). Less really is more. Be ruthless with yourself (and ask others’
opinions) about how long a short (short!) lecture or discussion will take. Anticipate that
you will be nervous and plan how to keep yourself slowed down. Resist the temptation
to rush through as many things as possible in order to demonstrate just how good you
are at this.

Also: have a back-up plan. Just because what you present is simple does not mean that
your plans must be. Prepare for an activity to fall apart or for students to be
unresponsive. One way I planned for this (the next time…) was to have a pile of index
cards at the ready. If students didn’t want to talk, I had planned to ask them to jot ideas
down on the index card and then collect a few to read aloud. Or you might rely on “think,
pair, share” to get students talking to each other before the whole classroom.

First, choose a topic that you know inside and out. Sometimes this will be impossible. I
had one teaching demonstration where I was assigned the topic (which I happened to
know absolutely nothing about). Before I even imagined how to teach it, I set myself to a
crash-course on the topic. After that, I taught what I now knew about the topic—and
nothing more. Keep it simple (see #1).

Second, I am not saying that you should “just be yourself” in the teaching
demonstration. Instead, you need to be honest with yourself about what you are good at
in the classroom and what you are not. If you are not good at getting students to have a
conversation, do not organize your teaching demonstration around a 20-minute, large-
group analysis of a text. But if you are good at creating small-group activities that get
students talking with each other, do that.
Be creative, but not too creative.

We are all proud of the uber-creative moments we have had in classrooms—those

laboriously developed plans that work out like magic. But part of the reason that magic
happened was because you knew your students. You spent time (at least weeks,
maybe months) building rapport in the classroom. You do not have that at a teaching
demonstration.

What you do have is 20-40 minutes to show that you can be creative AND effective in
the classroom. So be creative, but not too creative. Be memorable for your
thoughtfulness in planning a solid lesson, not your wackiness. I admit, this is a thin line.
For one of my teaching demonstrations I hauled a couple of ice cube trays with me and
asked students to brainstorm as many different uses for the blue objects as they could,
but not making ice (I was making a point about changing perspectives). I suspected it
would work because of the way members of the search committee had described their
teaching styles. But on another campus, where the committee was much more
buttoned-up, I would not have done this activity.

Practice with undergrads, not colleagues

I recommend practicing your teaching demonstration with a group of actual

undergraduates, if at all possible. My colleagues did their best, but there really is no
replacement for the idiosyncrasies of 20-year olds. (Of course, undergraduates are
different by institution, but they are more like each other than graduate students or
faculty pretending to be undergrads). I actually used the lesson plan from one of the
classes I was teaching at the time to frame one of my teaching demonstrations. In
another case, I tested out one of my activities on my regular students in order to see
how/if it worked. Remember—the students in the demo classroom haven’t seen your
regular bag of teaching tricks.

Bring syllabi—and hand them out

What you demonstrate for 30-40 minutes is part of a larger class. You’ll most likely be
asked to talk about your teaching demonstration after you do it.  This is the chance to
pull out the syllabus from which your teaching demonstration would have been pulled.
Even if you have never taught the class, you must show how your demonstration fits
into your larger teaching portfolio. Have the syllabi ready to distribute. It makes you look
committed to the job and prepared to hit the ground running as a productive teaching
colleague.

There is much more to say about how to use (or not use) powerpoint presentations, how
to rebound after a flubbed moment, and how to talk about your teaching demonstration
to the committee after the fact. These are five tips to get you started. Chime in in the
comments if you have other lessons learned to share.

Make it simple
You will most likely have around 30 minutes for your demonstration (maybe up to 45,
possibly as few as 20). Less really is more What you do have is 20-40 minutes to show
that you can be creative AND effective in the classroom. So be creative, but not too
creative. Be memorable for your thoughtfulness in planning a solid lesson, not your
wackiness. First, choose a topic that you know inside and out. Sometimes this will be
impossible

You are tasked to create a demo presentation of any topic in primary math showcasing the
strategies needed in teaching math to little kids. You will most likely have around 30
minutes for your demonstration (maybe up to 45, possibly as few as 20). Less really is
more. Present it in a way where you are comfortable with yourself and how you think that
child will be able to understand the certain topic easily. So be creative, but not too creative
present a simple demonstration. You can go directly to lesson proper presentation and need
not to end the class like in the normal classroom set-up.

Your recorded presentation will be graded based on the following criteria:

Oral Introduction: 5%
Introduced what the demonstration is all about

Main Topic: 20%

Presentation informed audience, was easy to follow and understand, information seemed
accurate and complete

Visuals: 5%
Posters and displayed materials were neat, organized, easy to read and added clarity to the
demonstration

Demonstrator’s Knowledge:
Demonstrator is able to convey the lesson well.

Performance: 50%
Demonstrator showed good inflection, proper pronunciation, used expression to demonstrate
points, appeared conversational and natural, made eye contact with audience, and voice was loud
and clear enough to hear

Creativity: 20%
Speaker conveyed topic creatively so audience would remember demonstration