Planning and Conducting Classes

Planning Sequence
• Formulate objective
• Select content
• Organize content
• Choose teaching methods
• Design assignments
• Evaluation methods
Course Outline
 A contract between teachers and learners
It includes:
• Name of the course
• One-paragraph course description
• List of course objectives
• Topical outline
• The teaching methods to be used
• Methods of evaluation
• Textbooks and other readings
• Name of the instructor
Formulating Objective
The Value of Objectives:
• Guide the selection and handling of course materials.
• Help determine whether people in the class have learned what the
teacher have tried to teach.
• Objectives are essential from the learner’s perspective.
 S • Specific

M • Measurable
Characteristics
of Objective A • Attainable

R • Result-oriented & Relevant

T • Time-bound & Terminal

Importance of SMART Objectives
 Quite easy to find out at the end of the lesson if the teacher
attained his/her objective or not.
 The lesson becomes more focused for the teacher has a
concrete picture of the behaviour that the students should
able to demonstrate if the teacher realized his/her lesson
objective.
 It departs from the unsound practice of teaching that is so
spread out, that in the end, the teacher find himself unclear
on what test he is going to give to assess learning.
Taxonomy of Objectives
 recommend specific verbs to use when writing learning objectives so
that the objectives can be measured.
 Bloom’s Taxonomy of Learning Domains
 Covers the three domains of learning:
 Cognitive
Psychomotor
Affective
Cognitive Domain
 These are objectives that deal with recall or recognition of knowledge
and the development of intellectual abilities and skills.
 Learning in this aspect refers to the mental processes like
memorization and ability to think, analyse, and solve problems.
 Evaluation

Synthesis

Cognitive Domain Analysis

(Bloom’s taxonomy) Application

Comprehension

Knowledge
 • Knowledge of terminology and conventions, trends and sequences, classifications
Knowledge and categories, criteria and methodologies, principles, theories, and structures

• Relates to translation, interpretation, and extrapolation

Comprehension

• Use of abstractions in particular situations

Application

• Relates to breaking a whole into parts

Analysis

• Putting parts together in a new form such as a unique communication, a plan of

Synthesis operation, and a set of abstract relations

• Judging in terms of internal evidence or logical consistency with facts developed

Evaluation elsewhere
Cognitive Domain
(Bloom’s taxonomy)
 Creating

Evaluating
Cognitive Domain
(Anderson’s Analysing
taxonomy) Applying

Understanding

Remembering
Anderson’s
Taxonomy
Affective Domain
 Those that deal with the development of attributes like genuine
interest, desirable attitudes, values, and commitment as expected
learning outcomes.
Psychomotor/Skills Domain
 Objectives that deal with physical and kinesthetic skills.
 Characterized by progressive levels of behaviors from observation to
mastery of a physical skills
Wordings of Objective
Objective is incomplete unless it contains
- the intended learner
- the behavior to be performed
- the conditions to which it is to be performed
- and the expected degree of attainment of specific standards.
Selecting Content
 The general guidelines for course content are usually prescribed by
the curriculum of the school or institution for which the educator
works.
 How much time you can devote to the topic.
 The kind of background the students have.
 If a textbook has already been selected for the course, its depth of
content can give you some hints as to what you need to include.
Organizing Content
• In which class content is organized can make all the difference between
session that are enjoyable and smooth running and those in which
students are irritated and grumbling.
1.Lectures
2.Discussions
3.Role-playing
4.Computer applications
5.Problem-based learning
6.Educational strategies

• Require structure and organization for learning to proceed smoothly.

Choosing Teaching Content
• It is one of the most complex parts of teaching, yet it may receive
least attention in instructional planning. unless taught otherwise
assume that the way they were taught is the best way to do it.
Factors Affecting Choice of Method:
 Selection of method depends on the objectives and type of learning
you are trying to achieve.
 Course content also dictates methodology to some extent.
 Compatibility between teachers and teaching methods; compatibility
between learners and teaching methods are important.
 Availability of resources determine which strategies to be used.
Designing Assignment
• Planning learning assignment is challenging work.
 Reading assignments
 Short essay/case study
 Research
 Personal interview
 Short term paper

• If you want to see whether students can think analytically- assign a short essay
• If you want to test students’ ability to use resources to answer specific questions- Ask
them the questions, let them investigate the answers, and have them write up the
answers.
• There are countless types assignments available that would help achieve objectives and
not involve a lot of busywork and repetition.
Choosing a Textbook
Provide a stable and uniform source of information for students to use in
their individual study.
• Quality of writing in the book
• How the book was organized and the graphics that were included.
• Evaluate the content scope and quality, credibility of authorship,
format, quality of print and the like
• Examine some chapters
• Examine the book’s appearance
• The way in which the book will be used.
• Cost of textbooks.
Conducting the Class
FIRST CLASS SESSION
• The way you approach the 1st session often sets the tone for the
whole course.
• Begin by introducing yourself.
• Welcome the class, read names, the early and late hour; a little
humor is helpful on the first day.
• Communicate expectations for the course.
• Cover general classroom rules.
• Communicate enthusiasm for the subject, significance and personal
application of the subject to students.
Conducting the Class
SUBSEQUENT CLASSES
• Begin by gaining and controlling the attention of the learners.
• Establish an impression of control.
• Close proximity may help establish presence and authority.
• Assess the learners: pre-tests, short questionnaires or asking
questions in the class.
• Follow the planning sequences and continue to refine
approach to teaching.