PLANNING &

CONDUCTIN
G CLASSES

JCBARAGON
PLANNING
SEQUENCE
1.Developing a course outline or syllabus
2. Formulating objectives
3.Selecting and organizing the content
4. Choosing/Selecting the teaching method
5. Designing assignments
6. Designing methods in evaluating learning
DEVELOPING A COURSE OUTLINE
OR SYLLABUS

 Serves as the contract between the students and

the teacher
Should include the following:
a. Name of the course
b. Name of the instructor
c. A one paragraph course description
d. List of course objectives
e. Topical outline
f. Teaching methods
g. Textbooks and reference
 FORMULATING
OBJECTIVE
Write objectives with meaning not just for you
but also for the learners

◆Should reflect what the learner is supposed to

do with what is taught

◆Should be designed to be achievable by most

or all learners in the class
 VALUE OF
OBJECTIVES
 Guides in the selection and
handling of course materials
 Determines whether the people in the class
have learned what you have tried to teach
 Essential from the learner’s perspective
 BLOOM’S TAXONOMY OF
OBJECTIVES
THREE LEARNING DOMAINS
1. (knowing)- measurement of
comprehension,knowledge, analysis, synthesis,
Cognitive
evaluation
application,using oral and written
and
2. Psychomotor
tests. (doing) – observation of the
actual learner’s
activity (feeling, valuing) – related to
3. attitudes
Affective and values.
beliefs, They are not easy to write and
measure because one can not readily observe beliefs
and values inherent in the profession
 BLOOM’S TAXONOMY
COGNITIVE DOMAIN
 Knowledge – define, describe, identify, list
state name,
 Comprehensio – classify, discuss,
n
explain, summarize estimate,
 Application – adjust, apply,
compute, demonstrate, prove, solve
 Analysis - analyze, compare, contrast,
defend, differentiate
 Synthesis- create, develop, propose, suggest
 Evaluation - assess, choose, conclude,
defend, judge
BLOOM’S TAXONOMY
COGNITIVE DOMAIN
MARZANO’S TAXONOMY
MARZANO’S TAXONOMY
SELECTING AND ORGANIZING THE
CONTENT

• Take note of the time that you are going to devote

the topic
• The kind of background the students have
• If a textbook has already been selected consider the
depth of the contents that you are suppose to give
• Give more time to discuss the meaningfulness of the
subject
 SELECTING AND ORGANIZING THE
CONTENT
Organizing
Contents
◆Move from generalized to a more specific
or vice versa topic

◆ Ask questions pertaining to one aspect at a

time
 SELECTING THE
TEACHING
METHOD
It depends on the following factors:
1. Objective and type of learning one is trying
to achieve
2. Abilities of the teacher
3. Compatibility of the teacher and the teaching
method
4. Compatibility of the learner and the teaching
method
5. Capabilities and the background level of the learners
6. Number of students
7. Resources of the institution/school
 SELECTING THE
TEACHING
METHOD
Objective and Type of Learning One is Trying to Achieve

 Presentation of facts or rules = lecture with

handouts
 Molding attitude = case studies, discussion, role
playing
 Motivating learners = gaming
 Encouraging creativity or problem solving
skills = problem based learning or individual
projects
 SELECTING THE
TEACHING
METHOD
Effectiveness of the Teaching Method

 When the outcome is the acquisition of knowledge ,

performance is about the same for all methods (Gage,
1976; Weston and Cranton,1986)
 When outcome being measured is problem solving
ability, time saved in learning or transfer of learning
abilities ,some methods proved to be better than others.
 Hawthorne effect – acting differently just because you
know you are a part of a student
SELECTING THE
TEACHING
METHOD
 CHOOSING A TEXT
BOOK
 Courses are built around the content and approach of
the textbook
 Evaluating the content,scope and quality of the
book ,
credibility of authorship, and format
 Format includes the following : table of contents,
index,
organization and graphical presentation, length, charts
 Issues like cost, permanency, quality of print is also
very important in choosing a book
 USING A TEXT
BOOK
1. Assign pages for homework, assume that they have
read and understood the material.
2. Use information from assigned reading as a basis of
class
discussion, make sure that everyone in the class
participates.
3. Do the assigned reading , make some notes on
matters
that will require more focus.
4. Explain to the class in advance that they should read
the material and tell them how it will be used in the class.
5. Assign students with short passages to read before
class or distribute questions for them to study
 DESIGNING /PLANNING
ASSIGNMENTS

Writing a term paper (topic, research

or position paper)

 Case analysis
METHODS IN EVALUATING
LEARNING
Placement evaluation (pre- assessment) –
done before instruction
Diagnostic evaluation – attempts to discover the
causes of student’s learning problems.
Formative evaluation – monitors progress during
the learning process.
Summative evaluation – takes place at the end of
an instructional unit or course
EVALUATION OTHER THAN
TESTING
 Observation of Student Work
 Class Discussions and Recitations
 Homework
 Notebooks and Note-taking
 Reports, Themes, and Research
Papers
 Discussion and Debates
 Quizzes
 CONDUCTING
CLASS
 Introduce yourself
 Welcome the class
 Communicate expectations
 Review the course syllabus / outline
 Give the class a general idea of the workload
 Conducting the Class
 Orient regarding classroom rules
 Some humor
 Subsequent Classes
 Begin to gain and control the attention of the learners
 Establish close proximity
 Move about periodically
 Assess the learners background and how much they know
about the course.