| Instruction
FAQs
Q:
What is the relationship between instruction and objectives?
A:
Instruction represents the plan in place to address the course
objectives. It includes the selection and coverage of course
content, strategies used to teach the material, and activities
for students to practice and apply what is learned. Mastery
of the objectives should be the compass that guides all instructional
decisions. When students see a connection between classroom
experiences and the course objectives, student awareness of
the objectives is enhanced.
Q: How can we share effective
instructional strategies and activities with all faculty members?
A:
(1) In some departments those who teach a particular course
meet periodically to share teaching strategies and activities.
(2) Some departments list suggested activities on each course
outline. This may be helpful to new faculty or adjuncts who
are assigned to teach a course for the first time.
(3) Some colleges offer workshops where faculty are encouraged
to present and share methods that work. (4) Faculty could
be encouraged to attend periodic professional development
seminars held on campus. (5) Mentors assigned to new faculty
and/or adjuncts may provide suggestions and
training with respect to methodology.
Q:
Why is it important to examine the activities that are assigned
to students throughout the program?
A:
The activities provide opportunities for students to demonstrate
what they have learned. In order to determine what students
can do, they have to be given experiences where they apply
what they are learning. The instructor must then assess the
students' performance on the activities and provide feedback.
Q:
How can we make sure that learning becomes more sophisticated
as students progress through our program?
A:
Some departments list the skills on paper that students acquire
course-by-course throughout the program (student learning
outcomes). Displayed in this fashion, it becomes easy to examine
the sequencing of skills in order to determine if the outcomes
expected in advanced courses constitute a significant improvement
over the outcomes expected in introductory courses.
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