Online Teaching Activity Index : Hypothetical Discussion Activity. Goals & Objectives: In general, hypothetical discussions are on the upper end of Bloom's taxonomy. Students usually analyze and/or evaluate a given situation. Action verbs in objectives include appraise, synthesize, evaluate, recommend, interpret, compare, etc. Prerequisites: The answer to this question will vary depending on the needs of the lesson.
In most cases, the students will need at least an intermediate knowledge of the materials being discussed. Materials and Resources: What needs to be prepared in advance by the teacher? What does the student need to bring to the lesson? Guiding Questions for this Activity: Is there a main question being answered by the lesson? Activity Outline and Procedure: Questions or situations are posed to the student. Teaching Strategies: What are some tips to help the lesson run smoothly? Accommodations: What accommodations may be needed for students with disabilities or other special needs? Timeline: Ideas for Activity Evaluation and Teacher Reflection:
Online Teaching Activity Index : Lesson Template. Goals & Objectives: What will the students be able to do after doing what to what level. What are the knowledge, skills, and attitudes gained. Goals are included as a broad learning statement and objectives as specific items to be learned. These will vary depending on the questions that are asked. Students will acquire / demonstrate knowledge of a given topic X ... ... during active participation in a discussion forum, both answering x questions and replying to y other posts on the topics assigned within an 80% achievement level as determined by the discussion rubric.
Prerequisites: What must students already know before beginning this lesson? Materials and Resources: What needs to be prepared in advance by the teacher? What does the student need to bring to the lesson? Guiding Questions for this Activity: Is there a main question being answered by the lesson? Activity Outline and Procedure: How will the materials be presented? Teaching Strategies: Accommodations: Timeline: Back to Top. Index of Learning Styles. The Index of Learning Styles is an on-line survey instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M.
Felder and Linda K. Silverman. The instrument was developed and validated by Richard M. Felder and Barbara A. Soloman. Users answer 44 a-b questions and submit the survey, and their four preferences are reported back to them immediately to be copied or printed out. The results are not stored: when the report window is closed, the results are irretrievably lost. ILS users should be aware of an important point. To take the questionnaire immediately, click here.To get information about the questionnaire and then take it, click here.
Teaching strategies. If you have dropped into this Course Design Tutorial from somewhere else, you might wish to start at the introduction, overview, or table of contents. If you are working through the tutorial, you should have completed Part 2.1 before beginning this section. At this stage of the tutorial, you have set overarching goals, organized content, and developed a course plan with ideas for how to give students the practice that will make it possible for them to achieve the course goals.
In this section of the tutorial, you will make choices about what you will have students do in order to learn the course content and practice the goals. Before presenting a smorgasbord of teaching strategies, this section of the tutorial will explore briefly what is known about how people learn. Start by downloading the worksheet (Microsoft Word 22kB Jun16 05) that goes with this part, and use it as you work through the sections below. Student Learning Research shows clearly that a person must be engaged to learn. Twelve Active Learning Strategies. Example 1 Example 1 Explanation In order for students to learn effectively, they must make connections between what they already know (prior knowledge) and new content to which they're exposed. The opening of a lecture should facilitate these connections by helping students exercise their prior knowledge of the day's subject matter.
The following four slides illustrate strategies which stimulate students' thinking and prepare them to learn. One useful strategy is to open the lecture with a question. Present an "opening question" on a PowerPoint slide, give students a moment to think about their response, and then ask a few members of the class for answers. This strategy is easy to initiate, takes very little time, works in small or large classes, and effectively focuses students' attention on the day's topic. Example 2 Example 2 Explanation "Think-Pair-Share" is an active learning strategy that engages students with material on an individual level, in pairs, and finally as a large group.