Course Organization for Blackboard 9.1
18
Course Management Lesson 1 – Part 1
Transcript of Course Organization for Blackboard 9.1
Course Management
Lesson 1 – Part 1
BlackBoard help:
Contact:[email protected]
BlackBoard - IT Help
Contact:
Blackboard [email protected]
For Practice Site (sandbox)
(on campus): http://bbtest
(off campus): http://blackboard.adu.ac.ae:90/
For Courses you are teaching:
(on campus): http://blackboard /
(off campus): http://blackboard.adu.ac.ae/
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What do you expect your
students to learn
What type of assessment will show that your
student has achieved the LO
Assessment and LO determines type of
organization:Modules, Chapters,
Themes, etc.
Learning Outcomes
Course Organization
Assessment
Correlate
Teaching is personal. Organizing your courses should focus on rational planning and logical sequencing.
Ask yourself: What are my aims and learning outcomes? Are they
written down, reviewed and revised? Have I planned my assessments? Have I identified and sequenced my topics? (Do they fit
with my outcomes?) Have I selected my teaching methods and resources? After you have learned what Blackboard can do, re-
evaluate on how you can use Blackboard for your course
(e.g. Ramsden 1992; D’Andrea 1999; Turner 2002)
Solitary (intrapersonal).You prefer to work alone and use self-study.
Social (interpersonal). You prefer to learn in groups or with other people.
(kinesthetic)You prefer using your body, hands
and sense of touch.
Aural(auditory-musical).
You prefer using sound and
music.
Verbal (linguistic)You prefer
using words, both in speech and writing.
Logical (mathematical)
You prefer using logic, reasoning
and systems.
Visual (spatial)You prefer using pictures, images,
and spatial understanding.
http://www.learning-styles-online.com/overview/
Through 50 years of research, Thomas Angelo (1993) identifies 14 principles for good teaching:
Principle Uses in Classroom
Students are actively engaged in learning
Students teach other students, collaborate, hands-on work, and are motivated by the teacher
Teacher focuses attention by making it clear what is to be learned and the priorities of subject elements.
Teacher tells students initially what they are going to learn and why it is important for them to know the material.
Teacher sets high, but realistic goals Some of these goals are formulated from test data and your assessment of student knowledge
Principle Uses in Classroom
Teacher meaningfully connects new information with prior knowledge.
“Yesterday we learned about primary and secondary color palettes. Today we are going to use what we’ve learned by …… (creating a color scheme for the walls of the library)
Teacher helps students unlearn erroneous knowledge and bias
The teacher assesses the success of the lesson and then re-teaches if necessary.
Teacher organizes subject content in meaningful ways that are personally and academically appropriate, and is aware of their own learning style (metacognition)
Sometimes the organization of subject matter changes dynamically as the teacher teaches. Each group of students is different.
Teacher invests adequate time and quality with a focused effort.
The teacher plans for a longer lesson, and then shortens it by priorities if students need more times.
Teacher gives timely and specific feedback to students.
The teacher roams the room and looks over the student’s shoulder to make sure they understand and then gives immediate feedback. Assignments/Exams are reviewed and re-taught if needed.
Teacher knows in advance the standards to be used in assessment and evaluation, and the nature of that assessment.
The teacher hands out the rubric for the lesson ahead of time so student know exactly what constitutes an A.
Teacher finds real-world applications in many contexts so that students transfer what they are learning.
“If you become an art director, you will need to have thorough knowledge of the elements of design.”
Teacher perceives and adopts high expectations of achievement.
Let students know your expectations and ask them what they expect from the course.
Teacher balances instruction so that all learners are challenged.
Because novice learners need more time, give more challenging materials to high achievers while you spend more time with remediation.
Teacher clearly perceives the value in what is to be learned.
Explain to students why it is important to know the material. The value of the material should also motivate both students and teachers.
Teacher interacts frequently with learners and other teachers
Learn students’ names, ask them all engaging questions, and collaborate with successful teachers.
