Teaching-Learning Process: Course Overview and Objectives

Application of teaching-learning strategies will conduct. Experience in clinical and classroom settings promotes the opportunity for development and increased skills in the total teaching-learning process. An analytical approach to teaching effectiveness is emphasized. The graduate students will practice teaching using a variety of instructional procedures, materials, and technologies.  Students will apply classroom management strategies and methods of evaluation for use with inclusive instructional settings (classroom, Lab. Clinical setting) and diverse students groups. This will lead to practice in planning, teaching, and evaluation first in a microteaching situation with peers and later in classroom settings. The teaching practicum must be undertaken with the supervision of a faculty member at CON.  However, Students work with their faculty to design the practicum and receive feedback on all aspects of course design, delivery and assessment.

Complete one semester field experience at College of Nursing. The field experience includes:

1. Critique (critical evaluation) of a nursing education program offered by a selected institution, observing classes, instructional support, assistance and teaching.
2. Provide positive, constructive feedback based on observation of others’ teaching
3. Transform teaching behavior based on feedback and self evaluation
4. Design a course syllabus that includes active learning techniques, sound grading practices and incorporates other assessment methods as well
5. Plan, facilitate and evaluate classroom instruction;

Analyze pedagogical literature for relevancy to your classroom

Present instructional material in a clear manner (microteaching)

Practice using innovative student-centered teaching methods

Apply best ways to use classroom technologies to encourage student centered learning

Collect and evaluate evidence of student learning

Prepare a teaching portfolio that documents graduate student performance

Types of activities appropriate for practicum experiences

The practicum student must be observed teaching at least 2 class sessions. The faculty member conducts these observations or if unable to be present at both, arrange for another faculty member to conduct some number of the observations.

The practicum student must observe a variety of teaching and learning  situations

Observe numerous teachers in different situations and environments (classroom, lab., hospital clinical setting)

Taking attendance, handing back papers.

Organizing physical classroom setting

Grading student papers, exams, quizzes

Using technology, including laptop computer rooms 

Setting up demonstrations  labs, or technology work

Attending/participating in student events

Facilitate small group work in class, library, or other settings       

Conduct small group instruction.

Supervise groups during work sessions

Provide students with appropriate feedback about their performance

The practicum student should complete some form of self- and course (lesson) appraisal before the class microteaching. This should be the basis for a conference discussion between the student and the faculty.

This appraisal should include:

An overview of the class-to-date

The practicum student’s overall course objectives and teaching philosophy

How well the students in class are prepared and motivated

The physical or environmental factors that may be influencing the class

The teaching approaches being used and reasons for using them

Class assignments/activities and those that preceded the class

- College Name

- Course Number, Section, Title, Location, Semester/Date

- Instructor’s name, office hours, phone extension, E-mail address, webpage

- Prerequisite information

- Provide an overview of the course’s purpose

- State general learning goals or objectives, and instructional methods

- Student Learning Outcomes

- Required textbooks, title, author, edition, as well as any recommended materials

- Include a Tentative Schedule for the date and time of each class meeting

- List the topics, themes, or concepts to be covered each class session or week

- Pre-class reading assignments

- Explain how students will be evaluated and graded)

- Number and types of graded exams, quizzes, projects, and papers

- Grading system—how are assignments weighted?

- Briefly explain the content and format of each type of assignment

- Discuss other factors affecting a student’s grade—participation, etc.

- Provide a grading scale—if appropriate

- State your policy regarding absences, delay, late work and make-up exams include

- Include a statement on plagiarism, classroom disruption, cell-phone noise, or other issues

- Present instructional material in a clear manner (microteaching) in selected area

The course being taught by the teaching practicum student (microteaching) must include at least 10 students.

The practicum student will be responsible to present a topic of her choice to the entire class. Hopefully this topic will be one you will eventually present to your students. The presentation should be no longer than 20 minutes in length and must include at least one student centered learning activity and one classroom assessment technique. The criteria for evaluating the presentations will be developed by the course practicum students as a class project. Following each microteaching we will have a discussion in which your peers will identify both the positive aspects of your presentation as well as some aspects to work on