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Preparing and Using Teaching Modules: Linking Objectives, Content, and Evaluation

Preparing and Using Teaching Modules: Linking Objectives, Content, and Evaluation. Victor Benassi Professor of Psychology University of New Hampshire vab@unh.edu 603-862-3180.

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Preparing and Using Teaching Modules: Linking Objectives, Content, and Evaluation

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  1. Preparing and Using Teaching Modules: Linking Objectives, Content, and Evaluation Victor Benassi Professor of Psychology University of New Hampshire vab@unh.edu 603-862-3180

  2. Benassi, V. A., Jordan, E. A., & Harrison, L. M. (1994). Using teaching modules to train and supervise graduate TAs. In K. G. Lewis (Ed.) The TA experience: Preparing for multiple roles (pp. 183-188). Boston: New Forum Press.

  3. Them Dry Bones • African-American Spiritual (Dry Bones) that conveys the message: http://www.hope.edu/academic/religion/bandstra/RTOT/CH12/BONES.HTM Ezekiel cried them dry bones. • Your toe bone connected to your foot bone.Your foot bone connected to your ankle bone.Your ankle bone connected to your leg bone.Your leg bone connected to your thigh bone.. . . . . . . . . . . . . . . . • Your neck bone connected to your head bone.

  4. Benefits of Preparing a Teaching Module • Organizing the module prompts you to make decisions and set priorities • The process of researching topics is structured by the module's organization • The preparation of a module can increasecontinuityof the material • You haveaclear record of what was done in the course • The preparation of a module can increaseself-confidence

  5. Benefits, Continued • A teaching module can help you to create a clear conceptual and practicallink between your objectives for a unit of study in your course and your assessment of student learning

  6. Components of Teaching Modules • Statement of Major Objectives for the Unit • Unit Resources • General Outline of What You Will Cover • Detailed Outline • Table of Specifications • Evaluation of Student Learning • Copies of Materials

  7. Statement of Major Objectives for the Unit • Objectives should cover material from the texts, other reading assignments, and class material

  8. Unit Resources • Include a list of the materials used by you and your students in this unit (e.g. films, readings, handouts, overheads)

  9. General Outline of What You Will Cover • Should cross-reference each item in the outline with an unit objective

  10. Detailed Outline • Include detailed information on what you will be doing in this unit (e.g. lecture notes, information on demonstrations, questions to be asked of students) • Does not need to cover every word you plan to say, but rather should provide enough detail that a reader can understand your plan for the class day.

  11. Table of Specifications • Should relate the test to the objectives stated earlier. Overall this table should tell you if you are testing students, in a balanced way, on the objectives you have for this section of the class.

  12. Example Table • Module Objectives • Knowledge Comprehension Application Discussion • Module Content • Classical Conditioning 2MC 2E 1E • Elements • Habituation 1SA 1E • Extinction 1MC 1E • Spontaneous Recovery 2SA 1E • Etc. • Note: MC, SA, and E refer to the number of multiple choice, short answer, and essay questions, respectively.

  13. Example Table • Sample 2 (from a module on Grading in a College Teaching Course) • Module Objectives • Facts Creative Ideas Application • and Connections to Courses Taught • Module Content • Benefits of Grades 1E • Disadvantage of 1E • Grades • Characteristics of 1E 1E 1E • Good Grading Systems • Norm Reference Grading 2E • Etc. • Note: All questions given in essay (E) format.

  14. Evaluation of Student Learning • Derived from the table of specifications • Various types of items have different strengths and weaknesses

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