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Universal Design | Course Content | Course Goals | Structuring an Effective Course | Selecting Learning Activities | The Syllabus
Selecting
Learning Activities
Much of this section has assumed
the use of traditional classroom formats such as the lecture/ discussion mix
or lectures coupled with laboratory demonstrations. There are, nonetheless,
a variety of other possible methods for the delivery of
instruction. These are
discussed in the following chapters on modes of teaching and assessment. In
selecting and planning classroom instructional strategies to match
course goals
and objectives, it is important to consider the following:
- Will the strategy accomplish the objective? It is unlikely, for example, that straight lecturing in a course designed to increase problem-solving skills would be an appropriate strategy for all class sessions. Group work would be a poor choice if rapid transfer of information is the goal.
- Will the strategy be accessible to all students? If only hands-on work is used, those who learn best by listening, reading, or writing will be at a disadvantage. It is best to establish a rhythm of strategies, varying the approach and introducing redundancy so that all can learn.
- Will the strategy be feasible, given the context? Is the classroom structured to preclude certain activities? Is the class too large or too small for certain activities? Are the class periods long enough to accommodate the use of certain activities?
- Will students need preparation to respond to the strategy? Since students are so used to being passive in class, instructors cannot automatically assume that their students will be able or want to respond to group work, independent work, or other activities. It is often important to build in some time for helping students get the most from a given instructional approach before it is used.
- Is the instructor comfortable with the approach? Often, even when a given approach seems most appropriate, an instructor will not be at ease with it. Although instructors should continually try to expand their repertoire, it is important to choose strategies that are within one’s personal range.
Teachers choosing to use these important alternative methods need to be clear
about specifying the learning task and breaking it up into manageable units
if it is complex. Students will need monitoring through the exercise, and an
external resource person who can offer students help should always
be available.
It is a good idea to test new material on a sample group so that it
can be revised
before it reaches the intended audience. Finally, it is vital to ensure that
easy access is available to all the materials and that sufficient
opportunities
for student feedback are built into the course design.
The key, of course, is to begin with good goals and objectives.
Helping students
more easily attain the goals set for the course should be the main criteria
for selecting instructional approaches.
Shulman and Hutchings (1994) advise instructors to think about
underlying assumptions
throughout the process of planning a course. For example, they suggest that
instructors should think about whether their content is inclusive (of varying
approaches and viewpoints) or concentrates on only a very narrow perspective,
whether their approach takes new developments in the field into
consideration,
and how their course will complement other courses in the
department.
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