Course Content
1 | Introduction to Teaching
In this module, you will read a text and watch video about education and stages of the learning cycle. You will check your understanding with concept-checking questions. For the teaching competency standards that this module aligns to, please download the document from the Resources section.
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1.1 | What Is Education?
1.1.1 | Education: True or False?
1.2 | Understanding the Teaching Cycle
1.2.1 | Order the steps of the teaching cycle
1.2.2 | Video: The Teaching Cycle
00:00
1.2.3 | Ordering the Events
2 | Identifying Learners’ Needs
In this module, you will explore what learner needs are, how to identify learner needs, the difference between active and passive learning, and how to design classroom activities for different learners.
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2.1 | Active and Passive Learning
2.1.1 | Active? Passive? Both?
2.2 | Classroom Activities and Their Purpose
2.2.1 | Video: The Brain’s Learning Needs
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2.2.2 | The Brain's Needs
2.2.3 | Practical Classroom Activities
2.3 | What Are Learners’ Needs?
2.3.1 | Matching Activities to Needs
2.3.2 | Matching Needs to Means of Data Collection
3 | School and Community Partnerships (to follow)
Introduction to follow.
4 | Lesson Planning and Learning Objectives
This module introduces the concept of lesson planning by providing a model (the five-stage lesson plan), exploring different types of activities, explaining learning objectives and allowing participants to practice writing their own lesson plan.
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4.1 | The Five-Stage Lesson Plan
4.1.1 | What Stage of the Lesson?
4.2 | Controlled to Free Practice
4.2.1 | Video: Controlled to Free Practice
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4.2.2 | What Subject, and What Stage of the Lesson?
4.3 | Developing Clear Learning Objectives
4.3.1 | From Bad Objective to Good Objective
4.3.2 | Choose the Best Activities
4.4 | Lesson Planning: Putting It All Together
4.4.1 | Creating Controlled and Free Practice Activities
4.4.2 | Planning a Lesson
5 | Equity and Inclusion in Education (to follow)
This module introduces the concepts of equity and inclusion concepts in education.
6 | Classroom Management
This module invites the teacher to reflect on the good and bad behaviour of the students in their classes and how it can be prevented and managed. We will look at different strategies for how to facilitate positive student-teacher relationships to build better learning environments.
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6.1 | How to Create a Positive Learning Environment
6.1.1 | Video: Techniques for Good Relationships
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6.1.2 | Techniques for Good Relationships
6.2 | What Are Rules and Routines?
6.2.1 | Rules and Routines...
6.2.2 | Rule or Routine?
6.3 | Managing Behaviour with Rewards and Punishments
6.3.1 | Reward or Punishment?
6.4 | Giving instructions
6.4.1 | What Strategy Do You See?
6.4.2 | Sequence the Instructions
7 | Diversity and Multicultural Education (to follow)
This module looks at the importance of diversity and multicultural education, and how to successfully manage it.
8 | Questioning Techniques and Cognitive Levels
This module overviews the use of questions in teaching and learning. It covers: elicitation, different question types and using Bloom's taxonomy to write questions.
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8.1 | Eliciting Skills
8.1.1 | Ways to Elicit
8.1.2 | Additional Ways to Elicit Information
8.2 | Types of Questions
8.2.1 | Open Question or Closed Question?
8.2.2 | Prompting, Probing, Divergent or Affective Question?
8.3 | Bloom’s Taxonomy for Questioning
8.3.1 | Video: Bloom’s Taxonomy and Thinking Levels
00:00
8.3.2 | What Level of Bloom's Taxonomy?
9 | Stress Management for Resilience (to follow)
This module is an introduction to the issue of stress and how to cope with it in education, to promote resilience in both teachers and their students.
10 | Innovation in Low-Resource Contexts
This module reviews learning objectives, presents ideas for DIY teaching aids and explores different ways the teacher can enhance learning in environments with limited resources.
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10.1 | Why Do We Need Resources?
10.1.1 | Match Activities to Resources
10.1.2 | Activities With Few or No Resources
10.2 | Making Your Own Materials
10.2.1 | Video: Five Ideas for Making Materials
10.2.2 | Thinking About Making Materials
11 | Motivation and Engagement
This module explores how teachers can define and enhance their student’s engagement and motivation. It will present a variety of strategies and techniques for how to group learners, how to differentiate for engagement and how to give feedback to improve motivation.
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11.1 | To Engage, to Motivate, or to Challenge?
Motivation, Engagement or Challenge?
Why Use This Technique?
11.2 | Engagement: Arranging the Class
11.2.1 | What Are the Best Groupings?
11.2.2 | Choose the Best Advice
11.2.3 | Design the Classroom Arrangement
11.3 | Engagement: Differentiation
11.3.1 | Video: Differentiation
Private: Foundations of Teaching

4.3 | Developing Clear Learning Objectives

Preview

Before we begin, here are some things that a teacher might do before teaching a lesson, including writing learning objectives. Think about the order that you might do them in. When you have finished, click below for some thoughts.

  • Decide on the topic of the lesson.
  • Look through the coursebook and decide what can be used in the lesson.
  • Decide what the main point or main idea of your lesson will be.
  • Look at the course plan.
  • Write learning objectives.
  • Prepare the resources that you will use in the lesson.
  • Decide how much you can cover in one lesson.
  • Order the activities.
  • Prepare the content of the lesson.
Click to reveal thoughts on the order of teacher actions

Thoughts on the order of teacher actions:

Many answers are possible, depending on what, who and how you are teaching. Below is one possible sequence, starting with the teacher working from the course plan, to help identify a lesson topic. A lesson topic will help the teacher to choose learning objectives, and they then can plan their lesson:

  1. Look at the course plan.
  2. Decide on the topic of the lesson.
  3. Decide what the main point or main idea of your lesson will be.
  4. Look through the coursebook and decide what can be used in the lesson.
  5. Decide how much you can cover in one lesson.
  6. Write learning objectives.
  7. Prepare the content of the lesson.
  8. Prepare the resources that you will use in the lesson.
  9. Order the activities.

Developing Clear Learning Objectives

Learning objectives are an essential part of planning because they relate to the subject or topic, help teachers to identify the knowledge and skills being developed and guide them to choose relevant activities and learning experiences. Learning objectives are sometimes also called aims, goals or outcomes.

A common format for learning objectives begins with the phrase: “Students will be able to…”

The rest of the objective then identifies knowledge and skills that students will use. For example:

  • … spell their own name;
  • … discuss the advantages and disadvantages of free trade agreements;
  • … calculate percentages;
  • …describe the process of photosynthesis;
  • … create a map of their house. Good learning objectives have several characteristics.

They are:

  • specific, clear, easy to read and understandable;
  • achievable and realistic, so they are possible for students to successfully reach;
  • measurable and observable, so they can show what students have learned.

Writing learning objectives should be done before selecting activities and planning learning experiences. It is very important for teachers to ensure that the activities and learning experiences connect to the learning objectives that they have written.

 

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