A Practical Approach to College and University Teaching: Outline for an Intensive Course. Report No. 2.

Autor/inn/en	Matzat, H.; Foster, S. F.
Institution	British Columbia Univ., Vancouver. Faculty of Education.
Titel	A Practical Approach to College and University Teaching: Outline for an Intensive Course. Report No. 2.
Quelle	(1979), (67 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; College Faculty; Course Content; Course Descriptions; Demonstrations (Educational); Educational Quality; Faculty Development; Higher Education; Instructional Improvement; Methods Courses; Teacher Education Programs; Teacher Effectiveness; Teacher Improvement; Teaching Guides; Teaching Methods; Teaching Skills; Teaching Styles + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Fakultät; Kursprogramm; Kursstrukturplan; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Methodisch-didaktische Anleitung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil
Abstract	A complete course outline is offered to educators and others who would prepare an intensive seminar on the sharpening of teaching skills for college and university professors. The practical methods and principles used are derived in part from careful investigation, by logic, and most frequently by experience. Five units are outlined: preparing instructional objectives; making schedules of instruction and evaluation; teaching; measuring and evaluating learning and teaching; and revisions for further simulation or actual course work. Teaching options available to every teacher include lecture, audio-visual techniques, reading and independent study, team formation and discussion, seminar teaching, programmed instruction and computer-assisted techniques, field study and practicum, simulation and role-playing, tutorials, clinical teaching groups, and special learning situations. Each unit and sub-unit contains didactic statements, tips, provocative quotations, references, and assignments to carry out. The teaching process is viewed as a cyclical reworking of preparation, instruction, and evaluation steps, which result in student learning. (DC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01