Introduction
Organized teaching strategies are featured by credible learning tools to facilitate effective perception. We can attribute the attainment of knowledge to proper instructional design. One key and fundamental component of these designs involves the establishment of a course outline.
Consequently, this project targets on establishing an effective outline to guide the teaching of a course in a five-week e-learning class. In a bid to perform this task, I will make a comprehensive description of the outline that will include the objectives, pedagogies, and outcomes.
Course Description
The course will involve delivery of knowledge about excretion in animals. Apparently, students understand the basic facts of excretion in humans. This is because they had taken earlier prerequisite courses of the current course. Therefore, I expect responses for questions about excretory mechanisms in mammals. However, there must be strategies to combine the distinct and outrageous topics under this learning.
I know that animals are many and they depict different mechanisms of excretion. Consequently, instructions must try to separate the topics for the students to prevent confusion among student. There are many classes of animal that will be studied in the course of teaching.
These will include mammals, arthropods, birds, fishes, and reptiles among others. Since this study will be performed through e-learning, the strategies chosen must evaluate the students properly. Additionally, I will account for the limitation that arises with e-learning teaching strategies.
Course Pedagogy
The instructions will involve students on online discussion where questions are asked by all parties (students and the teacher). An online discussion forum will allow students to view the comments of other students. For instance, I can raise a question about the differences of excretion in birds and reptiles. The discussion forum will allow all students to see the answers of other students.
I will choose the appropriate time for online class attendance. For instance, I could set a class to begin at 1400hrs to facilitate effective discussions because most students will be available at the time. Also, the instructions will incorporate the use of assessment techniques to boost students’ interactions and corporations. Therefore, correct answers and active participation will be awarded marks accordingly.
Since we cannot manage to handle all the topics in classes, I will give students assignment. For instance, I could assign the students a topic on describing excretion in reptiles. After choosing this topic, I will set and announce a deadline for submitting the assignment online. If submissions are made past the deadline, extra deductions will be employed on the total marks awarded.
Course Objectives
Naka (1974) identified that objectives are critical tools of pedagogy. I will, therefore, set clear objectives to facilitate the attainment of the educational goals. What do I need the students to learn? At the end of the teaching, students will be able to perform the following tasks.
- Explain the excretory mechanisms in the class level of animals
- Differentiate between the mechanisms of excretion exhibited by animals
- Make comparison between excretory systems in the classes
- Knows the roles played by excretory systems to adapt animals in their habitat
- Explain evolution in terms of excretory systems
These objectives will aim at achieving high perception and understanding in the students. After achieving these objectives, students will be potent to satisfy the ultimate goal of the course. In this case, they will satisfy the goal of understanding excretion in animals.
Course Outcomes
Effective learning is reliant on the expectation that an instructor sets in his/her conscience. According to Jarvis (2005), there exists a correlation between the perception of students and a teacher’s expectation. Jarvis argued that when a teacher has high expectations on the results, s/he teaches exhaustively to attain his/her expectations. I will applaud this articulation by setting the outcomes of the instructions.
In applauding the articulation, I expect that students will pay attention to the e-learning because I have devised strategies to make the classes mandatory. For instance, student will not receive marks if they do not participate on the discussions. Therefore, the regulation of class attendance will warrant commitment of the entire class to all activities in the instructions.
Furthermore, students will be able to discuss, share, and discover other learning issues that will diversify their knowledge amicably. Additionally, students will research for information regarding the assignment. This will initiate the needs to know and establish a base to distinguish between corporative students and non-corporative students. Apparently, the teaching will improve the knowledge of students and make them ready for the final exams.
Conclusion
Critique and effective arrangement to initiate the need of understanding and improve the perception of students is fundamental in education. Instructors must, therefore, declare to organize the teaching before attending any class. In fact, Dixon and Senior managed to research and conclude that student’s perception is directly related to the organization of an instructor.
Poor class performance, therefore, depicts that a teacher is not arranging for the instructions to deliver. Awareness is vital to caution teachers about unstructured teaching sessions that are equivalent to teaching confusions. Instead of confusing the students, it is vital to avoid the instructions and allow the student to perform their genuine studies from books, articles and other sources.
References
Dixon, M., & Senior, K. (2011) Appearing pedagogy: from embodied learning and teaching to embodied pedagogy. Pedagogy culture & society, 19(3), 473-484.
Jarvis, M. (2005). The psychology of effective learning and teaching. Cheltenham: Nelson Thornes.
Naka, A. (1974). Pedagogy. Tokyo: Centre of East Asian Cultural Studies.