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Course Specification ILOS and Teaching methods. Ahmad Makhlouf. Mission, vision, faculty aims Program specification Courses specification :. What has been done. Next step: Awareness. Mission, vision, faculty aims Program specification Courses specification. Next step: Self study.
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Course SpecificationILOS and Teaching methods Ahmad Makhlouf
Mission, vision, faculty aims Program specification Courses specification : What has been done
Next step: Awareness • Mission, vision, faculty aims • Program specification • Courses specification
Next step: Self study 1. Mission and Objectives 2. Educational Programme/ courses including Teaching and learning systems 3. Assessment of Students 4. Students 5. Academic Staff/Faculty 6. Educational Resources 7. Programme Evaluation 8. Governance and Administration 9. Continuous Renewal
Course Specification • A course consists of a series of learning sessions on a particular topic (e.g., Anatomy and Physiology) within an academic program (e.g.,MB.BCh). • A syllabus (Course Specification) serves as the design document for a course, providing all the information about the course. • A syllabus (Course Specification) is typically given to students on the first day of class
ILOs of the course Content ( What is taught) Methods (how it is taught) Assessment (how students’ achievement is assessed)
3- Contents 4- Teaching and Learning Methods 4.1- ................................. 4.2- ................................. 4.3- ................................. 4.4- .................................
Teaching and Learning Methods: • Identify the methods used in delivering the course • The methods, which are used by teacher to help students to achieve the ILOs for the course.
Teaching and learning methods • Lectures: using power point • Practical session: Anatomy of experimental animals, histological examination, ........ • Case study : • Assignment: • Others:
SELECT TEACHING METHODS • The two most critical factors in selecting teaching methods are • choosing a variety of methods, and • choosing methods that are appropriate for achieving the learning objectives (ILOS).
SELECT TEACHING METHODS • For example, if the learning objective is for students to list the immunization schedule for children under five, an interactive presentation is an appropriate teaching method. • If the learning objective is for students to give immunizations according to the schedule, students will need opportunities to practice giving the immunizations, preferably on models first and then with patients.
When selecting teaching methods, consider the following questions: • Is the method appropriate for the learning objective? • Are the resources that this method requires available? • Are special facilities required? • What is the projected size of the class? • Is a special room arrangement needed for this method? • Will the methods selected stimulate interest and provide variety?
For Knowledge ILOS • Brainstorming • Interactive Presentation known as a lecture or illustrated lecture. • Discussion • Panel Discussion
For Knowledge ILOS • Brainstorming (a list of ideas, thoughts, or alternative solutions that focus on a specific topic or problem is generated. stimulates thought and creativity and is often used along with group discussions). • Interactive Presentation known as a lecture or illustrated lecture.(Verbal presentation of information by the teacher, in which presentation of content is supplemented with a variety of questions, interactions, visual aids, and instructional materials.
For Knowledge ILOS • Discussion • Panel Discussion (Discussion related to the learning objectives presented by a panel of individuals or content experts).
For clinical/practical skills • Demonstration • Clinical Simulation • Facilitated Practice • Role Play
For clinical/practical skills • Demonstration (Method in which the teacher presents the steps necessary for the completion of a procedure or clinical task or activity). • Clinical Simulation (A representation of a real or hypothetical patient management situation).
For clinical/practical skills • Role Play (Learning activity in which students play out roles in a simulated situation that relates to one or more learning objectives.)
For clinical/practical skills • Facilitated Practice (Opportunity for students to practice or apply (with models, simulated patients, or real patients) the content presented in theoretical sessions. The teacher explains procedures or routines, demonstrates tasks, models the correct performance of the skill, and observes and interacts with students while providing ongoing feedback. )
For intellectual skills, communication, (attitudes) • Case Study • Clinical Simulation • Facilitated Practice • Individual or Group Tutorial • Role Play
For intellectual skills, communication, (attitudes) • Individual or Group Tutorial (Study of information by one or more participants under the instruction of a tutor or mentor).
EnsureOpportunitiesfor Practice • practice and feedback • schedule practice activities including reading, homework, or other assignments, to help students apply new knowledge, skills, and attitudes. • In addition to providing learning opportunities for students, practice activities are opportunities for formative assessment in which teachers can give feedback to students to help them improve their performance.
EnsureOpportunitiesfor Practice • Practice opportunities can occur individually or in groups. • They can be conducted in the classroom in simulated environments or at a clinical practice site. • Different practice activities will be appropriate for different learning objectives,
Examples of assignments Knowledge • Solve a series of problems. • Answer a series of questions. • Label a drawing. • Locate information in a manual. • Make a drawing or sketch. • Complete a case study.
Examples of assignments Clinical/practical skill: • Practice a skill with an anatomic model, simulated patient, another student, or with an actual patient. • View a video, slide show, or photographs, • use a computer-based learning program (e.g., to identify signs and symptoms of illness or malnutrition).
Examples of assignments intellectual skills, communication, (attitudes) • Participate in a role play. • Conduct an interview.
SELECT AND ADAPT LEARNING MATERIALS • Handouts • Printed materials • Visual aids • Computer-based materials
SELECT AND ADAPT LEARNING MATERIALS • Some materials are more effective for teaching and learning concepts and principles, • while others are more effective for demonstrating and practicing skills.
Consider the following when evaluating materials: • Are the materials appropriate for meeting the learning objectives? • Is the information contained in the materials up-to-date, unbiased, factual, consistent, and technically correct? • Will visual aids work with the equipment that is already available? • Are the format and quality of the materials consistent with those of the other course materials? • Are the materials relevant and culturally sensitive? • Is the reading level of the materials appropriate for the students? • Is the cost of the materials reasonable?
6- List of Text Books and References: a- Lectures notes: When notes are available, specify whether they are prepared in the form of a book authorized by the department or are handed out to the students part by part. b- Essential books (Text books): When the lecturer uses one book that covers most of course contents, specify the book. When the lecturer uses more than one book, which contains parts of the course, specify the books and the topics covered by each.
6- List of Text Books and References: c- General references, journals, periodicals, newspapers, web sites, which enrich the learning process should also be listed. The references that should be identified in the above items should be written in a standard way (publisher, edition, year, author(s)...etc). Refer also to locations for reading or buying the specified references.
7- Facilities Required for Teaching and Learning: • The facilities include: appropriate teaching accommodation, including teaching aids, laboratories, laboratory equipment, computers etc., facilities for field work, site visits etc., which are necessary for teaching the course.
Facilities required for teaching and learning • Computer • Video films • Experimental animals • Field visits • Data –show • Overhead projector • Microscopes
ILOs Content ( What is taught) Methods (how it is taught) Assessment (how students’ achievement is assessed)
