7. Importance of Reading
Materials
• It is possible for students to
review and prepare their
lessons. Also, students can
follow the discussion using
reading materials.
8. Keys on Helping Students Read
Difficult Texts
1. Preview and Build Anticipation
2. Set Purpose
3. Synthesize Along the Way
4. Ask Questions
5. Explain
9. SYLLABUS
• Outlines the goals and objectives
of a course, prerequisites, the
grading/evaluation scheme,
materials to be used (textbooks,
software), topics to be covered, a
schedule and a bibliography.
11. Importance of Syllabus
• It will help students know what
is expected from them from the
start of the course, and the
syllabus will allow them to plan
their semester efficiently.
12. Creating an Effective
Syllabus
1. Set the tone for the course.
2. Communicate what, when and how
students will learn.
3. Communicate what students need to
do in order to succeed in the course.
4. Communicate expectations in terms
of the students’ responsibilities.
5. Deter misunderstandings about
course policies.
13. ASSIGNMENT FILES
• It is an assessment tool that
allows the teacher to specify a
task that requires students to
prepare digital content (any
format) and submit it by
uploading it to the server.
14. Types of Assignment Files
• Online Text
• Upload a single file
• Advanced uploading of files
• Offline assignment
15. Importance of Assignment
Files
• It is convenient for the students
and teachers use this assessment
tool in assessing specific tasks
using technology.
16. Assessing Assignments
• The learning assignment tool
allows the participants to
submit answers individually or
in groups. When assessing, the
teachers can assess individual
participants or several
participants at the same time.
17. RUBRICS
• A scoring and instructional tool
used to assess student
performance using a task-
specific range or set of criteria.
20. Importance of Rubrics
• Rubrics help teachers teach and
coordinate instruction and
assessment, it also help
students learn.
21. Creating a Rubric
1. Define your assignment or
project.
2. Decide on a scale of
performance.
3. Identify the criteria of the
task.
4. Describe the performance
of each criterion.
22. HANDOUTS
• A paper based resource used to
support teaching and learning
which can free students from
excessive note taking or
supplement information not
easily available elsewhere.
23. Types of Handout
• Uncompleted or Gapped
Handout
• Skeletal Notes
• Worksheets
• Assessment Criteria
• Information Sheets
25. Importance of Handouts
• Handout serves as a summary of your key
points. They allow you to provide more
detailed information than you would put
on a slide. It gives your audience
something to take away from your
presentation, to review later and it is one
more way for the listeners to be reminded
of you and your key messages.
26. General Principles on the
Production of Handouts
• Reading handouts
• Use the what, how, why, when
and where questions as
appropriate.
• Avoid long, dense handouts.
• Make sure the appearance of
the material is up to standard.
• Consult the guidelines which
are displayed by photocopiers.
• Print size.
29. • By Allison McDonald. (n.d.). 15 Reading Materials That Aren't Books. Retrieved October 12, 2016, from
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helping-students-read-difficult-texts
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http://www.crlt.umich.edu/gsis/p2_5
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http://www2.wmin.ac.uk/mcshand/TEACHING/handouts
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Important¢.aspx
30. • University, C. M. (n.d.). The Syllabus-Teaching Excellence & Educational Innovation -
Carnegie Mellon University. Retrieved October 12, 2016, from
http://www.cmu.edu/teaching/designteach/design/syllabus/
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http://www.asu.edu/cfa/wwwcourses/art/SOACore/syllabus_definition.htm
• Writing a Syllabus. (n.d.). Retrieved October 12, 2016, from
https://www.cte.cornell.edu/teaching-ideas/designing-your-course/writing-a-syllabus.html
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syllabus-in-values-education.html
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https://www.scribd.com/doc/153055024/VALUES-EDUCATION-SYLLABUS
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to.html
• Gibbs G, Habeshaw S et al (1995) 53 Interesting things to do in your lectures (TES)
• McShane, Dalene (1998) Presenting Information Visually (EIC Guide)
31. • By asking yourself these questions at the onset of your course design process you will be
able to focus more concretely on learning outcomes, which has proven to increase student
learning substantially as opposed to merely shoehorning large quantities of content into a
quarters worth of class meetings. (n.d.). Course and syllabus design. Retrieved October 12,
2016, from http://www.washington.edu/teaching/teaching-resources/preparing-to-
teach/designing-your-course-and-syllabus/
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EDUCATION
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