Once you have received your teaching assignment and you have considered the institution and program in which you will be teaching, you can begin preparing your course. At this point you hopefully still have several months before the first day of class.
Your first step should be identifying what are the instructional goals that you want your student to get out of your course. This is more than identifying the key facts or subject concepts, but rather what learning skill do you want to develop. More specifically, how will your goals fit into the broader curriculum of your program or department? Instructional objectives may include:
- Discipline-specific knowledge and skills
- Cognitive skills: problem solving, critical thinking, analysis
- Academic skills: writing, studying
- Interpersonal skills: teamwork, leadership
- Personal development: confidence, ethics.
ArtH 111. The instructional goals for this course were to develop discipline-specific knowledge; visual, writing and study skills; teamwork; and archaeological ethics. The objects and monuments as well as the appropriate vocabulary for different cultural period made up the bulk of the discipline-specific knowledge. Academic skills focused on how to look at and write about artifacts and architecture as well as emphasizing techniques for studying for a visually rich course (and field of study). These academic skills were fundamental for all other art or archaeology course that the student might take later. Emphasis was also placed on understanding the importance of preserving cultural heritage and specific
Finding the right textbook and student resources
Designing the Syllabus
Designing Lesson Plans
A word about working with TAs
Providing course resources