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My God, they're going to let you study for a teaching qualification? I just got thrown into a room with a bunch of students.
The thing I've found most helpful in my extremely limited experience of teaching, which I suspect I suck very badly at, is writing a list of 'Learning Outcomes' for every session and tying it very closely to the required reading (if any). So my abstract for a module would go like this (bear in mind that I have never taught anything that sounds as hands-on as 'media production'):
WEEK N
1. Reading: (as little as possible)
2. Learning Outcomes - what should they know when they come out of the session that they didn't when they went in? Is there any background information you need to give them to explain the reading they have done or to equip them to perform the tasks they need to do in this seminar?
3. How to make the learning outcomes happen - ie, not by just telling them the ten things they need to know and expecting them to grasp them. (This is the bit that I suck at.) Here you need to work out tasks, group discussion topics, or just leading questions to kick off a discussion which will reveal to you whether they are grasping the essential learning outcomes or not. A list of questions tied to the reading, perhaps?
I usually just end up going in, saying "So, what did you think of the reading?", waiting for ten bone-chilling seconds of silence, and then babbling on about what I like about the reading for two hours. This doesn't help anyone. Don't do that.
Best of luck - let us all know how it works out. |
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