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Analysis course paper work
Analysis course paper work
|
Order Number |
9908754334 |
|
Type of Project |
ESSAY |
|
Writer Level |
PHD VERIFIED |
|
Format |
APA |
|
Academic Sources |
10 |
|
Page Count |
3-12 PAGES |
Instructions/Descriptions
Analysis course paper work
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers.
This assignment will help you learn this concept.
| Topic 7: Teaching and Course Evaluation |
| For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance.
The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire: · Explain the purpose of the questionnaire. · 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students. · Two short-answer essay questions asking students to reflect on their learning experience. |
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates.
Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention.
After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment.
The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complete, Professor Provoker asks students to go over their answers on the worksheets in small groups first for 5 minutes as she walks around and listens in on the small group discussions.
Lastly, she asks all the students to discuss the video segment and their answers on the worksheets in a large group discussion setting. Professor Provoker is delighted with the responses of many students but is disappointed that others are not participating in the discussion.
Students are required to turn in their worksheets each day at the end of class as an “exit ticket.” By the end of the week, Professor Provoker is thrilled with the scores of the worksheets. Not only were they completed by every student, but 90% of students answered the questions thoughtfully, citing details from the videos.
Analysis course paper work
