我们将会根据学习目标、评估计划、方法、材料和学习活动几方面的知识和原理，为大家介绍一些课程计划的设计。学习者将可以通过仔细的分析找到并准备合适的教学材料，改编或创作专业资源。学习者还可以反观课程设计和教学理念之间的关系。
Video 1: Course Summary
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來自 Arizona State University 的課程
马上开始教英语！课程设计与评估
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從本節課中
Final Review
Each of the concepts covered in Modules 1 - 5 is summarized. Learners will submit their completed lesson plan for review.
與講師見面
Dr. Shane DixonSenior International Educator
Arizona State University Global Launch
Dr. Justin ShewellSenior International Educator
Arizona State University
Jessica CincoInternational Educator
Global Launch
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Welcome back to Teach English Now and to our final video for this course.
We hope you have enjoyed your time with us learning about designing instruction.
In this video we'll summarize what we talked about in modules one through five.
Pay close attention to the important concepts, and
if there's something you didn't quite understand please feel free to go back and
watch that particular video again.
>> In our first module, we discussed the basics of instructional design.
We introduced Gagne's Nine Events of Learning,
focusing particularly on the first six events.
Those six events were, first, gain the students attention.
Second, state the objectives.
Third, stimulate recall.
Fourth, present the instruction.
Fifth, provide guidance.
And sixth, elicit performance.
We talked about each of these in more detail in later modules, but
in the first module, we provided general background on each event.
>> In the second module we focused more on the first three events
by looking at ways to activate students' background knowledge about a topic and
how to have an objective discussion with students.
We emphasized that students are not empty vessels that need to be filled up by
you as the teacher.
Rather, students have knowledge they have already learned about most topics,
and using this knowledge can help them understand new learning easier and
more quickly.
So as a teacher it is your job to figure out what they already know, and
connect it with what you want to teach them.
>> And we also covered how to do warm ups which are a great point in the lesson to
activate prior knowledge.
During a warm up you can review things the students have already studied, and
show how it connects with what they' ll be learning during that particular lesson.
You can also use a warm up to gain students' attention.
>> Then we talked about the objective discussion and how important it is for
students to know what your learning goals are and
how they are expected to achieve them.
A warm up or just after the warm up is a great time
to have an objective discussion with students.
However remember we also mentioned that sometimes,
depending on the circumstances, you may want to hold off
on having an objective discussion until later in the lesson.
>> In our third module we talked about the methods for
presenting and modelling instruction, which is Gagne's fourth event.
We said that your goal as a teacher is to make learning sticky, and
we gave you the acronym MUD, which means Memorable, Usable, and Durable.
We also gave you two tips on making learning sticky,
which were to use teacher talk and to keep things conversational.
If you need more help with either of those, please go back and
watch the first video of module three.
>> Then we talked about the importance of modelling, and
how sometimes learners just have to see something, see something in action,
before they can really understand it.
We introduced two methods of modelling.
First, teach, model, question.
And second, model, infer, and elaborate or what we called inductive reasoning.
Both methods have their place.
Which ever you choose to use remember to give more than one model and
give the models later in the instruction process.
>> Our fourth module covered guided and independent practice.
Guided practice allows students the opportunity to try out what they have just
learned in a safe way so that even if they make mistakes they'll be okay.
Guided practice should be led first by the teacher, but then can be done in
groups after the students have practiced together with the teacher a few times.
This is called less guided practice.
>> Now let's talk about independent practice.
Independent practice is the opportunity for the students to show what they know
and for the teacher see how much they really learned.
During independent practice activities the students are mainly working on their own
and the teacher is observing.
If gaps are found in the students' understanding,
the teacher may choose to go back and review important concepts.
Sometimes presenting them in a new way to help students understand.
Independent practice can be done outside of the class if needed, but
we recommend that you do most of your independent practice in class so
you can see firsthand how well your learners are achieving your objectives.
>> In the last module, we covered assessment.
If you remember, we stressed the importance of objectives,
not only in designing learning activities, but
also in designing effective and appropriate assessments.
Clear objectives describe what, when, and how students will complete a task and
use action words that are measurable in your assessments.
You should ensure your objectives, learning activities, and assessments
are all aligned and leading your students toward their language learning goals.
>> We also told you that there are two types of learning.
Memory and knowledge, and stress that while both are important in
certain situations, most communicative teachers focus more on?
Knowledge learning rather than memorization.
You can use authentic performance-based assessments to measure students' knowledge
learning.
Your assessments should require students to analyze information, evaluate ideas,
and create a response to demonstrate their ability.
Include plenty of formative assessment before asking students to perform for
a grade, especially if decisions that affect your students
will be made based on the results of your assessments.
>> We also shared some important assessment ideas to make your life easier
including clear rubrics and examples of student work done in the past.
This may be where you give the models to your students
if you have not already done so.
Either way students should not be surprised by your assessments but
feel confident because you have provided ample opportunities for
them to practice and learn before asking them to perform on their own.
>> All right, are you ready for your test?
I hope we have given you enough time to practice and
review the concepts from this course.
If you need to take some time to watch each video again and
review the important information from your notes.
If you need to also jump on the discussion boards and ask your classmates for
their ideas and feedback.
Once you are confident you have learned the content of this course, go ahead and
take the test.
Remember, you can take the test multiple times.
Good luck, and thanks for watching Teach English Now.
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