How do I limit material due to time constraints?

Begin by asking yourself—what is it students should know and be able to do as a result of today’s class session? And how will they be able to demonstrate to me that they do know and can do these things?

Now make a list of the material that best supports reaching these learning objectives. Edit out anything that does not support these objectives. The material remaining should pertain to the core concepts, basic theories, and underlying themes of the topic. The material should give students a conceptual framework on which they can later build. With a more manageable load of content, you and your students can concentrate on ways to think critically about what you do explore together and how to apply it in a meaningful way. The critical thinking and application exercises will be retained far longer than any specific body of content. Until students have reached some level of integration and "ownership" of the material, it will truly go in one ear and out the other.

 

    Address questions or comments about TEP or this site to:
Georgeanne Cooper, Program Director, 64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified: 07/07/09