15 Course Design Principles For Instructor And Good Course Example

Course Design Principles and course of study is a written plan or outline for directing the thinking, planning, and experience of those who wish to progress in a subject. A course is one of a number of units of study within an organized curriculum. A procedure to follow in building a course of study is contained in this article.

 List objectives of the school.
An instructor should be familiar with the broad objectives of the school before attempting to make
his course of study. The school administrators should be able to supply these objectives upon request.

List objectives of the department.
It is important for an instructor to know the broad objectives of the department in which he works.
These should be determined before the more specific objectives of his own course are developed.
3. Determine the objectives of the course.
The next step in building a course of study is to list the objectives or goals to be reached by the
students. These objectives should list what the stu-dents should be able to do and what they should
know upon completion of the course.

These object should be specifically stated, and should be within reason according to the age and abilities of
the student, the time available for the course, and the equipment and other facilities to be used. State
only those objectives which are worthy of the time, effort and cost expended.

The objectives of the Course Design Principles should be approved by the industry or agency for whom the men are being trained.

State the time involved.
State the time elements of the course; that is, the length in years, weeks, or days, and the number
of hours per day.

State the course level.
Include a statement of the type of school: junior, senior, or vocational high school, war training pro­
gram or other. State the type of course, whether industrial arts, vocational, trade, extension, or other.
State also the school grade for which the course is intended.

State size of class.
State the maximum number of students which can be accommodated in your shop.

List instructional methods and devices.
The various teaching methods and devices to be used in the course should be briefly described.

State the scoring methods.

Explain the type of scoring or grading methods to be used; that is, whether alphabetical, numerical,
or other.

Survey all available literature on the subject.

To prevent duplication of effort and to save time, all books, magazines, and other courses of study
should be examined to see what has already been done. This investigation will lead to a better under­
standing of the problem. In some cases, it may be found that other courses of study are applicable in
whole or in part.

Describe the student personnel organization.
Explain the type of student personnel organization if one is to be used. See Chapter 2, “How to Conduct
Shop Activities.”

List text and reference books.
Where texts and reference books are used, they should be listed in the course of study.

List tools and equipment to be used.
List the amount and type of tools and equipment available for instruction in the shop.

List all operations to be learned.
Select a series of operations actually done on the job taught, or as closely resembling these jobs as is
possible. This list can be made up first by the trades­man who is writing the course of study, and re­
checked in conference with others who also know the work.
Operations which cannot be taught in the school because of lack of equipment should be eliminated
at this point until the equipment can be added at some future date.

Listed below are a few typical operations:
a. Drill holes in metal with a hand drill.
b. Cut metal with a cold chisel.
c. Cut threads with stock and die.
d. Coat metal with layout fluid.

 Select projects to be performed.
Select projects that involve the operations to be taught. Typical project titles are:
Make a Funnel.
Make a Water-tight Riveted Patch.
Make a Center Punch.
Make a Butt Weld.
Clean a Spark Plug.
Remove a Hydromatic Propeller.
List the related information to be learned.
Related information is of two types:
a. Technical information required in order to
do the job.
b. General information related to the work or allied fields which adds to the students’ knowl­
edge. This information may be taught if time permits.Write the lesson plans for teaching the operations
and related information.
Try out the course and revise it where necessary.

Additions, subtractions, and changes will probably have to be made on any course of study after it
has been tried out. The proof of its worth is not in the written stage, but in actual use. Any course of
study should be tentative. Periodic revision will be needed to keep it up to date.

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