Analyzing the Teaching Learning Process

                                    The Department of Agricultural Education  
                                                    The University of Arizona

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"Would you tell me, please, which way I ought to go from here?"

"That depends a good deal on where you want to get to," said the Cat.

"I don't much care where--" said Alice.

"Then it doesn't matter which way you go," said the Cat.

-Lewis Carroll, Alice's Adventure~ Wonderland

WHY CONDUCT SUBJECT MATTER ANAYLSIS?

· TO DETERMINE OBJECTIVES

· TO IDENTIFY THE DESIRED OUTCOMES

· TO SATISFY STUDENT NEEDS

· TO MAKE SUBJECT MATTER RELEVANT

· TO ELIMINATE OBSOLETE INFORMATION

· TO INCREASE RETENTION

· TO REDUCE ABSTRACTNESS

· TO CONCENTRATE ON "MUST KNOW" KNOWLEDGE, SKILLS AND ATTITUDES

· TO REDUCE THE AMOUNT OF OVERLAP BETWEEN CLASSES

· TO PROMOTE ESSENTIAL COMPETENCIES

· TO ASSURE OPTIMUM "TIME ON TASK" IS PLACED ON ESSENTIAL SUBJECT MATTER

· TO PROMOTE ARTICULATION BETWEEN COURSES

Basic Ingredients of Good Teaching

a. Planning
b. Well defined objectives
c. Instruction based upon needs
d. Motivation of Learner
e. Involvement of learners
f. Effective questioning/problem solving
 g. Use of visual/auditory aids
h.  Student centered instruction
i.  Summarize and practical application


People Learn not by what the teacher does, but by what the teacher gets them to do.

CLASS OF 98 IDEAS FOR BELLWORK

1. In a short paragraph, describe yesterday's lesson.
2. Today's lesson focuses on hydroponics Give me your definition of hydroponics and name any experience you have had with it.

 

Questions or problems regarding this web site should be directed to billye@ag.arizona.edu. Copyright © 2000 Department of Agricultural Education. All rights reserved.
Tuesday, 23 August 2005

College of Agriculture and Life Sciences at the University of Arizona