Talk:Become a Great Teacher/Curriculum

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Foundation knowledge

Inspire learners to take responsibility for their own learning and development.
I would suggest that you expect too much from "inspiration". I assume you see it as an emotional motivation of the learner? Instead of an inspiring teacher (which can be difficult, even for professional teachers) a formal process that allows the pupil to experience inspiration from the learning experience may be more valuable as inspiration. Maybe you noticed that the Wikiversity assistant teacher program you link to puts the teacher in a less active role. The pupils teach and the teacher more often becomes an observer and manager of the learning experience. The inspiration here must be derived from the design of the learning experience. A teacher who is good at rhetoric may, of course, teach rhetoric skills to his pupils, which can improve the learning experience. --fasten 14:07, 25 January 2009 (UTC)
Thanks. I have edited the page slightly. Feel free to improve my edit and hopefully someone one day will take this further and incorporate this insight while developing the course. KTucker 02:58, 4 March 2009 (UTC)

Teacher-Learner Relationship

The relationship between the student and the teacher is important, and the same teacher will not be able to relate to all the learners as effectively.
It may be that this is not the case. For the class teacher in a Waldorf school or a private teacher/tutor personality and the relationship to his pupils should be important. For a subject teacher in high school this is much less the case, especially if the pupils are assistant teachers (wikipedia:Learning by teaching). --fasten 14:54, 25 January 2009 (UTC)
Thanks - and for the link which I have added to the "Resources" section. The participants in the original workshop identified "affective" factors as important in some of their most positive learning experiences. The challenge for us is to determine how to accentuate this factor (teacher-learner and learner-learner where peer teaching is happening). It might come back to learning design (as you mentioned earlier). It might also become more important when connectivity reaches these communities and learners may gain access to a selection of mentors. KTucker 03:07, 4 March 2009 (UTC)

Teaching Style

An encouraging approach which builds confidence among the learners.
Building confidence is a laudable goal but the teaching style is only a minor contribution. Building confidence can require high interactivity, individual curricula and mentoring --fasten 14:54, 25 January 2009 (UTC)
Learners identifying with the approach
see learning trails --fasten 14:54, 25 January 2009 (UTC)
Thanks for these too :-). KTucker 03:55, 4 March 2009 (UTC)

Contents

Thread titleRepliesLast modified
Curriculum117:03, 27 July 2010

Curriculum

Why do you call it "curriculum". Where is the curriculum? If you use whole sentences and give them some more context it will look better. It's just a collection of notes right now. --fasten 14:56, 25 January 2009 (UTC)

Fasten (talk)14:27, 25 January 2009

Yes, even after all this time, it is still a "stub" (more work required and anyone who reads a page is welcome to enhance it). In any case, I think these pages should probably offer a "curriculum framework" from which educators may design more detailed curriculi customised for specific groups of students.

KTucker (talk)17:03, 27 July 2010