Teaching Methods Refresher
Course Outline

Course Fee: $90
Course Numbers: EED x701 24099, SED x701 24144
Standard Course Time: 15 hours
Semester Credits: One (1) academic credit at the post-baccalaureate level (available for an additional fee)
Credit Issued by: Cal Poly Humboldt (refer to our Graduate Credit page for credit pricing and details)
Subject Area: Review of Teaching Fundamentals
Author: Zoe Edelen, MAT

Although this review of teaching fundamentals course is taught as stand alone class, we believe that the best teaching practices involve the seamless integration of all pedagogical practices. This and other courses serve as a review of the most essential teaching components, which, when integrated together, create the backdrop for the larger professional development for practicing teachers.

Introduction/Course Description:

This course has been designed to help you reflect upon your own teaching methods and possibly offer some new ideas for you to add to your teaching palate. We hope to make this course informative as well as engaging. Your time is valuable and we want to offer practical tools for you to use in the classroom. I remember so many classes in graduate school that looked great on paper but offered no tools for me to use back in the classroom. This course is different. You will walk away with practical tools to help focus your lessons and improve student learning. All you need is an open mind, a writing journal, and a classroom in which to test out some new ideas.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One - Introduction to Effective Teaching Methods

Learning Objectives:

  • Explore various methods of effective teaching, as well as reflect upon personal teaching style.
  • Identify ways to begin the school year in an enriching way and discover how to bring these ideas into your classroom.
  • Plan lessons in an effective, organized manner, such as the proper development of course materials, while reflecting upon prior lessons in order to improve and strengthen them.

Project 1: Learning from Past Experiences
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two- Techniques and Lecture Strategies

Learning Objectives:

  • Identify ways to create an engaging discussion in the classroom setting.
  • Discover ways to encourage student participation by promoting critical thinking skills.
  • Identify ways to teach the large lecture course while allowing for student participation as well.

Project 2: Peer Observation
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three- What is Cooperative Learning?

Learning Objectives:

  • Identify the criteria for effective cooperative learning activities.
  • Understand the step-by-step process of designing group work and the ability to become a facilitator in the transfer of knowledge.
  • Identify and describe the different roles students play in small, collaborative groups.
  • Explore different types of group work activities to use in the classroom.

Project 3: The Classroom Experience
Project 4: Learning Activities
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam:

Multiple choice questions taken from each module.

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?

--- Sample Course Project ---

Groupwork Projects - Project #3 Overview

Use the information that you have gathered from section two regarding designing groupwork to help you frame your own groupwork project. In the end, you will have designed a unique groupwork project that you can try out in your classroom. See what happens! You may even want to videotape it to see how to further improve the lesson the next time.

Remember that it may not go perfectly the first time, but if you reflect on what happened (good and bad) then the groupwork is bound to improve!

For Your Project Reflection Submission

Take some time to share the dynamics of the groupwork. Describe in detail what happened, and how you felt about the experience. You may use the following questions to guide your thoughts.

  • How did your groups interact with each other?
  • What were the successes? Failures?
  • What are some areas of improvement?

Submit your reflection for this project by clicking on the "Submit Reflection" link in the Module Projects tile located in the Course Dashboard for this course.

Cal Poly Humboldt Credit Specifics

  • Academic Credit at the Graduate Level through Cal Poly Humboldt (CPH) is offered after successful completion of this course.
  • The 700 series semester credit is post-baccalaureate level appropriate for credentialed teachers which do not require admission to a graduate program.
  • 700-level classes are graduate level classes meant specifically for credential purposes, and are appropriate for license renewal or recertification.
  • Courses are letter graded on official transcripts from CPH.
  • CPH is the northernmost and westernmost institution in the 23-campus California State University (CSU) system.
  • CPH is accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC), a regional accrediting agency serving a diverse membership of public and private higher education institutions.

Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.