I’ve heard people say to never judge something unless you’ve tried it yourself. It’s not like I thought being a teacher and creating teaching plans were easy, but I honestly never imagined they would be so hard.
When I was around 5 years old, my sister, cousins and I would pretend play as if we were teachers and students in a school. Back then, I though being a teacher was simple - you teach, your create exams and you make your students answer your exams. This naive impression in the teaching profession has matured and improved throughout the years, but our workshop on instructional design last monday gave me profound respect to my teachers since pre-school to present.
Before you teach, one must first know what he/she would want his/her students to learn and what should be achieved by the teaching activity. After that taxing and mentally-demanding task is done, you should think of the content and how best to deliver it to your students. Then you decide on the best way to evaluate if your objectives have been met, and no, evaluations are not always examinations. Sometimes, it can be as simple as question and answer or as complicated as a return demo or daily journal.
While preparing for my fieldwork tomorrow, I think I’ve looked at my instructional design for about 50 times now. And because of this, I’ve realized the importance of these designs. Instructional designs are made to guide us and to give us concreteness in our teaching. And right now, it’s really helping me mentally practice for my adult patient, especially since the design I made is logical for me. It’s important because it should make sense to you in order for you to use it. With regards to our clients, our design can steer us to a logical flow of teaching so as to make it easier not just for us but for our clients as well.
03/24/15
on 03/23/15
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