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Students
A class of eight working adults, four men, four women, who have
all completed high school and have had some college exposure.
There are no prerequisites, only the acknowledgement of a state
of mental distress and a desire to become empowered by
learning techniques to self assess and heal. The class is divided
between kinesthetic learners and auditory learners.
Implications to instructional plan based on students
characteristics are that a balance of lecture/discussion and
exercises are appropriate. Those that are auditory will benefit
greatly from lectures and discussions. Those that are kinesthetic
will reinforce what they heard by demonstrating techniques
learned in class at home. Students will be self-motivated to learn
because each one is attending for intrinsic value and interest.
Instructional
The entire course will be one month long. The students will meet
twice a week, Tuesdays and Thursday evenings, from 6-7:30 pm.
The class will have one instructor and a minimum of five students
and a maximum of ten students. Students are required to bring
notebooks and pens for note taking and a binder to keep
handouts and information in. Students are encouraged to
purchase selected books; no text book is required. Handouts will
be given in class, some purely informative, others will be
worksheets of fill in the blank or quiz format. Student fee will
cover the copies the instructor will make.
The target audience for this course are adults who are seeking
assistance will personal depression or dealing with individuals
who are suffering from it. The classes will be held in a small,
community college classroom equipped to seat up to ten
students and has a video projector to show presentations of
power point and videos. Two class meetings per week at 1.5
hours long will be given. Only one instructor is required. Materials
provided to students, i.e. handouts, information and quizzes will
be printed by the instructor.
Small
where they can log all of their thoughts, emotions and what
they learned from class. Teacher can review and assess if
learning is taking place.
Discussion-
Brown, A., & Green, T.D. (2006). The essentials of instructional design:
Connecting fundamental principles with process and practice.
Upper Saddle River, NJ: Pearson Education.
Courtin, R. [Google Tech Talks]. (2008, October 3). Be Your Own
Therapist [Video file]. Retrieved from
http://www.youtube.com/watch?v=nasIq4E9nNg&list=PLSvQDrb
Wfn5C23Kb5trcLPijqOj39RiWS&index=7
Dunn, T. G., & Shriner, C. (1999) Deliberate practice in teaching:
What teachers do for self-improvement. Teacher and Teaching
Education, 15 (6), 631-651.
Ertmer, P.A., & Quinn, J. (2007). The ID casebook: Case studies in
instructional design (3rd. Ed.). Upper Saddle River, NJ: Pearson
Education.
Fink, L. D. (2003) Creating significant learning experiences: An
integrated approach. San Francisco, CA : Jossey-Bass.