NAMA : ELSA PRATIWI
KELAS : 5C
MAKING EASY COURSE DESIGN
Learning process requires teaching planning that makes the learning process easier and
more enjoyable. Therefore a village design course is needed to achieve these goals. So that in the
case of teaching, this is very necessary.A lesson plan is the instructor’s road map of what
students need to learn and how it will be done effectively during the class time. Then, you can
design appropriate learning activities and develop strategies to obtain feedback on student
learning. Having a carefully constructed lesson plan for each 3-hour lesson allows you to enter
the classroom with more confidence and maximizes your chance of having a meaningful learning
experience with your students.
A successful lesson plan addresses and integrates three key components is Learning
Objectives,Learning activities and Assessment to check for student understanding. A lesson plan
provides you with a general outline of your teaching goals, learning objectives, and means to
accomplish them, and is by no means exhaustive. A productive lesson is not one in which
everything goes exactly as planned, but one in which both students and instructor learn from
each other.
There are course design for start the class. The first is Identify the learning objectives.
Before you plan your lesson, you will first need to identify the learning objectives for the lesson.
A learning objective describes what the learner will know or be able to do after the learning
experience rather than what the learner will be exposed to during the instruction (i.e. topics).
Typically, it is written in a language that is easily understood by students and clearly related to
the program learning outcomes. second is Plan the specific learning activities, When planning
learning activities you should consider the types of activities students will need to engage in, in
order to develop the skills and knowledge required to demonstrate effective learning in the
course. Learning activities should be directly related to the learning objectives of the course, and
provide experiences that will enable students to engage in, practice, and gain feedback on
specific progress towards those objectives. As you plan your learning activities, estimate how
much time you will spend on each. Build in time for extended explanation or discussion, but also
be prepared to move on quickly to different applications or problems, and to identify strategies
that check for understanding. the third is Plan to assess student understanding, Assessments
provide opportunities for students to demonstrate and practice the knowledge and skills
articulated in the learning objectives, and for instructors to offer targeted feedback that can guide
further learning. Planning for assessment allows you to find out whether your students are
learning.
The forth is Plan to sequence the lesson in an engaging and meaningful manner,
Robert Gagne proposed a nine-step process called the events of instruction, which is useful for
planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s
Revised Taxonomy of Educational Objectives aids in designing engaging and meaningful
instruction. And next is Create a realistic timeline, A list of ten learning objectives is not
realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want
students to learn in the lesson. Your list of prioritized learning objectives will help you make
decisions on the spot and adjust your lesson plan as needed. And the last is Plan for a lesson
closure Lesson closure provides an opportunity to solidify student learning. Lesson closure is
useful for both instructors and students.
Teacher can use closure to Check for student understanding and inform subsequent
instruction (adjust your teaching accordingly), Emphasis key information, Tie up loose ends,
Correct students’ misunderstandings, Preview upcoming topics. Your students will find your
closure helpful for Summarizing, reviewing, and demonstrating their understanding of major
points, Consolidating and internalising key information and Linking lesson ideas to a conceptual
framework and/or previously-learned knowledge.
So, course design have a step for created because it is interpretation on learning needs data
to produce an integrated series of teaching learning experience. The aim of it is lead learner to a
particular state of knowledge.
