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Robert G. Moser, Chair BAT 2.116, Mailcode A1800, Austin, TX 78712 • 512-471-5121

Fall 2005

GOV 398T • Supervised Teaching in Government

Unique Days Time Location Instructor
38010 TTh
9:30 AM-11:00 AM
ESB 115

Course Description

Consent of the Graduate Adviser must be obtained. This course is designed to introduce you to the fundamental principles of human learning and to provide opportunities for you to practice applying those principles in your own teaching. The decision to include teaching as part of your educational career (regardless whether the decision was yours or someone else's) requires that you refine your ability to convey important ideas about the subject matter of your discipline. The ultimate goals of the course are that you deepen your own understanding of the most important principles of your subject and that you effectively structure learning experiences for the students you are charged to teach. The activities of the course will involve multiple opportunities for you to videotape your teaching (at least 4), either in your current TA assignments or in small groups created within our class, and receive feedback from your classmates, experienced graduate assistants, and me. Videotaping equipment will be provided for all students enrolled. Doctoral students who completed GRS 098T in the fall of 2004 will serve as discussion leaders for small group reviews of videotaped instruction. I intend for you to develop a measure of independence in constructively evaluating your own teaching, a skill that will serve you throughout your professional lives, whether you teach in an educational institution or work in other settings that require your presenting ideas to groups of interested professionals.

Course Objectives: By the end of the course, you will be able to do each of the following in a limited context: 1. Explain fundamental principles of human learning and their application in the development of intellectual and motor skills. 2. Articulate meaningful instructional goals for professionals, pre-professionals, and other students of your discipline. 3. Design effective learning sequences that focus on the development of (a) intellectual flexibility and depth and (b) excellent fundamental skills. 4. Create successful learning experiences that effectively change student behavior. 5. Speak and write clearly and cogently, giving succinct instructions and direct positive and negative feedback. 6. Systematically analyze the effectiveness of your teaching on the basis of student accomplishment. 7. Contribute to the improvement of your own teaching and the teaching of your peers by providing thoughtful, informative analyses of instructional effectiveness.


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