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The College Classroom Week 9 - The First Day of Classes

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College Classroom Week 9
March 6, 2013

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The College Classroom Week 9 - The First Day of Classes

  1. 1. Week 9:The First Day of Class The College Classroom March 6, 2013Pull out your copy of The First Day of Class (or pick one up) and talk about it with a neighbor: What surprised you?
  2. 2. Clicker question (crowd- 2 sourced) What recommendation in CWSEI’s First Day of Class [1] surprised you the most ? A. Don’t go into detail. B. Caution about using ice-breakers. C. We need to actually introduce TAs?! D. Avoid emphasizing rules/penalties. E. Ask students stuff (background, etc.) #tccucsd
  3. 3. Evidence for today’s class3 The ideas, suggestions and best-practices discussed in today’s class are not the direct result of research We won’t refer to a peer-reviewed study examining the impact discussing academic conduct in the first class. However, the content is based on experience of Peter Newbury, Beth Simon, Carl Wieman, Science Education Initiative at CU-Boulder & UBC, others which is based on peer-reviewed research Ample research and evidence for benefits of situated learning(teaching content when it’ #tccucsd
  4. 4. Big Picture: Set the4 Environment The first day of class can have a large influence on students’ perception of the entire course. By the end of the first day, you want students to have a good sense of  why the course is interesting and worthwhile,  what kind of classroom environment you want,  how the course will be conducted,  why the particular teaching methods are being used,  what the students need to do (generally) #tccucsd and succeed in the course learn material
  5. 5. Big Picture: Set the 5 Environment At the first class (especially 1st and 2nd year) you’ll have  enthusiastic students who chose to take the course  students who must pass this required course to get into their actual interest (e.g., bio before med school) Regardless of their motivation for being there, you  students who are shopping for courses want every one of them to leave the first class  students whothis willthe wrong room thinking, ―Yeah, are in be a good course, I’m okay being here.‖ #tccucsd
  6. 6. How do you do all that? That Huge Lecture Theatre by teddy-rised on flickr CC #tccucsd
  7. 7.  1. Establish Motivation  7  Provide an entry level preview of the course material  Explain why the course material is important & interesting  Avoid jargon as much possible  Where applicable, make connections to:  Real world/everyday life  What students know  What students will need to be successful in future studies or career  What students are interested in, #tccucsd
  8. 8. 2. Personalize the learning 8 experience Welcome students to your class – make it clear that you are looking forward to working with them. Who would like to rehearse their opening line? #tccucsd
  9. 9. 2. Personalize the learning 9 experience Welcome students to your class – make it clear that you are looking forward to working with them. Introduce #tccucsd
  10. 10. Clicker question 10 What did you decide about how your students will address you? A) Dr. Smith B) Mr. / Ms. /Mrs. Smith C) Professor Smith D) Michael / Elizabeth (first name) E) Mike / Beth (familiar, nickname) #tccucsd
  11. 11. 2. Personalize the learning11 experience Welcome students to your class – make it clear that you are looking forward to working with them. Introduce yourself. Describe your background and interests in connection to the subject, e.g.:  Why you find it interesting, exciting for them to learn  How it applies to other things you do (research, Students—especially those majoring in the …) subject—say it is inspiring to hear about the instructor’s background (such as what kind of research they do) and how it is relevant to the #tccucsd
  12. 12. 2. Personalize the learning 12 experience Introduce teaching team  TA’s and anyone else involved that students will be interacting with (could show pictures or have them come to class) Make an effort to find out who the students are and their expectations, motivations, and interests, e.g.:  Ask them a series of questions about major, goals, background,  perhaps use clickers or a #tccucsd
  13. 13. 2. Personalize the learning 13 experience If appropriate, ask them to introduce themselves to other students they will be working with. Use with caution: some students say it makes them uncomfortable if used as a general ―icebreaker‖, but it is appropriate to introduce themselves to group members with whom they will be working. Think-pair-share: What icebreakers have you used (as instructor? student? attendee?) #tccucsd
  14. 14. Clicker question 14 How many of these friend students social media channels do class twitter acct you think you’ll use to professional acct professional/person connect with your alfollow students students? will you initialize Numerical i>clicker question: google hangouts? Click i>clicker into numeric mode participate in them? (―123‖) Use up/down buttons to toggle through class pinterest 0-9,– Click SEND class flickr #tccucsd other?
  15. 15. 3. Establish expectations15 Better if also handed out and online, not just spoken, so you (and they) can refer to them throughout the course. (course-level) learning  Describe overarching outcomes; big picture view  Emphasize that you want them to learn and your role is to support their learning  Explain how course will be conducted:  what will happen in class  expectations for out-of-class work (eg, number of hrs)  overview of schedule (esp exam sched, if you’ve got it)  marking scheme (% final, % midterms, #tccucsd
  16. 16. 3. Establish expectations16  Explain why you’re teaching the way you are teaching, how the different components support their learning (especially important if you are teaching differently than most other courses are taught); e.g.:  Teaching methods based on what is known about how people learn  Students need to construct own understanding Especially important to get student buy-in for peer instruction with clickers. See #tccucsd
  17. 17. 3. Establish expectations 17  Describe (generally) how to succeed in your course  Learning and improvement take practice and effort, as well as timely feedback  Give general description of how assessments are used for both feedback and marks, leaving details to be read on course website  Give advice on how to study (―Review the clicker questions like you do them in class: think by yourself, pick an answer, talk to friends, vote again, check answer.‖)  Express that you feel they can succeed if #tccucsd
  18. 18. 4. Course details: don’t 18  Don’t go into details during first class; give links to more details on  course syllabus  detailed schedule  detailed learning outcomes  academic (mis)conduct  deadlines  rules/policies (eg, late assignments, missed exams…)  Could give an assignment involving reading #tccucsd
  19. 19. In what order? 19 1. Introduce yourself 2. Welcome student to your class 3. 1. Establish Motivation 4. 2. (rest of) Personalize the learning experience 5. 3. Establish expectations 6. (4. Don’t go over details) #tccucsd
  20. 20. 20 First class do’s and don’t’ #tccucsd
  21. 21. 21 Do Don’t Check out classroom  assume you’ll be before the first class able to figure it out  clicker hardware? at the time.  podium computer?  lapel mic? Try it.  let a technical  presentation remote problem ruin your works from back of only chance to room? make a first #tccucsd
  22. 22. 22 Do Don’t Start the class on time.  arrive late (what (establish expectation does expectations) that establish?)  have ―intimate‖ conversation with students in the front rows while you wait for others to wander in. This doesn’t ―personalize‖ #tccucsd class.
  23. 23. 23 Do Don’t Tell students you think Say threatening things they can all succeed if like they put in the effort.  telling them you Fine to say the course expect some to fail is challenging as long  telling them that students don’t usually as you also express it like the course is  telling tell them that  interesting/worthwhil students find the e course extremely  do-able #tccucsd difficult
  24. 24. 24 Do Don’t Try to give them an Use teaching practices authentic experience of that are inconsistent what the class will be with how you’ll teach like. the rest of the time:  If you’re going to use  don’t use clickers if clickers, do it in the you’re not (really) first class (even if going to use clickers some don’t have clickers yet.)  email #tccucsd assignment 2 days
  25. 25. 25 Do Don’t Involve students during Talk the entire class class #tccucsd
  26. 26. 26 Do Don’t Address academic Emphasize rules and conduct in context penalties on the first throughout the course: day:  talk about plagiarism  sends a message of when you give out a distrust writing assignment,  they’re not listening not now #tccucsd
  27. 27. 27 Do Don’t End class on time with End class early a slide containing (establish pertinent info: expectations)  your name  office hours  contact info  course website  homework  important #tccucsd
  28. 28. 28 Do Don’t Repeat vital info at the Assume everyone was beginning of the 2nd there in the 1st class. class, too  your name  contact info  course #tccucsd
  29. 29. 29 Do Don’t Reinforce all of these messages (motivation, personalized learning, expectations,…) periodically throughout the course, at the appropriate #tccucsd
  30. 30. 30 Do Don’t Have a growth Have a fixed mindset mindset about your about your students’ students’ abilities to abilities, including learn.  your job is to find 5% who will be like you  your job is to filter out students from advancing to #tccucsd next course
  31. 31. 31 What recommendation will you try hardest to follow the next time you teach the First Day of Class? #tccucsd
  32. 32. Week 10:Succeeding in an EducationalCareer The College Classroom March 13, 2013
  33. 33. References 33 1. Carl Wieman Science Education Initiative (2009). First Day of Class – Recommendations for Instructors. Available under Instructor Guidance Resources at #tccucsd