Getting Your Class Started
From wsuwiki
What you can do in the first two weeks
- write an effective syllabus (that students will read and refer to)
- identify the value and purpose of this course, including students' own perceptions and motivations
- share your enthusiasm for the subject, your background
- communicate expectations and the tone for the class (trust and respect)
- create rapport: facilitate students getting to know each other and viewing each other as a resource
- involve students right from the start: establish crucial patterns for participation, engagement, activity, risk-taking, student responsibilty for learning and collaboration
- establish roles for you and your students (what do you want? waht are you modeling and promoting?)
- clarify expectations about classroom civility, group interactions, good "netiquette" for on-line interactions
- if you want to the students to read or bring questions or do homework, make that activity useful and important during class.
- time management-- effective uses of lecture, discussion, activities, and homework (why would they read if my lectures cover the readings? Should I show a movie because it's fun?)
- get some initial feedback from students about concepts and/or assignments, and respond to the class
Big picture
- outcomes assessment--what is it?
- course design
- assignment design
- student engagement
- action research-- research you can do in the classroom to improve your teaching, the course, the program (and publish!)
Checklist For The First Day, adapted from Delivee L. Wright Teaching and Learning Center, University of Nebraska.
- Am I energized to be enthusiastic about this class?
- Do I have an ice-breaker planned? How will the students and I get to know each other and build trust?
- Have I started the students participating in a way I want to encourage all semester (ie, a discussion, if I want discussion, a brainstorm, asking questions, warm-up explorating for the upcoming topic, exchange of ideas, problem-solving, group work?)
- What class atmosphere and expectations about particpation and teamwork does my first day's lesson establish?
- Do I have a way to gather information on student backgrounds, interests, expectations for the course, questions, concerns?
- Is the syllabus complete and clear?
- Have I outlined how students will be evaluated?
- Do I have announcements of needed information ready?
- Do I have a way to start leaming names?
- How can I best use or adapt the physical arrangement of the classroom space to increase student engagement? (more chairs into a circle, ask students to move forward -- leaving the back rows empty)
- Is my name, course title, and number visible, on the chalkboard or elsewhere?
- When the class is over, will students know what they need to do, what their roles and responsiblities in this class will be?
- When the class is over; will students want to come back? Will you want to come back?
Resources
- The Most Important Day [[1]] Questions to ask yourself, strategies, etc for getting started well on Day One.
- Student Information sheet -- collect info so you know more about the learners
- "Engaging Evaluations: Helping Students Consider their Learning"
[[2]]from Univ of Virginia, Teaching Resource Center
HOW CAN I GET STUDENTS TO DO THE READING?
- Assign three questions in advance / using WebCT
A Conversation with Eric Mazur[[3]]
- Assign double entry journals
Cooperative Learning (12 Activities, including double entry journals) [[4]] University of Tennessee at Chattanooga Teaching Resource Center website, Referenced on NTLF's Frequently Asked Questions (FAQ) On College And University Teaching & Learning
Assigning Ungraded Writing (also includes double entry journals) [[5]] Cal State University, Los Angeles
This list of “Past Tips” also describes and discusses “Double-entry journals” (scroll down to find it) [[6]]