Transcript
Page 1: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Summer Graduate Teaching Scholars

Preparing to Teach 1

May 5 and 7, 2015

1 sgts.ucsd.edu

Name Course Dept/School

Summer I or II # students

Page 2: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Preparing to Teach Workshops

sgts.ucsd.edu 2

The aim of these workshops is to give you a well-

supported head start on many of the things you

should do to prepare for your classes, like

creating a syllabus

working out an assessment scheme

drafting learning outcomes

choose active learning strategies

identify something you want to learn about

your students and design a way to figure it out

and more…

Page 3: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Who are you?

sgts.ucsd.edu 3

Introduce yourself to the others at your table.

what are you excited about?

what are you nervous about?

Page 4: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Reminder: How People Learn

sgts.ucsd.edu 4

Page 5: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

How People Learn: Key Findings

1. Students come to the classroom with preconceptions about how

the world works. If their initial understanding is not engaged, they

may fail to grasp the new concepts and information that are

taught, or they may learn them for purposes of a test but revert

to their preconceptions outside the classroom.

2. To develop competence in an area of inquiry, students must: (a)

have a deep foundation of factual knowledge, (b) understand facts

and ideas in the context of a conceptual framework, and (c)

organize knowledge in ways that facilitate retrieval and

application.

3. A “metacognitive” approach to instruction can help students

learn to take control of their own learning by defining learning

goals and monitoring their progress in achieving them.

sgts.ucsd.edu 5

Page 6: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Sort your cards into 3 sets of 3:

sgts.ucsd.edu 6

Key Finding

2

Implication

for Teaching

Implication

for Teaching

Implication

for Teaching

Designing

Classroom

Environments

Page 7: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

sgts.ucsd.edu 7

Page 8: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

More than anything else, the best teachers try to

create a natural critical learning environment:

sgts.ucsd.edu 8

(Bain, p. 99)

Page 9: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

More than anything else, the best teachers try to

create a natural critical learning environment:

sgts.ucsd.edu 9

natural because students encounter skills, habits,

attitudes, and information they are trying to learn

embedded in questions and tasks they find

fascinating – authentic tasks that arouse curiosity

and become intrinsically interesting,

(Bain, p. 99)

Page 10: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

More than anything else, the best teachers try to

create a natural critical learning environment:

sgts.ucsd.edu 10

natural because students encounter skills, habits,

attitudes, and information they are trying to learn

embedded in questions and tasks they find

fascinating – authentic tasks that arouse curiosity

and become intrinsically interesting,

critical because students learn to think critically,

to reason from evidence, to examine the quality of

their reasoning using a variety of intellectual

standards, to make improvements while thinking,

and to ask probing and insightful questions about

the thinking of other people. (Bain, p. 99)

Page 11: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

In natural critical learning environments

sgts.ucsd.edu 11

students encounter safe yet challenging conditions

in which they can try, fail, receive feedback, and

try again without facing a summative evaluation.

fail receive

feedback

(Bain, p. 108)

try

Page 12: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Scholarly Approach to Teaching

sgts.ucsd.edu 12

What should

students

learn?

What are

students

learning?

What instructional

approaches

help students

learn?

Everything

you value,

from learning

outcomes, to

what will happen

in class, to how

your students will

be assessed, should

transparent to your

students on the

course syllabus.

Carl Wieman

Science Education Initiative

cwsei.ubc.ca

Page 13: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

3 Syllabi for MyDNA

With the others at your table

identify / verify the differences between

the 3 syllabi

evaluate the impact of the changes from

2010 to 2014 (impact on whom?)

sgts.ucsd.edu 13

Page 14: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

sgts.ucsd.edu 14

Page 15: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Example Syllabi

CSE 3: Fluency with Information Technology

(Beth Simon)

MMW 11: Making of the Modern World

(Matthew Herbst)

HIEU 131: The French Revolution

(Heidi Keller-Lapp)

Take 10 minutes and look over these syllabi.

Does anything surprise you?

15 sgts.ucsd.edu

Page 16: 2015 SGTS Preparing to Teach 1: Your Course Syllabus

Next week: Learning outcomes

Watch the blog

sgts.ucsd.edu

for details about what you should do to

prepare for next week’s meeting.

sgts.ucsd.edu 16