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Page 1: Preparing to Teach 1: A Student-facing Syllabus

Summer Graduate Teaching Scholars

Preparing to Teach 1:

Student-facing Syllabus

May 12 and 13, 2016

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Name Course Dept/School

Summer I or II # students

Peter Newbury

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Preparing to Teach Workshops

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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…

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How are you feeling?

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Who are you?

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Introduce yourself to the others at your table.

Make lists on your whiteboards:

what are you excited about?

what are you nervous about?

excited nervous

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Scholarly Approach to Teaching

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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

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3 Syllabi for

MyDNA (Biochem 100)

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Example Syllabi

HIEU 131: The French Revolution

(Heidi Keller-Lapp)

MMW 11: Making of the Modern World

(Matthew Herbst)

CSE 3: Fluency with Information Technology

(Beth Simon)

Take 10 minutes and look over these syllabi.

Does anything surprise you?

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Syllabus Checklist

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Course Description

Take __ minutes to draft/revise your

course description.

Later, you’ll share it with a peer, get

feedback, and give them feedback on theirs.

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Resources (like today’s syllabi)

Printed

Online

Both

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Next week: Learning outcomes

Watch the blog

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for details about what you should do to

prepare for next week’s meeting.

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Reminder: How People Learn

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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.

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Sort your cards into 3 sets of 3:

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Key Finding

2

Implication

for Teaching

Implication

for Teaching

Implication

for Teaching

Designing

Classroom

Environments

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More than anything else, the best teachers try to

create a natural critical learning environment:

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(Bain, p. 99)

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More than anything else, the best teachers try to

create a natural critical learning environment:

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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)

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More than anything else, the best teachers try to

create a natural critical learning environment:

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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)

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In natural critical learning environments

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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