2015 SGTS Preparing to Teach 1: Your Course Syllabus

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  • Summer Graduate Teaching Scholars

    Preparing to Teach 1

    May 5 and 7, 2015

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    Name Course Dept/School

    Summer I or II # students

  • 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

  • Who are you?

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    Introduce yourself to the others at your table.

    what are you excited about?

    what are you nervous about?

  • 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)

  • 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)

  • 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)

  • 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

  • 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

  • 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?)

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  • 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?

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  • Next week: Learning outcomes

    Watch the blog

    sgts.ucsd.edu

    for details about what you should do to

    prepare for next weeks meeting.

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