Preparing to Teach 1: A Student-facing Syllabus

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  • Summer Graduate Teaching Scholars

    Preparing to Teach 1:

    Student-facing Syllabus

    May 12 and 13, 2016

    1 sgts.ucsd.edu

    Name Course Dept/School

    Summer I or II # students

    Peter Newbury

  • 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

  • How are you feeling?

    sgts.ucsd.edu 3

  • Who are you?

    sgts.ucsd.edu 4

    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

  • Scholarly Approach to Teaching

    sgts.ucsd.edu 5

    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 (Biochem 100)

    sgts.ucsd.edu 6

  • 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?

    7 sgts.ucsd.edu

    Syllabus Checklist

  • Course Description

    Take __ minutes to draft/revise your

    course description.

    Later, youll share it with a peer, get

    feedback, and give them feedback on theirs.

    sgts.ucsd.edu 8

  • Resources (like todays syllabi)

    Printed

    Online

    Both

    sgts.ucsd.edu 9

  • Next week: Learning outcomes

    Watch the blog

    sgts.ucsd.edu

    for details about what you should do to

    prepare for next weeks meeting.

    sgts.ucsd.edu 10

  • sgts.ucsd.edu 11

  • Reminder: How People Learn

    sgts.ucsd.edu 12

  • 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 13

  • Sort your cards into 3 sets of 3:

    sgts.ucsd.edu 14

    Key Finding

    2

    Implication

    for Teaching

    Implication

    for Teaching

    Implication

    for Teaching

    Designing

    Classroom

    Environments

  • sgts.ucsd.edu 15

  • More than anything else, the best teachers try to

    create a natural critical learning environment:

    sgts.ucsd.edu 16

    (Bain, p. 99)

  • More than anything else, the best teachers try to

    create a natural critical learning environment:

    sgts.ucsd.edu 17

    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:

    sgts.ucsd.edu 18

    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

    sgts.ucsd.edu 19

    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