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The College Classroom collegeclassroom.ucsd.edu Peter Newbury Fall 2013 Statistics
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What do you notice?
What do you wonder?
That Huge Lecture Theatre by teddy-rised on flickr CC
2 Amphitheater in El Djem, Tunisia. Built by the Romans in 3rd Century AD – “The amphitheater was used for filming some of the scenes
from the 1979 Monty Python film Life of Brian and was also used for filming some of the scenes from the Academy Award (Oscar)
winning film Gladiator.” (Wikipedia entry for “El Djem”)
(Image: Tunisia 3277 by archer10 on flickr CC)
The College Classroom
November 26 and 28, 2013
Week 9: The First Day of Class
Pull out your copy of The First Day of Class and
Motivating Learning. What surprised you?
The First Day of Class
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1. Establish motivation
1. personal relevance and interest
2. choice and control
3. sense that one can master the material
2. Personalize the learning experience
3. Establish expectations
4. Don’t go over the details
When do you welcome them?
When do you tell them your name?
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Clicker question
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What did you decide about how your students will
address you?
A) Dr. Smith
B) Mr. / Ms. /Mrs. Smith
C) Professor Smith
D) Michael / Elizabeth (first name)
E) Mike / Beth (familiar, nickname)
friend students
class twitter acct
professional acct
professional/personal
follow students
will you initialize
google hangouts?
participate in them?
class pinterest
class flickr acct
Clicker question
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How many of these social
media channels do you think
you’ll use to connect with
your students?
other?
Numerical i>clicker question:
Click i>clicker into numeric mode (“123”)
Use up/down buttons to toggle through 0-9,–
Click SEND
Think-Pair-Share
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What’s the difference between academic misconduct
and academic integrity?
Course details: don’t
Don’t go into details during first class; give links to
more details on
course syllabus
detailed schedule
detailed learning outcomes
academic misconduct integrity
deadlines
rules/policies (eg, late assignments, missed exams…)
Could give an assignment involving reading these.
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Why is this necessary?
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You want every student to leave the first class thinking,
“This will be a good course, I’m ok being here.”
If you don’t do it, “students who are most likely to see the
subject as worth learning are those whose backgrounds,
and corresponding attitudes, are most like that of the
instructor. Those students whose backgrounds are
different, which by definition (usually) includes most
members of under-represented groups, will be less likely
to understand the appeal of the subject and consequently
more inclined to put their efforts into pursuing some other
discipline.” (CWSEI, Motivating Learning)
First class do’s and don'ts
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Check out classroom
before the first class
clicker hardware?
podium computer?
lapel mic? Try it.
presentation remote
works from back of
room?
assume you’ll be able to figure it out at the time.
let a technical problem ruin your only chance to make a first impression.
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Do Don’t
Start the class on time.
(establish expectations)
arrive late (what expectation does that establish?)
have “intimate” conversation with students in the front rows while you wait for others to wander in. This doesn’t “personalize” the class.
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Do Don’t
Tell students you think
they can all succeed if
they put in the effort.
Fine to say the course is
challenging as long as
you also express it is
interesting/worthwhile
do-able with
appropriate effort
Say threatening things like
telling them you expect
some to fail
telling them that students
don’t usually like the
course
telling tell them that
students find the course
extremely difficult
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Do Don’t
Try to give them an
authentic experience of
what the class will be like.
If you’re going to use
clickers, do it in the first
class (even if some don’t
have clickers yet.)
email pre-reading
assignment 2 days
before class
Use teaching practices
that are inconsistent with
how you’ll teach the rest
of the time:
don’t use clickers if
you’re not (really)
going to use clickers
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Do Don’t
Involve students during
class
Talk the entire class time
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Do Don’t
Address academic
conduct in context
throughout the course:
talk about plagiarism
when you give out a
writing assignment, not
now
Emphasize rules and
penalties on the first day:
sends a message of
distrust
they’re not listening
anyway
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Do Don’t
End class on time with a
slide containing pertinent
info:
your name
office hours
contact info
course website
homework
important thing
End class early
(establish expectations)
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Do Don’t
Repeat vital info at the
beginning of the 2nd class,
too
your name
contact info
course website
Assume everyone was
there in the 1st class.
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Do Don’t
Reinforce all of these
messages (motivation,
personalized learning,
expectations,…)
periodically throughout
the course, at the
appropriate times.
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Do Don’t
Have a growth mindset
about your students’
abilities to learn.
Have a fixed mindset
about your students’
abilities, including
your job is to find 5%
who will be like you
your job is to filter
out students from
advancing to the next
course
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Do Don’t
The College Classroom
December 3 and 5, 2013
Watch the blog for tasks to complete.
Week 10: Teaching as Research and Succeeding in an Educational Career
References
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1. Carl Wieman Science Education Initiative (2009). First Day of
Class – Recommendations for Instructors. Available under
Instructor Guidance Resources at cwsei.ubc.ca
2. Carl Wieman Science Education Initiative (2013). Movitating
Learning. Available under Instructor Guidance Resources at
cwsei.ubc.ca