CTD Wi14 Weekly Workshop: The First Day of Class
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CTD Wi14 Weekly Workshop: The First Day of Class

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Peter Newbury

Peter Newbury
Center for Teaching Development, UCSD
ctd.ucsd.edu
5 March 2014

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    CTD Wi14 Weekly Workshop: The First Day of Class CTD Wi14 Weekly Workshop: The First Day of Class Presentation Transcript

    • First Day of Class 1 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) First Day of Class
    • CTD WEEKLY WORKSHOPS: THE FIRST DAY OF CLASS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources at ctd.ucsd.edu/programs/weekly-workshops-winter-2014/ Wednesday, March 5, 2014 12:00 – 12:50 pm Center Hall, Rm 316
    • By the end of the first class, you want students to have a good sense of First Day of Class4  why the course is interesting and worthwhile  what kind of classroom environment you want  how the course will be conducted  why the particular teaching methods are being used  what the students need to do to learn the material and succeed in the course  your respect for them  your desire for all of them to succeed (CWSEI, [1])
    • By the end of the first class, you want students to have a good sense of First Day of Class5  why the course is interesting and worthwhile  what kind of classroom environment you want  how the course will be conducted  why the particular teaching methods are being used  what the students need to do to learn the material and succeed in the course  your respect for them  your desire for all of them to succeed (CWSEI, [1]) Is that all? C’mon, you’ve got 50 minutes!
    • The First Day of Class[1] First Day of Class6 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 Wait, when do you welcome them? When do you tell them your name?
    • First Day of Class7
    • First Day of Class8
    • Clicker question First Day of Class9 How do your want your students to 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 Social Media First Day of Class10 How many of these social media channels do you think you’ll use to connect with your students? other? LinkedIn
    • Think-Pair-Share First Day of Class11 What’s the difference between academic misconduct and academic integrity?
    • Course details: don’t First Day of Class12  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.
    • First Day of Class13
    • First Day of Class14 (Image: Peter Newbury CC-BY-NC)
    • Why is this necessary? First Day of Class15  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 First Day of Class 16
    • Check out classroom before the first class  clicker hardware?  podium computer?  lapel mic (“lav”)? 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. 17 First Day of Class 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. 18 First Day of Class 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 19 First Day of Class Do Don’t
    • Try to give them an authentic experience of what the class will be like.  If you’re going to use peer instruction, do it 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 20 First Day of Class Do Don’t
    • Involve students during class Talk the entire class time 21 First Day of Class 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 22 First Day of Class 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) 23 First Day of Class 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. 24 First Day of Class Do Don’t
    • Reinforce all of these messages (motivation, personalized learning, expectations,…) periodically throughout the course, at the appropriate times. 25 First Day of Class Do Don’t
    • Have a growth mindset: You must believe all of your students are capable of learning your course’s content. If you don’t, you may inadvertently deny your students learning opportunities.  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 26 First Day of Class Do Don’t
    • CTD WEEKLY WORKSHOPS: THE FIRST DAY OF CLASS Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd resources at ctd.ucsd.edu/programs/weekly-workshops-winter-2014/ Wednesday, March 5, 2014 12:00 – 12:50 pm Center Hall, Rm 316
    • References First Day of Class 28 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