Preparing to Teach 1: The Syllabus


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Summer Graduate Teaching Scholars Program
University of Californina, San Diego
Peter Newbury

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Preparing to Teach 1: The Syllabus

  1. 1. Summer Graduate Teaching Scholars Preparing toTeach 1 April 29 and May 1 Peter Newbury
  2. 2. Preparing to Teach Workshops 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  deciding what kind(s) of student-centered, alternatives to lecture you’ll use, and developing those activities  and more…
  3. 3. Who are you? 3  name  field/department  what course are you teaching? While others introduce themselves, listen for someone doing something like you – maybe you can work together in future sessions.
  4. 4. Reminder: How People Learn 4
  5. 5. 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. 5
  6. 6. Sort your cards into 3 sets of 3: 6 Key Finding 2 Implication forTeaching Implication forTeaching Implication forTeaching Designing Classroom Environments
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  8. 8. Scholarly Approach to Teaching 8 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 be revealed to your students on the course syllabus. CarlWieman Science Education Initiative
  9. 9. 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. Find 5 things they have in common. Does anything surprise you?
  10. 10. Next week: Learning outcomes Watch the blog for details about what you should do to prepare for next week’s meeting. 10