The College Classroom (Wi14) Week 10: First Day of Class

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Peter Newbury and Beth Simon
Center for Teaching Development
University of California, San Diego
14 March 2014

collegeclassroom.ucsd.edu

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The College Classroom (Wi14) Week 10: First Day of Class

  1. 1. collegeclassroom.ucsd.edu #tccucsd 1 What do you notice? What do you wonder? That Huge Lecture Theatre by teddy-rised on flickr CC
  2. 2. 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) collegeclassroom.ucsd.edu #tccucsd
  3. 3. The College Classroom March 11 and 13, 2014 Week 10: The First Day of Class Unless otherwise noted, this work is licensed under a Creative Commons Attribution- NonCommercial 3.0 Unported License.
  4. 4. By the end of the first class, you want students to have a good sense of collegeclassroom.ucsd.edu #tccucsd 4  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])
  5. 5. Why is this necessary? collegeclassroom.ucsd.edu #tccucsd 5  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, [2])
  6. 6. By the end of the first class, you want students to have a good sense of collegeclassroom.ucsd.edu #tccucsd 6  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]) You’ve got 50 minutes. GO!
  7. 7. The First Day of Class collegeclassroom.ucsd.edu #tccucsd 7 1. Establish motivation  personal relevance and interest  choice and control  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? (CWSEI [1,2])
  8. 8. collegeclassroom.ucsd.edu #tccucsd 8
  9. 9. collegeclassroom.ucsd.edu #tccucsd 9
  10. 10. Clicker question collegeclassroom.ucsd.edu #tccucsd 10 What do you want your students to call you? A) Dr. Smith B) Mr. / Ms. /Mrs. Smith C) Professor Smith D) Michael / Elizabeth (first name) E) Mike / Beth (familiar, nickname)
  11. 11. o friend students? o class facebook group o class twitter acct o professional acct o professional/personal o follow students o will you initialize google hangouts? o participate in them? o class account to o collect content o curate content o share content o initialize and/or grow students’ professional network Social Media collegeclassroom.ucsd.edu #tccucsd 11 Which of these channels do you think you’ll use to connect with your students? other channels?
  12. 12. Place items F) – J) on your whiteboards collegeclassroom.ucsd.edu #tccucsd 12
  13. 13. 2 items in K) – P) collegeclassroom.ucsd.edu #tccucsd 13
  14. 14. Place items Q) – V) on your whiteboards collegeclassroom.ucsd.edu #tccucsd 14
  15. 15. Think-Pair-Share collegeclassroom.ucsd.edu #tccucsd 15 What’s the difference between academic misconduct and academic integrity?
  16. 16. collegeclassroom.ucsd.edu #tccucsd 16
  17. 17. 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. collegeclassroom.ucsd.edu #tccucsd 17
  18. 18. First class do’s and don’ts collegeclassroom.ucsd.edu #tccucsd 18
  19. 19. Check out classroom before the first class  clicker hardware  podium computer  hook up your laptop  lapel (“lav”) 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. 19 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  20. 20. 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 arrive. This doesn’t “personalize” the class. 20 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  21. 21. 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 21 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  22. 22. 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 22 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  23. 23. Involve students during class Talk the entire class time 23 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  24. 24. Address academic integrity 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 24 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  25. 25. 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) 25 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  26. 26. 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. 26 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  27. 27. Reinforce all of these messages (motivation, personalized learning, expectations,…) periodically throughout the course, at the appropriate times. 27 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  28. 28. 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 28 collegeclassroom.ucsd.edu #tccucsd Do Don’t
  29. 29. In conclusion collegeclassroom.ucsd.edu #tccucsd 29  microteaching presentations, March 17 – 26. See blog post for details, sign-up schedule  microteaching presentation  post-class evaluation survey  Thank you for your  interest  enthusiasm  willingness to share  generosity of expertise  dedication to Higher Ed certificate of completion at CIRTL Associate level
  30. 30. References collegeclassroom.ucsd.edu #tccucsd 30 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

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