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What do you notice?
What do you wonder?

That Huge Lecture Theatre by teddy-rised on flickr CC
1
collegeclassroom.ucsd.edu...
(Image: Tunisia 3277 by archer10 on flickr CC)
2

Amphitheater in El Djem, Tunisia. Built by the Romans in 3rd Century AD ...
Week 9:
The First Day of Class
The College Classroom
November 26 and 28, 2013

Pull out your copy of The First Day of Clas...
The First Day of Class
4

1. Establish motivation
1.
2.
3.

personal relevance and interest
choice and control
sense that ...
5
collegeclassroom.ucsd.edu

#tccucsd
6
collegeclassroom.ucsd.edu

#tccucsd
Clicker question
7

What did you decide about how your students will
address you?
A) Dr. Smith
B) Mr. / Ms. /Mrs. Smith
C)...
Clicker question
8

How many of these social
media channels do you think
you’ll use to connect with
your students?

friend...
Think-Pair-Share
9

What’s the difference between academic misconduct
and academic integrity?

collegeclassroom.ucsd.edu

...
Course details: don’t
10

 Don’t go into details during first class; give links to
more details on







course sy...
11
collegeclassroom.ucsd.edu

#tccucsd
12
collegeclassroom.ucsd.edu

#tccucsd
Why is this necessary?
13

 You want every student to leave the first class thinking,
“This will be a good course, I’m ok...
14

First class do’s and don'ts

collegeclassroom.ucsd.edu

#tccucsd
15

Do

Don’t

Check out classroom
before the first class

 assume you’ll be able
to figure it out at the
time.





...
16

Do

Don’t

Start the class on time.
(establish expectations)

 arrive late (what
expectation does that
establish?)
 ...
17

Do

Don’t

Tell students you think
they can all succeed if
they put in the effort.
Fine to say the course is
challengi...
18

Do

Don’t

Try to give them an
authentic experience of
what the class will be like.

Use teaching practices
that are i...
19

Do

Don’t

Involve students during
class

Talk the entire class time

collegeclassroom.ucsd.edu

#tccucsd
20

Do

Don’t

Address academic
conduct in context
throughout the course:

Emphasize rules and
penalties on the first day:...
21

Do

Don’t

End class on time with a
slide containing pertinent
info:

End class early
(establish expectations)




...
22

Do

Don’t

Repeat vital info at the
beginning of the 2nd class,
too

Assume everyone was
there in the 1st class.



...
23

Do

Don’t

Reinforce all of these
messages (motivation,
personalized learning,
expectations,…)
periodically throughout...
24

Do

Don’t

Have a growth mindset
about your students’
abilities to learn.

Have a fixed mindset
about your students’
a...
Week 10: Teaching as Research and
Succeeding in an Educational Career
The College Classroom
December 3 and 5, 2013

Watch ...
References
26

1. Carl Wieman Science Education Initiative (2009). First Day of
Class – Recommendations for Instructors. A...
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The College Classroom Week 9: The First Day of Classes

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The College Classroom
collegeclassroom.ucsd.edu
Peter Newbury
Fall 2013
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Published in: Education
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The College Classroom Week 9: The First Day of Classes

  1. 1. What do you notice? What do you wonder? That Huge Lecture Theatre by teddy-rised on flickr CC 1 collegeclassroom.ucsd.edu #tccucsd
  2. 2. (Image: Tunisia 3277 by archer10 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”)
  3. 3. Week 9: The First Day of Class The College Classroom November 26 and 28, 2013 Pull out your copy of The First Day of Class and Motivating Learning. What surprised you?
  4. 4. The First Day of Class 4 1. Establish motivation 1. 2. 3. 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 When do you welcome them? When do you tell them your name? collegeclassroom.ucsd.edu #tccucsd
  5. 5. 5 collegeclassroom.ucsd.edu #tccucsd
  6. 6. 6 collegeclassroom.ucsd.edu #tccucsd
  7. 7. Clicker question 7 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) collegeclassroom.ucsd.edu #tccucsd
  8. 8. Clicker question 8 How many of these social media channels do you think you’ll use to connect with your students? friend students class twitter acct professional acct professional/personal follow students will you initialize google hangouts? participate in them? Numerical i>clicker question: Click i>clicker into numeric mode (“123”) Use up/down buttons to toggle through 0-9,– Click SEND class pinterest class flickr acct collegeclassroom.ucsd.edu #tccucsd other?
  9. 9. Think-Pair-Share 9 What’s the difference between academic misconduct and academic integrity? collegeclassroom.ucsd.edu #tccucsd
  10. 10. Course details: don’t 10  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
  11. 11. 11 collegeclassroom.ucsd.edu #tccucsd
  12. 12. 12 collegeclassroom.ucsd.edu #tccucsd
  13. 13. Why is this necessary? 13  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) collegeclassroom.ucsd.edu #tccucsd
  14. 14. 14 First class do’s and don'ts collegeclassroom.ucsd.edu #tccucsd
  15. 15. 15 Do Don’t Check out classroom before the first class  assume you’ll be able to figure it out at the time.     clicker hardware? podium computer? lapel mic? Try it. presentation remote works from back of room? collegeclassroom.ucsd.edu #tccucsd  let a technical problem ruin your only chance to make a first impression.
  16. 16. 16 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. collegeclassroom.ucsd.edu #tccucsd
  17. 17. 17 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 Say threatening things like   interesting/worthwhile do-able with appropriate effort collegeclassroom.ucsd.edu #tccucsd    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
  18. 18. 18 Do Don’t Try to give them an authentic experience of what the class will be like. Use teaching practices that are inconsistent with how you’ll teach the rest of the time:   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 collegeclassroom.ucsd.edu #tccucsd  don’t use clickers if you’re not (really) going to use clickers
  19. 19. 19 Do Don’t Involve students during class Talk the entire class time collegeclassroom.ucsd.edu #tccucsd
  20. 20. 20 Do Don’t Address academic conduct in context throughout the course: Emphasize rules and penalties on the first day:  talk about plagiarism when you give out a writing assignment, not now collegeclassroom.ucsd.edu #tccucsd   sends a message of distrust they’re not listening anyway
  21. 21. 21 Do Don’t End class on time with a slide containing pertinent info: End class early (establish expectations)       your name office hours contact info course website homework important thing collegeclassroom.ucsd.edu #tccucsd
  22. 22. 22 Do Don’t Repeat vital info at the beginning of the 2nd class, too Assume everyone was there in the 1st class.    your name contact info course website collegeclassroom.ucsd.edu #tccucsd
  23. 23. 23 Do Don’t Reinforce all of these messages (motivation, personalized learning, expectations,…) periodically throughout the course, at the appropriate times. collegeclassroom.ucsd.edu #tccucsd
  24. 24. 24 Do Don’t Have a growth mindset about your students’ abilities to learn. Have a fixed mindset about your students’ abilities, including   collegeclassroom.ucsd.edu #tccucsd your job is to find 5% who will be like you your job is to filter out students from advancing to the next course
  25. 25. Week 10: Teaching as Research and Succeeding in an Educational Career The College Classroom December 3 and 5, 2013 Watch the blog for tasks to complete.
  26. 26. References 26 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 collegeclassroom.ucsd.edu #tccucsd

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