This document provides guidance for instructors on how to structure the first day of class. It recommends that instructors:
1) Establish motivation by explaining why the course material is important and interesting while avoiding jargon.
2) Personalize the learning experience by welcoming students, introducing themselves and their background, and learning about students.
3) Establish expectations by describing learning outcomes, how the course will be conducted, and general advice for succeeding in the course.
The document cautions against going into too many details on the first day and suggests focusing on setting the right environment to engage students.
The College Classroom (Wi14) Week 10: First Day of ClassPeter Newbury
The document discusses recommendations for the first day of class. It emphasizes establishing motivation for the course, personalizing the learning experience, and setting clear expectations. Some key recommendations include explaining why the course is interesting and worthwhile, describing the classroom environment and teaching methods, and conveying a growth mindset and belief that all students can succeed with effort. The document cautions against overwhelming students with details or establishing an unfriendly classroom culture on the first day.
The College Classroom Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom (Wi14) Week 10: First Day of ClassPeter Newbury
The document discusses recommendations for the first day of class. It emphasizes establishing motivation for the course, personalizing the learning experience, and setting clear expectations. Some key recommendations include explaining why the course is interesting and worthwhile, describing the classroom environment and teaching methods, and conveying a growth mindset and belief that all students can succeed with effort. The document cautions against overwhelming students with details or establishing an unfriendly classroom culture on the first day.
The College Classroom Fa15 Meeting 9: The First Day of ClassPeter Newbury
The document discusses best practices for the first day of class, including establishing motivation for the course, personalizing the learning experience, and setting expectations. It emphasizes welcoming students, introducing yourself, involving students, and ending on time with important contact information. The goals are to help students understand why the course is interesting and worthwhile and feel that they can succeed with effort. Instructors should believe all students are capable of learning and avoid sending messages of distrust on the first day.
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The College Classroom Fa15 Meeting 8: They're not dumb, they're differentPeter Newbury
1. The document summarizes key points from a meeting about recognizing student diversity in the college classroom. It discusses how students have different attitudes, motivations, and needs and how instructors should group students and design courses to minimize negative impacts.
2. It also discusses a reading about a student named Eric's experience in an introductory physics class, noting issues like the professor not explaining solutions well and focusing only on content delivery rather than fostering discussion.
3. The reading concludes that classroom culture needs changes like more intellectual overview, historical context, less condescending pedagogy, more discussion and dissent, and more community.
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
CTD Wi14 Weekly Workshop: The First Day of ClassPeter Newbury
The document provides guidance for instructors on how to structure the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations on the first day. Instructors are advised to involve students and reinforce key messages throughout the term. The goal is for students to feel positive about the course and believe they can succeed with effort. Instructors should avoid coming across as distrustful or implying some students cannot succeed.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 5: Active LearningPeter Newbury
This document summarizes an active learning workshop that covered various interactive teaching techniques including peer instruction with clickers, think-pair-share activities, demonstrations, using artifacts, surveys, whiteboards, discussions, and videos. It discussed how these techniques engage students in the learning process compared to traditional passive lecturing. Research showing active learning improves student performance, particularly in STEM fields, was also reviewed. The document encouraged incorporating these activities in college classrooms to enhance student learning and retention.
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessmen...Peter Newbury
This document summarizes a presentation about fixed and growth mindsets and assessment that supports learning. It discusses how having a growth mindset is important for both students and teachers. A growth mindset is needed to engage in deliberate practice and feedback, which are essential for learning. The presentation recommends using rubrics and targeted feedback to foster growth mindsets and support productive practice in students. Teachers must approach students with a growth mindset about their potential and tailor instruction based on individual abilities and needs.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The College Classroom Fa15 Meeting 8: They're not dumb, they're differentPeter Newbury
1. The document summarizes key points from a meeting about recognizing student diversity in the college classroom. It discusses how students have different attitudes, motivations, and needs and how instructors should group students and design courses to minimize negative impacts.
2. It also discusses a reading about a student named Eric's experience in an introductory physics class, noting issues like the professor not explaining solutions well and focusing only on content delivery rather than fostering discussion.
3. The reading concludes that classroom culture needs changes like more intellectual overview, historical context, less condescending pedagogy, more discussion and dissent, and more community.
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
CTD Wi14 Weekly Workshop: The First Day of ClassPeter Newbury
The document provides guidance for instructors on how to structure the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations on the first day. Instructors are advised to involve students and reinforce key messages throughout the term. The goal is for students to feel positive about the course and believe they can succeed with effort. Instructors should avoid coming across as distrustful or implying some students cannot succeed.
The document provides information to lecturers at Kennesaw State University on preparing their promotion portfolio, including:
1) An overview of the performance review process for lecturers, which includes reviews at the third, sixth, and subsequent years, by various department and college committees.
2) Details on the criteria used to evaluate lecturers, which focuses on teaching effectiveness, as well as requirements for promotion to senior lecturer.
3) Guidelines on the contents of the portfolio, which should include a narrative, vitae, teaching evaluations, and other review materials, to demonstrate a pattern of highly effective teaching performance.
This document outlines the expectations for Jones High School's 9th grade math class for the 2016-2017 school year. It introduces the teacher, Roshea Peyton, and provides their contact information. It lists expectations for teachers, students, and parents. It also details policies around attendance, grading, homework, and make-up work. The document encourages students and parents to set goals and identify strengths and weaknesses to help students succeed in the class.
This document provides an overview of the first week of Spanish class. It includes the daily agenda, class rules and procedures, required supplies, and information about proficiency levels. Students are expected to move up one proficiency level by the end of the year, either from Novice Low to Novice High for level 1 students or Novice High to Intermediate Low for level 2 students, and teachers will push students to reach Intermediate Low or Intermediate Mid respectively. The document also outlines expectations that students will not become fluent by the end of the year but will be able to list, name, identify, ask and answer simple questions, and express their own thoughts.
David introduces himself to Beth at a new club. Beth is from Brazil and David is from Mexico. They compliment each other's countries. Beth introduces David to her classmate Sun Hee, who is from Korea. Beth misremembers David's last name as Garcia when it is actually Garza. David spells his last name for Beth.
The document outlines the 4 rules for Ms. Jackson's second grade classroom: be safe, be kind, follow directions, and do your best work. Students are instructed to review these rules which promote safety, kindness, listening, and giving full effort in their school work.
This document outlines classroom rules and procedures for a math class. It details expectations for student behavior, organizing binders, homework policies, consequences for tardiness or misbehavior, procedures for fire drills and lockdowns, and grading policies for an advisory class. The teacher emphasizes the importance of respect, preparation, and learning.
This document provides an overview of classroom policies and procedures for a 5th grade classroom on the first day of school. It introduces the teacher, Mrs. T.G., who has over 15 years of teaching experience. It outlines the daily schedule, expectations for student behavior and organization, grading policies, and special events like birthdays. Students are informed of bathroom times, lining up procedures, and end of day dismissal.
Students must respect their classmates, teachers, and school property. They should not shout or hit others, and must wait their turn and sit properly in class. These rules will be followed all year as students learn English.
The classroom rules instruct students to be quiet, not make noise, and keep the board clean. Students are told not to fight, to listen carefully to the teacher, and keep the classroom clean. Additional rules say not to run in the classroom, not to be late, not to cheat in exams, and to be nice to friends.
The document encourages sharing content with friends. It suggests spreading information to a wider audience by telling others about interesting articles or posts. Sharing content online can help expand one's social network and expose more people to engaging information.
This document provides an introduction to the College Classroom course being taught. It introduces the two instructors, Peter and Liz, and their backgrounds and interests. It then surveys the participants to understand their reasons for taking the course and teaching experiences. Several learning theories and techniques are discussed, including how people actively construct their own knowledge. The goals of the course are explained, which include learning about evidence-based teaching practices and learning theory. An overview of the course structure and expectations is also provided.
The College Classroom (Wi14) Week 9: Alternatives to LecturePeter Newbury
Students learn more effectively through active learning techniques compared to traditional lecturing. Alternatives to lecturing include using clicker questions, demonstrations, discussions, worksheets and videos to actively engage students in the learning process. These techniques help students construct their own understanding of concepts by connecting new ideas to prior knowledge and receiving feedback on their developing understanding. Effective alternatives provide opportunities for students to practice skills, receive timely feedback, and take ownership of their learning.
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Week 9: The First Day of ClassesPeter Newbury
The document provides guidance for instructors on best practices for the first day of class. It recommends establishing motivation by relating the material to students' interests and sense of ability, personalizing the learning experience, and setting clear expectations. It advises instructors to avoid going into too many details on the first day and instead provide links to more information. The document outlines specific "do's and don'ts" such as starting on time, expressing confidence in students' ability to succeed, and reinforcing key messages throughout the course.
The College Classroom (Wi15) Session 1: How People LearnPeter Newbury
This document summarizes a class on how people learn taught by Peter Newbury. The class covered key findings from research on how people learn and implications for teaching. It introduced constructivist learning theory and the importance of drawing on students' prior knowledge. It also discussed creating learner-centered environments, providing depth of subject matter, and teaching metacognitive skills. The class involved small group work and interactions, and modeled best practices discussed in the readings.
The College Classroom Week 2: How People LearnPeter Newbury
This document summarizes key points from a classroom discussion on how people learn. It discusses three main findings from the book How People Learn: 1) Students come with preexisting understandings that must be engaged, 2) Students need deep factual knowledge within a conceptual framework, and 3) Metacognitive skills allow students to control their own learning. The implications are that teachers should draw out preconceptions, teach in depth with examples, and integrate metacognition into the curriculum. Peer instruction is discussed as an active learning technique that can achieve these goals by having students discuss concepts to resolve misconceptions.
The College Classroom Week 8: Alternatives to LecturePeter Newbury
1. The document discusses alternatives to traditional lecture-based teaching in college classrooms. It provides research findings on how students learn best and describes techniques shown to improve learning compared to traditional lectures alone.
2. Some of the alternatives discussed include interactive demonstrations using clicker questions, in-class worksheets and discussions to apply concepts, flipped classroom approaches using pre-class videos and readings, and using whiteboards to provide practice. Research found student-centered approaches combining these techniques improved learning in large physics classes.
3. The document provides guidance for implementing alternatives to lecture, noting the importance of preparing students and giving them opportunities to construct their own understanding through active learning. Brief lectures can still be used after students have engaged with
The College Classroom Week 1: IntroductionPeter Newbury
This document provides an overview of an introductory course on college teaching called "The College Classroom". It introduces the instructors, Peter and Steph, and their backgrounds and interests. It outlines the goals of the course, which are for students to become reflective teachers, explain effective instructional activities, identify student-centered learning, and succeed as educators. The document describes the format of weekly sessions, which will include lectures, small group work, and assignments posted to the course blog. It provides the assessment criteria and gives an overview of the topics that will be covered in future weeks.
The College Classroom Week 8 - Alternatives to LecturePeter Newbury
This document discusses alternatives to traditional lecture-based college instruction. It provides several key findings from research on how people learn: 1) Students come to class with preexisting understandings that must be engaged; 2) To develop expertise, students must have in-depth knowledge within a conceptual framework and be able to apply and retrieve their knowledge; 3) Students must learn metacognition, or thinking about their own thinking. The document advocates for student-centered instruction using techniques like interactive videos, demonstrations, worksheets, and clicker questions to actively engage students in class.
The College Classroom Week 10 - Teaching as Research and Success in an Educat...Peter Newbury
The document discusses teaching as research (TAR) and success in an educational career. It covers conceptual steps in the TAR process, examples of TAR studies improving student learning outcomes, the value of learning goals, and institutional review board considerations for TAR projects. Special guest Beth Simon then discusses factors for success in an educational career at different institution types.
The College Classroom Week 10: Teaching as ResearchPeter Newbury
This document summarizes a class on teaching as research and success in an educational career. It discusses categories of educational research and examples of education research from different disciplines. It presents results from studies on improving learning in a physics class and the value of course-specific learning goals. Details are provided on conceptual steps in the teaching as research process and examples of Beth Simon's teaching as research projects. Guidance is offered on funding sources for teaching as research, practical advice for succeeding as an educator, and having students develop a microteaching lesson for feedback.
The College Classroom Week 3: Developing Expertise through Deliberate PracticePeter Newbury
This document provides an overview of a college classroom lecture on developing expertise. It discusses deliberate practice and the 10,000 hours needed to become an expert. It introduces the four stages of competence from unconscious incompetence to unconscious competence. Later sections discuss teaching students about expertise development and using deliberate practice principles in their own learning. The document includes references, examples from various fields, and clicker questions to engage students.
The College Classroom Wi16 Meeting 6: Peer InstructionPeter Newbury
The document summarizes a presentation on cooperative learning and peer instruction techniques for college classrooms. It discusses forming small groups to work together, developing conceptual questions to prompt discussion, and having students explain answers to each other to resolve misunderstandings. The goal is for students to learn from each other in a low-stakes environment where they can try, fail, and receive feedback to improve their understanding.
The College Classroom Wi16 Meeting 1: How People LearnPeter Newbury
This document provides an overview of the first meeting of a college classroom course on how people learn. It introduces the instructor and discusses key findings from the National Research Council report "How People Learn". These findings include that students come to class with preexisting understandings, competence requires a deep foundation of knowledge organized within a conceptual framework, and metacognition helps students take control of their own learning. The document models constructivist teaching techniques and discusses implications for creating learner-centered classroom environments.
The College Classroom Week 4: Learning OutcomesPeter Newbury
This document discusses learning outcomes for a college classroom course. It provides examples of learning outcomes at both the course and topic level, and discusses the importance of communicating clear learning outcomes to students. Setting learning outcomes helps both instructors and students understand the key goals and focuses of the course. The document also reviews different taxonomies, such as Bloom's Taxonomy, for defining different types and levels of learning outcomes.
Similar to The College Classroom Week 9 - The First Day of Classes (20)
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 2: Developing ExpertisePeter Newbury
This document summarizes key points from a meeting about developing expertise. It discusses how expertise develops through deliberate practice, not innate talents. Deliberate practice involves activities beyond one's current level of ability, feedback, and repetition. Motivation to engage in deliberate practice is important for developing expertise, as it requires years of focused practice. When teaching, instructors should help students approach tasks with the goal of improving, focus on their performance, get feedback, and continually refine their skills through regular practice in order to develop expertise in a subject area.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Film vocab for eal 3 students: Australia the movie
The College Classroom Week 9 - The First Day of Classes
1. Week 9:
The First Day of Class
The College Classroom
March 6, 2013
Pull out your copy of The First Day of Class
(or pick one up) and talk about it with a
neighbor:
What surprised you?
2. Clicker question (crowd-
2
sourced)
What recommendation in CWSEI’s First Day of
Class [1] surprised you the most ?
A. Don’t go into detail.
B. Caution about using ice-breakers.
C. We need to actually introduce TAs?!
D. Avoid emphasizing rules/penalties.
E. Ask students stuff (background, etc.)
collegeclassroom.ucsd.edu #tccucsd
3. Evidence for today’s class
3
The ideas, suggestions and best-practices
discussed in today’s class are not the direct result
of research
We won’t refer to a peer-reviewed study examining
the impact discussing academic conduct in the first
class.
However, the content is based on experience of
Peter Newbury, Beth Simon, Carl Wieman,
Science Education Initiative at CU-Boulder & UBC, others
which is based on peer-reviewed research
Ample research and evidence for benefits of
situated learning(teaching content when it’s
collegeclassroom.ucsd.edu #tccucsd
4. Big Picture: Set the
4
Environment
The first day of class can have a large influence
on students’ perception of the entire course. By
the end of the first day, you want students to have
a good sense of
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 (generally) to
collegeclassroom.ucsd.edu #tccucsd and succeed in the course
learn material
5. Big Picture: Set the
5
Environment
At the first class (especially 1st and 2nd year) you’ll
have
enthusiastic students who chose to take the
course
students who must pass this required course to
get into their actual interest (e.g., bio before
med school)
Regardless of their motivation for being there, you
students who are shopping for courses
want every one of them to leave the first class
students whothis willthe wrong room
thinking, ―Yeah, are in be a good course, I’m
okay being here.‖
collegeclassroom.ucsd.edu #tccucsd
6. How do you
do all that?
That Huge Lecture Theatre by teddy-rised on flickr CC
6
collegeclassroom.ucsd.edu #tccucsd
7. 1. Establish Motivation
7
Provide an entry level preview of the course
material
Explain why the course material is important &
interesting
Avoid jargon as much possible
Where applicable, make connections to:
Real world/everyday life
What students know
What students will need to be successful in future
studies or career
What students are interested in,
collegeclassroom.ucsd.edu #tccucsd
8. 2. Personalize the learning
8
experience
Welcome students to your class – make it clear
that you are looking forward to working with them.
Who would like to rehearse their opening line?
collegeclassroom.ucsd.edu #tccucsd
9. 2. Personalize the learning
9
experience
Welcome students to your class – make it clear
that you are looking forward to working with them.
Introduce yourself
collegeclassroom.ucsd.edu #tccucsd
10. Clicker question
10
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
11. 2. Personalize the learning
11
experience
Welcome students to your class – make it clear
that you are looking forward to working with them.
Introduce yourself. Describe your background and
interests in connection to the subject, e.g.:
Why you find it interesting, exciting for them to
learn
How it applies to other things you do (research,
Students—especially those majoring in the
…)
subject—say it is inspiring to hear about the
instructor’s background (such as what kind of
research they do) and how it is relevant to the
course.
collegeclassroom.ucsd.edu #tccucsd
12. 2. Personalize the learning
12
experience
Introduce teaching team
TA’s and anyone else involved that students will
be interacting with (could show pictures or have
them come to class)
Make an effort to find out who the students are
and their expectations, motivations, and interests,
e.g.:
Ask them a series of questions about major,
goals, background,
perhaps use clickers or a survey
collegeclassroom.ucsd.edu #tccucsd
13. 2. Personalize the learning
13
experience
If appropriate, ask them to introduce themselves
to other students they will be working with.
Use with caution: some students say it
makes them uncomfortable if used as a
general ―icebreaker‖, but it is appropriate
to introduce themselves to group
members with whom they will be working.
Think-pair-share: What icebreakers have you
used (as instructor? student? attendee?)
collegeclassroom.ucsd.edu #tccucsd
14. Clicker question
14
How many of these friend students
social media channels do class twitter acct
you think you’ll use to professional acct
professional/person
connect with your alfollow students
students?
will you initialize
Numerical i>clicker question: google hangouts?
Click i>clicker into numeric mode participate in them?
(―123‖)
Use up/down buttons to toggle through
class pinterest
0-9,–
Click SEND
class flickr acct
collegeclassroom.ucsd.edu #tccucsd other?
15. 3. Establish expectations
15
Better if also handed out and online, not just
spoken, so you (and they) can refer to them
throughout the course. (course-level) learning
Describe overarching
outcomes; big picture view
Emphasize that you want them to learn and
your role is to support their learning
Explain how course will be conducted:
what will happen in class
expectations for out-of-class work (eg, number of hrs)
overview of schedule (esp exam sched, if you’ve got
it)
marking scheme (% final, % midterms, %
collegeclassroom.ucsd.edu #tccucsd
16. 3. Establish expectations
16
Explain why you’re teaching the way you are
teaching, how the different components support
their learning (especially important if you are
teaching differently than most other courses
are taught); e.g.:
Teaching methods based on what is known about
how people learn
Students need to construct own understanding
Especially important to get student buy-in for
peer instruction with clickers.
www.youtube.com/watch?v=NGx7EzDQ-lY
See www.peerinstruction4cs.org/general-pi-tips/
collegeclassroom.ucsd.edu #tccucsd
17. 3. Establish expectations
17
Describe (generally) how to succeed in your
course
Learning and improvement take practice and effort,
as well as timely feedback
Give general description of how assessments are
used for both feedback and marks, leaving details to
be read on course website
Give advice on how to study (―Review the clicker
questions like you do them in class: think by yourself,
pick an answer, talk to friends, vote again, check
answer.‖)
Express that you feel they can succeed if they
collegeclassroom.ucsd.edu #tccucsd
18. 4. Course details: don’t
18
Don’t go into details during first class; give
links to more details on
course syllabus
detailed schedule
detailed learning outcomes
academic (mis)conduct
deadlines
rules/policies (eg, late assignments, missed
exams…)
Could give an assignment involving reading
these.
collegeclassroom.ucsd.edu #tccucsd
19. In what order?
19
1. Introduce yourself
2. Welcome student to your class
3. 1. Establish Motivation
4. 2. (rest of) Personalize the learning experience
5. 3. Establish expectations
6. (4. Don’t go over details)
collegeclassroom.ucsd.edu #tccucsd
20. 20
First class do’s and don’t’s
collegeclassroom.ucsd.edu #tccucsd
21. 21
Do Don’t
Check out classroom assume you’ll be
before the first class able to figure it out
clicker hardware?
at the time.
podium computer?
lapel mic? Try it. let a technical
presentation remote problem ruin your
works from back of only chance to
room? make a first
impression.
collegeclassroom.ucsd.edu #tccucsd
22. 22
Do Don’t
Start the class on time. arrive late (what
(establish expectation does
expectations) that establish?)
have ―intimate‖
conversation with
students in the front
rows while you wait
for others to wander
in. This doesn’t
―personalize‖ the
collegeclassroom.ucsd.edu #tccucsd class.
23. 23
Do Don’t
Tell students you think Say threatening things
they can all succeed if like
they put in the effort. telling them you
Fine to say the course expect some to fail
is challenging as long telling them that
students don’t usually
as you also express it
like the course
is
telling tell them that
interesting/worthwhil students find the
e course extremely
do-able with
collegeclassroom.ucsd.edu #tccucsd difficult
24. 24
Do Don’t
Try to give them an Use teaching practices
authentic experience of that are inconsistent
what the class will be with how you’ll teach
like. the rest of the time:
If you’re going to use don’t use clickers if
clickers, do it in the you’re not (really)
first class (even if going to use clickers
some don’t have
clickers yet.)
email pre-reading
collegeclassroom.ucsd.edu #tccucsd
assignment 2 days
25. 25
Do Don’t
Involve students during Talk the entire class
class time
collegeclassroom.ucsd.edu #tccucsd
26. 26
Do Don’t
Address academic Emphasize rules and
conduct in context penalties on the first
throughout the course: day:
talk about plagiarism sends a message of
when you give out a distrust
writing assignment, they’re not listening
not now anyway
collegeclassroom.ucsd.edu #tccucsd
27. 27
Do Don’t
End class on time with End class early
a slide containing (establish
pertinent info: expectations)
your name
office hours
contact info
course website
homework
important thing
collegeclassroom.ucsd.edu #tccucsd
28. 28
Do Don’t
Repeat vital info at the Assume everyone was
beginning of the 2nd there in the 1st class.
class, too
your name
contact info
course website
collegeclassroom.ucsd.edu #tccucsd
29. 29
Do Don’t
Reinforce all of these
messages (motivation,
personalized learning,
expectations,…)
periodically throughout
the course, at the
appropriate times.
collegeclassroom.ucsd.edu #tccucsd
30. 30
Do Don’t
Have a growth Have a fixed mindset
mindset about your about your students’
students’ abilities to abilities, including
learn. your job is to find
5% who will be like
you
your job is to filter
out students from
advancing to the
collegeclassroom.ucsd.edu #tccucsd
next course
31. 31
What recommendation will you try hardest to
follow the next time you teach the First Day of
Class?
collegeclassroom.ucsd.edu #tccucsd
33. References
33
1. Carl Wieman Science Education Initiative (2009). First
Day of Class – Recommendations for Instructors.
Available under Instructor Guidance Resources at
cwsei.ubc.ca
collegeclassroom.ucsd.edu #tccucsd