Embed Size (px)
Citation preview
Getting Started in the Classroom:
Tips, Techniques, & Resources
Friday, 20 September 2013
Learning Outcomes• Create a syllabus that meets OSU standards
• Set and maintain classroom expectations
• Learn effective presentation skills
• Identify ways to establish rapport with students and engage them in the classroom
Session OverviewPreparation & Planning
• Designing the Syllabus• Preparing Presentations
First Day in the Classroom• Engaging Students• Establishing Rapport• Setting Classroom Expectations
Syllabus
Section I
Which image best illustrates how you think about a syllabus?1
3 4
2
OSU Syllabus: minimum requirements
1. Course name
2. CRN: course reference number
3. Credits
4. Prerequisites & Co-requisites
5. Course content outline
< http://oregonstate.edu/admin/aa/apaa/academic-programs/curriculum/curricular-policies-and-procedures#116 >
6. Evaluation of student performance
7. Measurable student learning outcomes
8. Learning resources
9. Statement regarding disabilities
10. Link to student conduct code
OSU Syllabus: minimum requirements (continued)
< http://oregonstate.edu/admin/aa/apaa/academic-programs/curriculum/curricular-policies-and-procedures#116 >
N.B. Your department might have more requirements!
The Syllabus
Activity 1:
[See handouts]
Compare &Contrast
Comments & Suggestions
Activity 1[See handouts]
Which image best illustrates how you think about a syllabus?1
3 4
2
Preparing Presentations
Section II
•Avoid fonts and colors that are difficult to read
• Colorblindness (red/brown ; green/yellow)• Size 10 or larger
•Keep it simple! [ NO BLOCKS OF TEXT ]
•Pictures, pictures, pictures
•Speak clearly and confidently(to the students, not the board!)
•Allow student interaction
Presentations
•Become familiar with your tools before Day 1
• Test run lab & recitation activities
•Beware technological problems!
•Learn troubleshooting techniques
Technology in the Classroom
Classes with an Online Component
•Blackboard Grades Assignments Discussion Board Instructor/Student Communications
•Textbooks with Online Homework
•Ecampus Online Courses
•Technology Across the Curriculum (TAC)
Student Engagement
Section III
Recognizing Engagement…
Promoting Student Engagement
Engagement: The time and energy students devote to educational activities
< National Survey of Student Engagement (NSSE) >
• Give students control
• Encourage interaction and questioning
• Keep groups small and heterogeneous
• Encourage peer instruction and evaluation
• Provide ongoing feedback
Promoting Student Engagement
What are some other ways you can encourage
student engagement in your class?
Promoting Student Engagement
classroom debates, case studies, role plays, clickers, discussion board chats, podcasts, wikis, etc.
Collaborative and Cooperative
Learning
Promoting Student Engagement
Small groups
Active participation
Discovery-based learning
Assigned roles
• Teamwork on structured activities
• Each group member has relative strengths
and weaknesses
• Students assessed both individually and
as a group
• Knowledge created within a population
• Individuals are actively engaged in
a community
• Asymmetric roles for each member
• Individuals in group receive same grade
<http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub1.html>
Collaborative vs. Cooperative
Learning
Collaborative Learning TechniquesActivity 2:
[See handout]
CollaborativeLearning
Techniques
Activity 2:
[See handout]
Establishing Rapport
Section IV
“A positive emotional connection among students, teacher, and subject matter that
emerges from the manner in which the teacher constructs the learning environment”
Establishing Rapport
Buskist, W., & Saville, B. (2002). Rapport-building: Creating positive emotional contexts for enhancing teaching and learning. APS Observer, 14(3).
Individually, recall an educatorwho was particularly effectiveat establishing rapport in the classroom.
Establishing Rapport
With a partner, discuss:
1.What did rapport look like in this classroom?
1.How was the teacher able to make it happen?
•Learn your students’ names
•Establish credibility and build connections
•Use icebreakers to engage students
•Create a comfortable learning environment
•Encourage questions, discussions, and other student interactions
Establishing Rapport
< http://wilderdom.com/games/Icebreakers.html >
Build rapport, but maintain authority.
Classroom environment• Peer interactions• Class participation• Respect the space and equipment
Quality of student investment and work
Instructor responsibilities• Availability, accessibility, office hours• Teaching style/philosophy
Setting Classroom Expectations
List three (3) teaching strategies modeled today that you might adapt
and use in your classroom.
First Day in the Classroom
Review• Create a syllabus that meets OSU standards
• Set and maintain classroom expectations
• Learn effective presentation skills
• Identify ways to establish rapport with students and engage them in the classroom
What other pressing questions or concerns remain as you prepare for your first day in the classroom?
Whom will you consult for answers?
First Day in the Classroom
Remember:
Day 1 will set the tone.
ADDITIONAL RESOURCES
[Appendix]
Students with Disabilities
"Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS).
Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at (541) 737-4098."
< http://oregonstate.edu/admin/aa/apaa/academic-programs/curriculum/curricular-policies-and-procedures#116 >
Student Conduct Code [SAMPLE] College of Forestry
You will be expected to conduct yourself in a professional manner. Academic dishonesty such as plagiarism and cheating will not be tolerated. Therefore, students are expected to be honest and ethical in their academic work. Academic dishonesty is defined as an intentional act of deception in one of the following areas: cheating,
fabrication, assisting, tampering, or plagiarism.
For more information about academic integrity and the University's policies and procedures in this area, please refer to the Student Conduct web site at: http://www.orst.edu/admin/stucon/achon.htm and the section on Academic Regulations in the OSU Schedule of Classes.
< http://oregonstate.edu/studentconduct/regulations/index.php#acdis >
Setting Classroom Expectations [EXAMPLE]
This course requires approximately two hours outside of class for every hour spent in class. The following behaviors, attitudes, and efforts toward the class are valued by faculty; your success in the course and in college depends on these behaviors:
•Attend all classes•Be prepared •Do your best •Collaborate
Setting Classroom Expectations [EXAMPLE] College of Education
You are expected to be present and engaged in class, which means that you will be free from technological distractions. Please refrain from using cell/smart phones in the classroom out of respect for your classmates and your instructor.
SUPPORT• Center for Teaching and Learning • Fellow Graduate Students• Advisor/Mentor/Supervisor• Friends & Family
• Helpful Books:• Quick Hits for New Faculty – R.M. Cordell, et al• McKeachie’s Teaching Tips: Strategies, Research, and Theory
for College and University Teachers – W.J. McKeachie• First Time in the College Classroom – M.C. Clement
Resources Learning Resources
•Academic Success Center - http://success.oregonstate.edu/•Academics for Student Athletes - http://oregonstate.edu/studentathlete/•Center for Teaching and Learning - http://oregonstate.edu/ctl•Math Learning Center - http://oregonstate.edu/dept/mlcexcel/index.html•Writing Center - http://cwl.oregonstate.edu/•Valley Library Collaborative Learning Center- http://osulibrary.oregonstate.edu/clc/•OSU Computer Helpdesk - http://oregonstate.edu/is/tss/och/walkup•Accessibility Services - http://osulibrary.oregonstate.edu/accessibility-services
