Teaching Your Own Class: First Day and Beyond

Backwards

Course Design

The First Day

Ideal

Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk

My method from

Second Language Acquisition

pedagogy

Universal Design

is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability.

Concrete

Go over expectations

Sites:

https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

http://universaldesign.ie/What-is-Universal-Design/

Site: https://cft.vanderbilt.edu/guides-sub-pages/first-day-of-class/

Teaching Your Own Class: First Day and Beyond

Alan-Michael Weatherford

Comparative Literature, Cinema & Media

amgw@uw.edu | @A_MFoucault

tinyurl.com/ydbp4mwx

Learning Objectives:

1. Use backward course design to develop learning goals, activities, and assessment.

2. Determine what to include in a syllabus (e.g. desired outcomes, assessment, and activities in class).

3. Decide how to set the tone for the course on day one.

4. Identify additional resources for assistance with course design and teaching your own course.

5. Discuss ways to implement inclusive-teaching practices.

What problems do students typically have with this material at this level?

Further Reading/Works Cited

Examples

What range of backgrounds and previous experience is typically represented among students in this class?

Are the students majors in your department or are they fulfilling a distribution credit?

My own syllabi and first-day lesson plans. https://drive.google.com/drive/folders/1Yp9m-TGbx3l79PZJmQelXLQZHNCcOu-o?usp=sharing

What might you expect students to know before the first class? Consider previous courses they may or may not have taken.

Bloom's Taxonomy. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

——. https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/GoalsAndObjectives/Bloom.pdf

What are students’ motivations for taking the course?

Are your students new to the university?

Are they new to the topic of the course or the department?

Target Audience

Riviere, J., Picard, D. R., & Coble, R. (2016) Syllabus Design Guide. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/

Universal Design. http://universaldesign.ie/What-is-Universal-Design/Definition-and-Overview/

UW Center For Teaching and Learning. http://www.washington.edu/teaching/teaching-resources/preparing-to-teach/designing-your-course-and-syllabus/

5: Think through explaining content and assignments to first-gen students for maximum clarity

Vanderbilt Center For Teaching and Learning. https://cft.vanderbilt.edu/guides-sub-pages/first-day-of-class/

Site: https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/

AM's Principles

Resources

Accomodation

Safety & Emergency Procedures

Disclaimer

Inclusive Teaching

Schedule: Tentative calendar of topics, firm dates for exams and assignments

Policies: Grading procedure, attendance, class participation, missed exams or assignments, late policies, standards for academic honesty

Assessment: Exams, quizzes, assignments, problem sets, reports, etc.

Materials: Primary/required books and readings, including other lab equipment, software, or art supplies

Course Description: Prerequisites, overview of the course,

student learning objectives

Basic Information: Instructor’s name, contact information, and office hours; title of the course, location, and times

Syllabus