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PP3 2014 Planning Session Prezi

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by

Jeremy Greenfield

on 12 March 2014

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Transcript of PP3 2014 Planning Session Prezi

Purposeful Pedagogy
Planning

student-centered pedagogy
syllabi planning
lesson planning
framework: UBD
Philosophical Grounding
What does a student-centered approach look like in your discipline?
(turn and talk)
You are told to teach a course. What do you do?
Components of a Syllabus
see page 15 of workshop booklet
Lesson planning
Organizing your thinking around lesson planning
What purpose does a syllabus serve?
(stop and jot)
Guiding thoughts for course building
Things to know and questions to ask
You can get free books!
Get a sample syllabus
What other responsibilities do I have outside the classroom?
Syllabus
Overview of the session
Parking Lot
expectations at CUNY
differ by campus and department
three typical syllabi situations
total autonomy
some flexibility
minimal-none
Unpacking the Syllabus
Using the Course Outline, identify central themes
Planning for student success
Choose one scaffolding assignment you would like to develop as a lesson
Structure of an lesson (packet p.13-14)
beginning
(review, assess, get them thinking about topic of the day)
middle
(activities and transitions - see packet p.58)
end
(bringing it back together)
Summing it up
Parking lot
To what extent does the lesson plan you created represent a student-centered teaching philosophy?
What is one thing from this session that you will take with you?
jeremysgreenfield@gmail.com
bisola.neil@gmail.com
Taking a look at the syllabi you brought.
What do you notice?
What do you like or not like?
What has worked for you as a student?
(turn and talk)
The Course Outline
Take out your Syllabus
Identify components in course outline



Types of summative assessments*
exam
essay
paper (research, reaction)
presentation
simulation
lab/performance
create a summative assessment for one of the central themes
scaffolding assignments/activities to support success on the summative assessment
Pedagogical approaches
Teacher-centered
Point of Departure:
Content
Mode of instruction:
Lecture
Responsibility:
To teach
Student-centered
Point of Departure:
The Student and the Learning Process
Modes of instruction:
Mini-lecture, whole class discussion, group work, individual work
Responsibility:
to effect learning
activities:
lecture/note-taking
jigaaw
Socratic seminar
turn and talk
stop and jot
treasure hunt
low-stakes assessments:
interactive clickers
exit slips
3-2-1
gallery walk
thumbs up/middle/down
*page 64 of booklet (formative v. summative assessments)
Student-centered pedagogy
Full transcript