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STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER

STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER. ELIZABETH STOCKTON, PHD, ASSOCIATE DIRECTOR, CET&L. Session outcomes. Identify strategies for creating a more s tudent-centered s yllabus Rethink the “expected” parts of your syllabus Course overview Text Policies

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STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER

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  1. STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER ELIZABETH STOCKTON, PHD, ASSOCIATE DIRECTOR, CET&L

  2. Session outcomes • Identify strategies for creating a more student-centered syllabus • Rethink the “expected” parts of your syllabus • Course overview • Text • Policies • Revisions you can make right now

  3. Understanding the “teaching syllabus” • “Book-jacket” for your course • Move from a document that helps you plan to a document that communicates directly to students • Take a step back from the syllabus to consider from the student’s perspective • Retooling ANY part of your syllabus will help you: • Encourage students to read and use it • Focus on essential content and relevant student activities • Improve your daily effectiveness in the classroom • Anticipate (and head off) student questions and issues • Spur student engagement and involvement

  4. “traditional” course overview

  5. Teaching syllabus: new course overview

  6. Why we teach, what we teach • Consider ONE course you’re teaching this semester • Take five minutes to jot down your first responses to the following questions: • What excites or interests you about teaching this course? • Why do you think this course is important for students? • Share one of your answers with the other people at your table

  7. Re-tooling the text Before: After:

  8. Revisions you can make right now • Attendance • Explicit attendance policy significantly improves student grades • What do you do in class that is so important for their success • Technology Use • How should they use laptops, e-readers, smartphones • What about students who don’t have technology access? • Provide guidance on how to prepare for tech failures (planning ahead, where to go for help, etc.) • Communication • Not just how to reach you, but what to contact you for and how long should they expect to wait for a response • Student etiquette: identify yourself, how to address faculty

  9. Teaching syllabus workshops • Refine your course to be more effective, accurate, and student-friendly • Develop strongly aligned learning outcomes for each unit of your course • Create a more robust course calendar that moves beyond reading assignments and exam dates • Learn new strategies that will better support your learning outcomes • Just in Time Teaching (JiTT) • Peer instruction • Alternative assessment measures

  10. Questions?

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