While discussing the course content I give examples as to how the knowledge is applied in the field and how I might have use it. I also ask for what the students expectations are ns how they believe the course will beneficial to them. This stimulates some great conversations and shows that I am willing to listen, something that I will expect form them throughtout the course.
I think Ms. Coleman's post suggests this technique in other words, but I like the old essay plan of;
1. Tell them what you are going to tell them
2. Tell them
3. Tell them what you told them.
Not only on the first day with the syllabus and the objectives of the class, but on a class by class basis to continue to roadmap. Also, it is key that you continue to reference the syllabus after the first day, probably weekly if not every class. Students have a tendency to stick their syllabi in a folder and forget about them after the first class. If you keep asking them about it and referencing it, they will treat it more like a map than a one time handout.
Hi Heather
This is a great way to get students involved in the reading and using of the syllabus plus they get to win something besides.
The Student Expectations is a great way of getting students to focus on what their expectations are for the coming course.
Gary
Oh, great idea, thank you so much!
I do a lot of the things mentioned here. So rather than re-state what I do which is so common I thought I would talk about something I recently started doing which a lot of my students like. I create an Excel file that details all of the gradable assignments. An example is listed below:
ACCT 1110 ~ Financial Accounting I
Spring 2009 Semester
Course Calander and Grading Criteria
Week Date Module Gradeable Item Category Due Date Your Grade Item Points Cumulative Course Points
1 Jan 12-18 101 Mod 101 Quiz - Policy & Proceedures Quiz 01/18/2009 15 15
1 Jan 12-18 101 Extra Credit Orientation EC 1/14 or 1/15 10 15
1 Jan 12-18 101 Intro Discussion Board Non-graded 01/18/2009 0 15
1 Jan 12-18 101 ACCT 1110 Pre-test Non-graded 01/18/2009 0 15
2 Jan 19-25 102 Mod 102 HM Assignments HM 01/25/2009 15 30
2 Jan 19-25 102 Mod 102 Quiz - Chapter 1 Quiz 01/25/2009 15 45
3 Jan 26-Feb 1 103 Mod 103 HM Assignments HM 02/01/2009 15 60
3 Jan 26-Feb 1 103 Serial Problem - Chapter 2 HM 02/01/2009 10 70
3 Jan 26-Feb 1 103 Mod 103 Quiz - Chapter 2 Quiz 02/01/2009 15 85
I’ve had to adjust the columns here but this allows my students to track their running grade. I realize that a lot of gradebooks do this already but I have found that asking students to track their own grade has increased their awareness of due dates and seem more concerned about their current grades.
Kathleen, thank you for this entry. I appreciate seeing your activities and feel that mine are confirmed. I feel you have supported a concern I had, yet provided me with a solution or way of thinking about the overwhelming task of responding to each student.
doing a thorough syllabus review, and asking if anyone has questions seems to work well for me.
When reviewing the course objectives listed on the syllabus, I show examples of past student work which has successfully fulfilled these requirements. I also like to list as many employment opportunities that relate to the course content.
This is a winning move - Tell them what they are going to learn, Deliver the information, Support the Delivery, Have them tell you what they learned, confirm what they learned, tell them what they missed if they left anything out. Tell them again, this is what you learned, make sure they have a handout, how to get ahold of you or an alternate support -- perfect instructions in online, in the residential, in the regular work world. Love it!
I go over the syllabus and my course policies on the first day. I have them sign the last page to signify that we went over the policies and they are expected to uphold them. I keep the signature page. On the whiteboard each week, I list the expectations, the assignments and homework. I have many opportunities throughout the class to go back over what is expected of the students.
Hi Leslie,
You are right about needing to keep information flowing to students throughout the course. They often don't listen at key times or just wait until it is crunch time before they feel they need the information.
I am a big fan of sharing the grading rubrics with students. This not only informs them but also reduces the complaints because they have known all along how they will be graded and where the points are going to be earned.
Gary
Hi Solita,
Good way to start the class. During student introductions what are the kinds of things that the students share with you and the class?
Gary
I often give a short pre-quiz about the course itself. It's like a scavenger hunt, persay, that requires them to go through the syllabus and other documents I have handed out to assure they understand my expectations.
I have also had them right down their expectations on post-it notes, then created a document of "Student expectations of me" and gave it out in the next class session along with a document of my expectations of them. This is posted in the classroom for everyone to view throughout the semester.
I see this task as an ongoing process, i.e. not reserved for the first day only.
I like to summarize what is required for the upcoming week via posting/announcment and email. I can add any additional information that I may have (outside of what is already printed in the text) and address common questions or concerns that I have had in past terms.
I also like to give students the grading rubrics, that I will use, in advance, so that there is a clear understanding of how they will be assessed for each assignment.
On the first day of class I normally go over the syllabus, cover the course expectations, go over the attendance policies. Discuss the lab assignments and textbooks used. Lastly, I have the students introduce themselves, and I share my background with the them as well.
Hi Therese,
Way to bring the "real world" into the classroom. These case studies have to get your students excited about using their newly acquired knowledge to problem solve and create solutions.
Gary
Hi Michelle,
Good plan. You just can't leave anything out or your students will catch you on it later. You have to be clear and consistent in order to have control of your class and students.
Gary
Hi Sara,
Good way to "test" your syllabus in terms of how clear it is for your students. Should make student understanding much higher.
Gary
Hi Rosalie,
Good way to get your students involved and informed about class expectations. Also helps the students to learn how you are going to evaluate them without the quiz being too high stress.
Gary
Hi John,
A good way to keep your students reminded of upcoming assignments and activities in the course. This is what makes the syllabus important to the information base for students.
Gary
Providing clear instructions and being specific in my instructions always helps my students understand my expectations.
For example, in accounting, students may be asked to prepare a spreadsheet or a set of financial statements. By providing an example of a poorly constructed spreadsheet and showing how without a proper heading the audience is not aware of what they are viewing, or what it is, or what period of time it may cover, helps students understand the importance of the heading. Providing a good example for students to follow and pointing out the importance of the use of commas in the number or the different meaning a number has when there is a dollar symbol as compared to a percentage symbol. Examples are one way to illustrate my expectations.
Another way is to set the stage for the student. Beginning a case study with an opening "Suppose I am the vice president of your company and I have come to you because you manager was injured in a car accident and I have to report to the board of directors tomorrow with a financial analysis. I need to have you prepare the analysis just like your manager would. Keep in mind the degree of "professionalism" is critical at this meeting and I do not want to be embarrassed".
In setting the stage for real life, students will take an assignment more seriously and not adopt the attitude of "this is just another assignment or more busy work" but rather view it as a real world work experience.
