I have not been giving the course objectives before discussion on the topic - I give it at the end. But, after going through this module, I am going to correct that.I have all the reading assignments prepared ahead of time and I ask that they read the material prior to the class so that they better understand the material ahead of time. Then I hand out questions that they can answer from the reading material and discussions that we had in class. I give prompt feedback on the assignments before the tests occur. I also grade their tests immediately and hold a discussion after the tests have been graded. Sometimes, rather than handing out reading questions for their assignments, I have them come up with questions to bring to the next class meeting for discussion group. All students are expected to participate in discussions and demonstrations. I always try to have a video or something with me in class for a demonstration on what we are discussing in class. If it is a competency that I want them to accomplish I have found it beneficial to go through the steps with the class, demonstrate to the class, either by myself, a video, or someone in the field to come in for the demonstration. Then, I will teach the task individually to one student. From there, I have that student teach another student, and continue until the last person has to "teach" me how to do the competency. I do this because teaching is the best way to learn. I am standing by them the whole time to ensure that they are teaching each other the correct steps, of course.
Hi Gail,
Good points all about how to inform your students of your requirements, expectations and policies. The signature sheet is a good idea so everyone, you and your students has a clear understanding what is going to occur in the coming weeks.
Gary
What methods or techniques do you use to make sure that your students understand what you expect of them?
In the classes I teach, there are usually a number of projects, some group work, and formal assessments.
For the projects, I always make an effort to go over the requirements for the projects clearly and field any questions the students might have. I realize there will be a lot of repeating myself on these days, and the students appreciate that. In addition, I have a small section of the whiteboard where I write the upcoming due dates in red. I go over them everyday to ensure that the students are aware of looming due dates.
For the group work, I've actually modeled this in class. There's a Cultural Diversity class I teach that requires a lot of small group discussion (sometimes heated) and the students have to learn how to handle that and also learn from it. On the first day of small group discussion, I choose a few 'random' students and have them stand in front of the class. We walk through a scenario then I give each of them a chance to respond. As the rest of the class watches, they all learn what I expect while they're in their groups. I've found they appreciate knowing what's expected of them.
For assessments, I start each day in class with a short review and I remind them of the concepts they'll be tested on. I tell them I expect them to study and I post a copy of the test review key on their student portal a day or two before the test. I've found this approach to work very well.
I think a clearly written syllabus that includes course policies and expectations is necessary for students to understand the expectations of the class. Of this, I think adding a detailed class schedule helps students pace their work and plan ahead.
HI JoAnn
Yes I agree with you the first day of the class is the most important for the student and instructor to clarifying the content of the syllabus and go over class rules and policies plus objectives
I go over the syllabus, word by word and ask if anything needs to be clarified. I offer the opportunity frequently to ask questions and repeat the most important info, esp. absence and tardiness policies. Then at post conference, we look at the syllabus again and then I have the students sign that they understand the expectations listed. I let them know that I am always available for questions, email, voicemail, etc.
We also tour the facility in-depth the first clinical period so they may get familiar with the surroundings, inc. the safety protocols listed near the emergency stations.
Hi Timothy,
Good plan for informing your students of the requirements, expectations and polices of your course. The signature sheet helps you and them know that the syllabus has been covered. I like the idea of the second review of the syllabus just to make sure there aren't any misunderstandings.
Gary
I use two methods.
First - I have them feel out a survey about what they know about the course they are about to take, and what do they expect to learn.
Second - I print and hand out the course syllabus, which includes the course goals, objective, grading procedures, policies and procedures, and required assignments.
I aslo inform the student they can get this information off or their student portal.
/The following day I review the syllabus again and have them sign a document stating that I have review the syllabus and that they understand what is expected of them.
I use several tools to make sure that my students understand what I expect of them.
First I use a survey asking them what they know about the coarse or program, and what they expect to get out of the coarse.
Second, I print the course syllabus and give it to the student which includes the course goals, objectives grading procedures, required assignments and general policies and procedures.
They are also informed that they can get this information off of their student portal.
The following day I once again review the syllabus with the student asking them to sign a document stating the have read and I have review the syllabus with them.
Hi Doris,
Great to hear about the success you had with using a pre-test. I use them in my classes and find them extremely helpful because they help me to see the baseline from which my students are operating and I can plan my instruction accordingly.
Gary
In addition to the master syllabus, I also prepare a syllabus addendum, which lists reading assignments and exam schedules, and a homework schedule with due dates. These three documents give the student a printed reference of requirements of the course. This quarter I also gave a pre-test during the first class period. This was a great help in assessing how much review of information from the previous course was necessary. Since we went over all the answers in class, it will also be a helpful reference to students for a review of some basics they need to know to successfully complete the course they are taking now.
Hi Elise,
Thank you for your remarks about how you set up and get a class started. Want to make clear that there is not rigid start to a class. The introductions should be comfortable and free flowing. The structure for the planning the class opening should be listed for the instructors use only. What the instructor does once the class starts should depend on the needs of the students and what the instructor wants to accomplish during the first meeting.
Gary
I generally use the methods described in this module, although in a slightly different order. I disagree with the idea that you must use a rigid introduction order, as long as the content introduced flows naturally into each other. We use a corporate wide syllabus, which gives a general outline of the subject matter covered in the course. This outline usually follows the order of the chapters in the book. I create a separate reading and assignment schedule, with a graded activities in bold. Sometimes I teach chapters out of the order in the book. I always talk about this right away and explain my rationale for changing the order. We are working on an attractive and useful study guide, using the note taking outlines and other handouts that I give each week. This will be given to students at the beginning of the quarter, with suggestions for note-taking while reading. One issue I have in Humanities classes is the lack of familiarity with humanities based language. I hope this will help students follow their reading better and lead to better discussions, especially in 100 level classes. Unless my class is very large I also give each student their handouts individually, rather than passing them down a row. This gives me a chance to greet each student in the event I missed seeing them as they came in.
I like that you ask what they expect. That really is a wonderful way to emphasize learner-centered instruction.
I provide ample time for questions, repeatedly asking if there are questions. I'm always amazed at the amount of people who have questions but are afraid to ask the first time and need more encouragement before they will even raise their hand. I try to give an impression of being very open and willing to help so that they will be willing to ask whatever they need without embarrassment. For me this is the most important thing, because no matter how thoroughly I go through the syllabus, including the expectations of students, there are always people with questions.
great point a shared responsibilty between student and teacher.
I go over the course outline and the syl in detail. I also prepare an assignment calendar that has all of my 'deliverables' as well as test dates and such. I don't leave any room for 'I didn't know that was due' or 'didn't know there was a test today'.
I've found that if I don't leave any grey areas, as to the assignments, they are more successful, and more prepared.
After the obligatory steps have been taken, I ALWAYS ask if there are any questions about my accessibility, the goals and objectives, the projects, tasks, essays, and exams. Invariably, there are; and I have to remind myself that this may be the first college course of any kind they have ever taken, and I ask them to compare the information I have given them with any notes they may have taken, and share them with me. Works well!
Great point,I am always concerned on this technique not to make a class and students feel that I think they are stupid. Day one are filled with first impressions.
once a student loves what they are going to do every thing changes ,it compels and commands us to do and be our best.
