Hi Dayle,
I would support that idea. It is just another document that can be used as evidence of student notification. That way it cannot be said you did not inform the students of course expectations, requirements or policies.
Gary
It is important to keep rubrics a focal point in assessment. Reiteration of written standards in syllabus is important as well.
Hi Todd,
Good way to get the students off to a good start. They know the expectations, requirements and policies right from the beginning so you can concentrate on helping them to acquire the knowledge and skill sets needed for careers success.
Gary
first day of class we review the syllabus as a class. we will repeat it again the next class day and encourage any questions........I am probablly going to add the signature sheet for the students especially with teaching law and ethics because it reinforces the contract agreement portion of the class. dayle brian
What methods or techniques do you use to make sure that your students understand what you expect of them?
I make sure that i spell them out clearly the first day of class. I cover the Syllabus and any additional documents that I have. I make sure I answer any questions that they have.
Hi Dorothy,
You make a good point about not overwhelming the students with information. They need to know the basics and then get to know each other and you. You can build their knowledge base from.
Gary
On the first day of class, I go over the syllabus and my addendum cover to cover. After each section, I encourage the students to ask questions so that I can provide further clarification on what is expected on them in the class.
On the first day of class, I go over the paper form of the syllabus and course outline. I let the students know that the information is also available on the student portal at all times and they can reach me via phone or email. I give an overview of the various topics, projects, and other content they will encounter but leave the details for another class so as not to overwhelm them.
Hi Melonie,
This is a great way to make sure the students can navigate through the course and are comfortable with the when, what and where aspects of the course that they will be encountering.
What has been the student feedback on this method of introduction? I would imagine they really like it.
Gary
Hi Glenn,
I like the way you put forth your expectations. The format lends itself well to having the students see that you are serious about what you expect from them in the coming course.
Gary
Hi Joel,
Sorry,nothing earth shattering. Your approach is much like mine. I show the standards and then give examples of how those standards can be met.
I use a pretest that is fun and shows the students what we will be studying in the coming weeks. The fun part is that I use letters and jargon from out field and have the students write out what they mean. Example ADA. All kinds of answers come out of this from American Dental Association to Americans With Disabilities Act. The students are very creative in their answers to the quiz and it gives me a great starting point for discussion. Don't know if something like this could work for you or not. It is both an ice breaker and pretest.
If you have any other questions along this line let me know.
Gary
In some classes we have an introductory "quiz", similar to a scavenger hunt for information from the syllabus, class calendar, expectations, and instructor information.
Since I teach fully online, it's crucial for my students to be able to navigate the course. There are 5 specific areas of the course that are most important. During week 1, students take a quiz over locating & utilizing these 5 areas. They are able to re-take the quiz until they score 100%. Aside from navigation, course expectations are "tested" in this week 1 assessment.
Melonie
I use the syllabus and also make it clear while reviewing a chapter of material which are the high points a which sections they can skim over.
I share with the students my "Guiding Set of Belief's." These beliefs list both instructor and student expectations.
In the online environment we cannot look at the student’s face to see if they are lost, therefore, we must make sure we direct the students in a way that hopefully they will not get lost in the course. Prior to the course beginning, I send a welcome email to my students that serve as a short welcome and as guidance on how to get started in the course and. It tells them where to find the syllabus, the course expectations, and my contact information. I also post the course expectations in the announcement area.
During the first week I send a “just checking in” email to the students to remind them that I am available to help them with the course and to see if they have any questions about the expectations.
Also as the course proceeds I send “just checking in” emails to students that seem to need a little more help/guidance with the course.
Laura
For my face-2-face classes, I provide students with a comprehensive course packet that includes a learner's contract as well as information such as course syllabus, weekly assignments, grading policy, and other essential information. I then require students to complete a course packet quiz that tests students on their comprehension of the information that I share with students during the first week of the course. This also ensures that students thoroughly read the course packet given to them at the start of my classes.
A. Andaz Ahmad
Hi Brady,
I want to reinforce your use of the content rubric. This is a real help to students. The rubric guides and reinforces the students in addition to comforting them. The rubric lets them know exactly what they need to include in their assignment to make sure they are on target.
Gary
Hi Gary,
Going through a syllabus, course outline and class expectations file are a great start. These are all standard components in the on-line courses that I teach and are a great jumping-off point.
Beyond that, in our first discussion I will lay out my expectations for the assignments and the work that must be included for me to verify their methods for full credit. To ensure that the "show your work" part is clear I also provide several example problems that I have worked out that can act as examples of the methods as well as examples of my expected level of detail.
Do you have some additional "go to" methods that you have found helpful in establishing a level of expectation at the start of a course? I'm always looking for ideas :).
After reviewing all the course information and requirements on the first day of class, my students are required to review and sign a performance contract as homework for the second class meeting. This provides students with an opportunity to review the course materials as well as prepare any questions or concerns they may have before signing the contract.
The contract clearly outlines my expectations for the students as well as expectation they can have of me. I sign the contract with them and it is filled. Over the years, this has eliminated any later issues in regard to lack of understanding of expectations.
