I believe using a mixed method of technology and lecture will allow everyone to understand what is expected of them in their own way.
First I will make sure the Syllabus is understood. Second I will make sure that everyone writes down or has my contact information. I will write it on the board for the class, and point out the area on the Syllabus. That has worked great for me so far. I also will make sheets up with due dates for each assignment.
At the beginning of the course I review the syllabus. Each week I then give the students an idea of what will be covered daily. At the start of each class I stat the objectives for the day.
I like to make powerpoint presentations and packets to handout to the students so they can follow along with my presentation. At the end of the presentation I ask if there are any questions or concerns thats the students may have about the course or my expectations of them. Once the questions are all answered, I have them sign and date a form that we have gone over all of the material and expectations. I feel this will hold the student accountable for misconceptions they may have later on in the course.
I think using rubrics are a great way to let them know exactly what to expect, and how easy it is to get an 100 by following the rubric line by line, and also using it to check their own work before turning it in.
Elaine,
I like the way you set the stage for a positive class. You lay out everything for the students and then invite their input. This is a supportive and confidence building format.
Gary
Dr. Gary Meers
Jacquie,
I agree. With the signed sheet on file the students can't claim that they didn't get a copy of the syllabus so they shouldn't have to meet the course expectations.
Gary
Dr. Gary Meers
Dawn,
I think both ways increases the cognitive retention rate for students. I use the same approach because experience has shown me that I have to repeat it several ways before the students retain the expectations, polices and requirements.
Gary
Dr. Gary Meers
At the beginning of the class, we go through the syllabus and discuss the topics we will cover and then we set our goals together. I initiate how the class and I should approach the subject and gladly hear from them any suggestions, should there be any problems with too much information to cover or too little time to cover them depending on the class' ability to understand them. I particularly like to end each class with setting the next class' goals and expectations, making sure everyone is clear with what to expect.
A great way to make sure students understand instructor/course expectations is through having them sign a copy of the syllabus to ensure they have read all info provided. This gives proof of all expectations provided.
I have it written out in the syllabus but I also explain it verbally as well.
Christine,
Good way to reinforce learning and help with content retention.
Gary
Dr. Gary Meers
Class discussion gives me the opportunity to help the students understand what they have learned and to adress key concepts that was discussed. I also give them quizzes to see if the information covered was understood.
Arthur,
Students really like personal examples and stories because they help make the content real and relevant to them.
Gary
Dr. Gary Meers
I use a lot of personal examples (real life experiences).
Robert,
This is very important. Students should not have to guess as to what the outcomes are for the course. The syllabus and class introduction should make the expectations clear for them.
Gary
Dr. Gary Meers
always be upfront with your expectations so then a student can't say I didn't know about that.
Bryan,
I like your thinking on how to teach a course such as this. You are blending the generations and experience levels into one learning community and this is so important for mutual growth.
Gary
Dr. Gary Meers
I use most, if not all of the techniques which are described here. In addition I try to eliminate any anxiety that may stem from students feeling they may not succeed if they possess no background knowledge of the course material prior to beginning the course. Our program is Computer Aided Drafting & Design. We obviously get students of all ages and skill levels. Some have dabbled in this field in some high school courses or other schools. Some have barely used a computer before coming to us. I make it clear from day one (Term 1) we start from ground zero together and work our way up from there so that there is no longer any worry about needing to have prior knowledge of the topics or CAD experience. This seems to put the older, non-traditional students more at ease. The younger, more comfortable, and technology savvy students don’t yet realize it, but this process also helps to undo lots of poor practices that have been acquired through other previous courses. In the end it helps on two levels.
