I like this strategy. It should be as simple as possible. When students know what is expected of them, they tend to perform better. Also asking them about their own expectations is a great idea because it gives them a sense of ownership of their educational experience.
I always go over the syllabus in great detail and then give students a pop quiz on the syllabus and the expectations. However, I don't grade it. I also remind students of my expectations throughout the course. I give them plenty of time to ask questions, especially on the first night. I allow them an opportunity to ask me questions as well. This helps create an open, friendly, environment and students know what to expect from the first day forward.
Mark
I break the course down into weekly assignments since the modules are five weeks; each week on the first day of the week, the students are told what exactly will be covered and this will be their next test. This is in addition to the first day syllabus and review of course materials.
I will review the syllabus clearly and have them sign a contract at the end that states they have reviewed the content and have no further questions.
They syllabus has the reading assingments, quizzes, midterm, final and project dates listed. It also has the method for grading and weight of each.
I will introdce the book, and what it is intended to accomplish by the end of the course.
I will encourage questions as I believe others usually have the same question. Participation will be encouraged.
In the first class, I pass out a Course Outline that includes all topics of lecture, reading, discussion, team exercises, homework, etc. for the term. I update it when it changes (due to snow days, added requirements like service learing events, etc.) and I point to it regularly ion class to remind students to follow along and do the reading and homework, etc.
Have them send me an email with an outline of what they believe is expected of them for the course.
I use Question and Answer and Pre-test and Post Test
Repeat all reqirements and put them in writing
I give them real word expreriences and success stories, I feel that will help motivte them
my problem with this is that i am still young and look young, so most of my students think on the first day that they can walk all over me, tell they see me in the field doing a better job the the older people. so any techniques to better that will help
I hand out the course syllbus and go over that with a copy of the assignments with the dates that all of their assignments are due for each week of the class, what day the quizzes and tests are going to be on and do a quick review over everything that they have learned that week.
Verna
Let them know up front, this is what is expected of them.
The first day is the most crucial. Rules are given and these are followed throughout the entire course. I follow the same rules as given to students as well. It shows my professionalism and to strive for this characteristic throughout the course
Kenton,
I like this approach. It is like building a house. Start with a solid foundation and then add parts to the house each time the class meets until the project is done.
Gary
Roberto,
Good way to assess the learning development of your students.
Gary
During the anticipatory set, or lesson introduction, I have found it most effective to associate new learning to previous learning rather than isolate skills or content. In other words, I transfer previous learning into new learning in a meaningful way to make it relevant and connected to the continuum of content skills and knowledge. I always begin my lesson and content development with the end in mind. I clearly explain to my students what the expected learning outcome(s) is/are and demonstrate what new learning will look like.
I use quizzes or hand outs, thats the way to get a feedback about if they are learning or not.
Jennifer,
This method gives the big picture to students and then they can see how through the different steps and segments they can reach that end goal.
Gary
I like to start from the end goal and work backwards. I teach hands-on pattern drafting and sewing construction classes. The end goal is to create a skirt, or a collection (depending on the class) After talking about the final collection, I outline a detailed path to get there... Individual skills, organizational skills (pattern cards and production calendars) and other components included in the course.
I give the students a course outline with grading, attendance, and classroom policies that will ensure a successful learning experience.
