Teaching Tips, Part 1 1.Introduction 2.Countdown for Course Preparation 3.Meeting a Class for the First Time Monday, April 10, 2006 Matthias Hauswirth

Chapter 1 Introduction University Culture –Rules & regulations –Customs –Expectations of other faculty & students Research vs. Teaching –Do research & teaching have equal weight Teaching as Scholarship –Research on methods of teaching Professor: 50 to 60 hour work week –10 – 12 hours / work day –7 – 8.5 hours / week day

Chapter 2 Countdown for Course Preparation 3 Months –Objectives, Goals, Outcomes –Order/Choose Textbooks 2 Months –Draft Syllabus 1 Month –Prepare Lesson Plans –Prepare Out-Of-Class Learning –Choose Teaching Methods –Choose Technology 2 Weeks –Check Resources –Teaching Portfolio

Chapter 3 Meeting a Class for the First Time Setting the stage –Get students focused on your class Breaking the ice –“Social stuff”, introductions, learn names Problem posting –Elicit student’s expectations Introducing the syllabus –Have them read and discuss it, so they understand your expectations –Give reasons Introducing the textbook –Why this book? –Describe how they can use it effectively –Address disagreements between you and textbook Assessing prior knowledge –Ask informal questions, or use a “background knowledge probe” Questions and reactions –Build “learning climate” –Get feedback –Give students a chance to get to know you Subject matter –Don’t dismiss class early –Make students feel “this is going to be exciting”

Objectives, Goals, Outcomes Why? –Goals clarify your thinking –Goals drive assessment What? –Relevant to students now and in future? –Context (e.g. courses depending on yours) –Higher-order goals (critical thinking, lifelong learning, …) –Content-specific goals

Textbook Why? –Disadvantages No single text perfectly covers your topics consistently well –Advantages Less integration effort More classroom time (students read before class) Textbook is major influence on what students learn! What? –Fit objectives –Minimize disagreement –Order of presentation How to choose? –Pick 5 –Read a couple of chapters entirely –Pick 3-4 key concepts and compare their presentation –Beware of “seductive” details distracting from basic concepts

Syllabus Why? –Forces you to tradeoff topics/activities against each other (due to resource limitations) Students’ study time per week (in+out of class) –6 ECTS: h/semester = h/week –8 ECTS: h/semester = h/week –10 ECTS: h/semester = h/week –Correlate out-of-class activities (e.g. assignments) with classroom activities (e.g. lectures) –Contract between instructor and students What? –Structure & schedule of the course –Assignments & assessments –Policies –Syllabus construction guidelines Specific Measurable Agreed (clearly understood) Related (with clear structure and links between assignments) Time frame