Launching a Teaching System - 1: A Higher-Level Syllabus1. YOUR SYSTEM DISCLOSED You - Who you are--your core values--your key philosophy Your concerns for students - The outcomes you want for your students - Your hopes why students will value this education - Call to be made aware of students' special needs Your course content - Type of knowledge and abilities emphasized - Why the course is organized in a particular sequence - The objectives of the course and why you chose these as most important - How the course relates to the content, primary concepts and principles of the overall discipline Your chosen pedagogy (ies) - If the course will be primarily lectures, discussions, group work, projects, etc."describe your view of your responsibility for designing good use of class time - How the knowledge will be acquired by the student?describe what you will expect students to do both in-class and as part of their outside responsibilities. Your assessment design - How you will assess if chosen outcomes have been met - How this assessment will translate into any course grade 2. ESSENTIAL LOGISTICAL INFORMATION - Your phone, e-mail, office number and office hours - Textbook and/or outside materials needed - List of required readings (insofar as known) - Instructional technology requisites - Pre-requisite courses or skills - Policy for missed tests - Policy for late work - Policy for absences - Policy for extra credit work - Grading method and scale This design is unconventional because the usual logistical information comes later rather than at first (See sample Syllabus 1). Indeed, the act of omitting one or more of the final six checked items is the start of the most common path into a dispute with a student that ends at a chair's or dean's desk. Do note the word "essential;" it means exactly that (See sample syllabus 2)! But even more important than heading off a dispute with the occasional student is the need to start off your syllabus in a way that will help you get the vast majority of the class going the way you want it to go. If you want students to have passion for learning, you need to start with something more interesting than school policies! You and your aspirations for them are more interesting. The syllabus, in conjunction with its discussion on the first day of class, gives an opportunity to disclose your values, your enthusiasm, your interests, and to demonstrate them and involve your students in them. In the next couple of issues, we'll demonstrate how this structure will help you carry through on the course and then to demonstrate to the most skeptical of peers just how successful it was. Note well that your syllabus starts with your teaching philosophy?a document you can easily produce now, based on the past five newsletters. Draft it now, paste it above your desk, and consult it before you start every lesson plan and before you go to each class session.
WELCOME BACK!! "INSPIRATIONAL THINKING" is our kick-off for 1999. After several years of focus on instructional technology, it's time to get a renewal through some things that charmed us about the idea of going into classrooms to begin with?things such as inspired thinking and communicated enthusiasm. We usually have one large guest workshop each February. This year, in view of the importance of inspiration and enthusiasm, we'll have two, Len Barron from Colorado and Louis Schmier from Georgia. Both will present in the Executive Tower Inn, just east of campus, from 9:00 a.m. until about 3:00 p.m. Both events include a continental breakfast beginning at 8:30 a.m. and a lunch (food for mind and body?what a deal)! Expect high energy and invigorating experiences that will include the practical, some of the outrageous, and certainly will leave us thinking for a long time. (Isn't it a paradox how often we talk about teaching and learning, but how rarely we mention THINKING? Consider these workshops to be adventures in a "total thinking environment"?probably compatible with TOE (That Other Environment). HELP! I've become exhausted swimming in acrornyms and I inhaled! (Sorry, I couldn't resist.) INSPIRATIONAL THINKING I: EINSTEIN and EDUCATION On Friday, February 12, we will host educator and performance artist Len Barron. Len will perform one of his Einstein pieces and lead a discussion around a chapter of his book on Einstein and education. We will provide an advance copy of the chapter to all who register. Len is a 1967 graduate of the University
of Colorado and has been engaged in education ever since. In addition to
the University of Colorado and San Diego State University, he has taught
at Prescott College in Arizona and Dull Knife Memorial College on the Northern
Cheyenne Reservation in Montana. He worked in radio for ten years. He has
also directed a school for high school dropouts. He has written and directed
four theater pieces, including "Walking Lightly . . . a Portrait of Einstein"
and "On the Pleasures of Growing Older," which he has performed more than
200 times across the
The core of Len's work is rooted in the wonder of ordinary experience _ a celebration of awe and gratitude. His workshops borrow from the elemental nature of Einstein's manner and thoughtfulness _ those qualities are being fair, doing things beautifully, and playfulness. INSPIRATIONAL THINKING II: RANDOM THOUGHTS for PROFS On Friday, February 19, we'll host Louis Schmier from Valdosta State University in Georgia. Louis is a transplanted New Yorker and history professor. In his own words "When anyone asks me what I teach, my answer is unhesitatingly `a student.' They think I am kidding, but I am serious." Louis is a superbly successful teacher
and workshop presenter. He will share through doing with us what he does
with his students and also share his philosophy for doing so. He is perhaps
best-known for his inspirational "Random Thoughts" volumes: Random Thoughts
I, the Humanity of Teaching and Random Thoughts II Teaching from
the Heart. When I asked which might be the best to provide at this
workshop, he suggested a 50-50 split, so attendants could pick one or the
other. Expect a book as a bonus. Please read a few thoughts at http://www.halcyon.com/arborhts/louis.html.
Other suitable mental preparation might be a viewing of the film, Patch
Adams.
Best wishes for the New Year! (to all of you out there in CU's TLE at the NUU of UCD located at AHEC. From those of us at the OTE, the ITI, the TLT and the YUMPS) |
