Notes on Teaching and Learning

The first week of class is already over, and the semester is off and running, ready or not.  How was the first day?  Did you make any mistakes? Is there anything you would like to do over again?  Well, you cannot get that first day back again, but there are still many things you can do in the first three weeks to shape your class in productive and positive ways.

1) Keep learning your student’s names (Don’t give up!): taking the time early in the semester to learn the names of your students goes a long way to creating a positive learning environment.

• Get to class fifteen minutes early so that you can meet and greet each student as they come in.
• With a blank piece of paper, create a seating map by writing down each student’s name on the paper approximately where they are seated in the classroom. Use this map throughout the class to call on students.
• Use the “online photo” feature of insideND to match faces and names. If you are a T.A., ask your professor to print student face shots for you.
• While students are working on an active-learning assignment (such as a think/pair/share), go around the classroom and work on memorizing student names.
• Give yourself permission to make mistakes. Tell your students ahead of time that you will probably make mistakes.

2) Establish a positive classroom community: the tone of the classroom is often fixed after the first few class sessions, so early on work really hard to establish the “climate” you would like to keep for the rest of the semester.

• Learn student names (see above), and expect students to learn each other’s names.
• Model humility and respect, and explicitly ask students to treat each other in the same way.
• Get as many students involved as possible. Students will learn that their participation is expected and valued.
• In the first couple of classes introduce the types of activities and assignments you would like students to do on a regular basis during the semester. If introduced later, such things will be met with more resistance.
• Encourage questions and wait long enough (10 seconds) to allow students to actually ask.
• Start and end class on time.
• Stick around after class and meet with students.

3) Establish your authority as the instructor:

• Stick to your policies and expectations early, and students will learn that you cannot be pushed over.
• Early on, err on the side of being “too strict” and “too formal;” it is easy to become less strict and more informal as the semester progresses. Going the opposite direction, from casual to formal, is a lot more difficult.

4) Address students’ concerns:

• If you have not already done so on the first day of class, require students to fill out a survey in which students may air their concerns and fears about the class.
• At the next class, let students know that you have heard them and do your best to address their fears and concerns.
• When applicable, let students know that their concerns are shared by others in the class.

5) Give feedback early and often: don’t wait until the first exam to evaluate your students’ progress.  In the first few weeks of the semester establish a precedent of regularly assessing your student’s comprehension.

• End class sessions with a low-stakes, self-diagnostic quiz which covers the day’s material.
• Tell students that this is a chance to see whether they have comprehended the day’s learning goals.
• Immediately afterwards, have students grade each other’s quizzes; quiz grading is another form of active learning!
• Expose students early to the types of questions that you intend to give them on their exams.

Additional resources:

“101 Things You Can Do in the First Three Weeks of Class” by Joyce T. Povlacs, Teaching and Learning Center, University of Nebraska-Lincoln.

Colorado State University’s teaching page.

For more tips and extensive Bibliography, see: Barbara Gross Davis “The First Day of Class,” pages 37-47 in Tools for Teaching (Jossey-Bass, 2009); available at the Kaneb Center’s Library.

Cf. Linda B. Nilson, “The First Day of Class,” pages 43-50 in Teaching at Its Best: A Researched-Based Resource for College Instructors (Jossey-Bass, 2010); also available at the Kaneb Center’s Library.

Students are back in the residence halls, syllabi are (mostly) written, and somewhere, right now, a professor is planning the first day of class. A few minutes for the syllabus, then letting out early? Maybe go around the room and check attendance before they leave? While the first class may seem unimportant, it can actually be a critical time to set a positive tone for the rest of the semester. Here are 7 tips to help you “rock the first day”:

1. Show up early and greet students as they walk in. Arriving early gives you a chance to survey the classroom and get familiar with any technology you might be using during the semester. As students enter, welcome them and begin building rapport with them. This demonstrates that you are approachable and care about their individual success.
2. Introduce yourself to the students, and have them introduce themselves too. You can create a more collaborative environment by learning everybody’s names early on in the semester. There are plenty of ideas online for effective icebreakers to help students make connections with one another, and you might consider having students make nametags too. At Notre Dame, if you are listed as an instructor for the course, you can download students’ photos before the semester by accessing Online Photo on the Academic tab of InsideND.
3. Collect relevant information from your students. Have them fill out a notecard with information about their major, relevant coursework, why they are taking the class, or anything else you might need to know to create a productive learning environment. You can then refer back to these notes as needed without having to remember what students said in the first class of the semester.
4. Teach something on the first day. If the class is project-based, have them complete a minor project on the first day to give them a feel for how the rest of the semester will be. Completing a learning activity on day one indicates that this is a course where learning occurs every class period. Try using a “real-world” example to motivate students’ interest and leave them wanting to know more.
5. Promote discussion and student interactions from the very beginning. With each successive class that does not provide an opportunity for students to participate, they become increasingly less likely to speak up. Even if you are not leading a discussion-based class, provide some time for students to ask questions and talk to one another. Students will feel more comfortable asking the critical questions later on in the semester.
6. If your course is part of a series or dependent on students’ prior knowledge, consider having students fill out a questionnaire or ungraded quiz to assess entry-level competence. This is a good way to remind students of the ideas or skills they need to succeed in your class, as well as for you to gauge the level of understanding students are bringing to the course.
7. Communicate your expectations to your students. Have a syllabus or policy-sheet available, but consider discussing the details of it at the end of class, after your introductions and teaching activity. At the beginning of the class you are still making first impressions; make your impression one of passion for the subject matter and commitment to the students and their education. While you should always cover the most important parts of the syllabus (such as the learning goals, the expectations, any important administrative or safety details), you could also assign an online quiz on the syllabus to ensure that students have read and understand it.

Good luck to all teachers and students in the first week of classes!

Additional Resources

Successful Beginnings for College Teaching: Engaging Your Students from the First Day by Angela Provitera-McGlynn

“Here’s Your Syllabus, See You Next Week: A Review of the First Day Practices of Outstanding Professors” by Iannarelli et al.

“Make the Most of the First Day of Class” by the Eberly Center at Carnegie Mellon University

“101 Things You Can Do in the First Three Weeks of Class” by Joyce Povlacs Lunde

“Teaching the First Class” by the Yale Teaching Center

In last week’s blog post we discussed generating learning goals and planning assessments for your course. Now that you’ve decided what you want your students to learn and how you’ll evaluate their learning, it’s time to translate these plans into a syllabus and a semester of learning activities.

Syllabus Design

In addition to serving as an informational resource for students, many view the syllabus as a form of contract between the teacher and the student: what does each need to do in order for students to accomplish the established learning goals? Directing each section of the syllabus back to the goals you set is a useful way to go about writing a learning-centered syllabus. Begin by spending some time thinking about the types of students that will be taking the course. Are they majors or non-majors? Are they first-year students or students preparing for graduation? Then begin planning what topics, materials, and activities will best facilitate the students’ abilities to accomplish your learning goals.

Next, it’s time to begin writing your syllabus. The syllabus is a chance to communicate your expectations for your students and to answer students’ questions before they ask. A good place to get ideas for formatting or sections to include is to look at syllabi of courses similar to yours or used by professors whose teaching skills you admire. At the top of the syllabus should be the course information and your contact information (email, office location, office hours, etc.), followed by a description of the course and your learning goals. Additional sections that commonly follow include (but are not limited to): a list of course materials, a list and/or description of assignments, grading information, a schedule of readings and assessments, additional resources for students, and a list of course policies. Among the policies that should be addressed are accommodating students with disabilities, attendance, the honor code, inclusiveness, technology in the classroom, late work, and extra credit. Most syllabi also include a statement reserving the right to make changes to the syllabus if it is in the best interest of the students.

Lesson Plans

One of the most time-consuming parts of designing a course is planning a semester’s worth of reading assignments and course activities. A helpful way to begin is to obtain a copy of the academic calendar and see how many class meetings you have and other university events to take into consideration. Next, plot out when you would like your course assessments to occur. For example, how long will the students need to develop the prerequisite knowledge to write their first paper or turn in a particular lab report? In the meantime, continue reviewing course materials that will help prepare students to meet the learning goals of the course and begin grouping them in a framework that makes sense (for example, chronologically, into broad theories, moving from theory to application, or vice versa).

Once you have an idea of the topics you want to cover and the materials to use, you can begin plugging reading assignments into the calendar. Remember that, sometimes, less reading is more. When assigning textbooks or other readings, also consider the quality, accessibility to students, length, and price. You might also think about how the readings will prepare students for your lectures, classroom discussions, or other activities. In sum, choose the readings that best reflect your learning goals: ones that will help the students meet your expectations for them in the course and ones that will enhance and extend your teaching in the classroom.

One Last Step: Revise

After you’ve filled in all the necessary information for your syllabus, read over it one or two more times. Assess the tone of your syllabus; do you seem approachable and concerned with student learning? You should be able to explain how each component of the syllabus contributes to the central component: the learning goals. Also look for any errors or areas to add more clarification. And if you want additional feedback on the style, a new assignment or course design, or any other part of the syllabus, consider setting up an appointment with the Kaneb Center for a private, individual consultation.

Best of luck as you finish writing your syllabus and preparing for the fall semester!

Additional Resources

The Course Syllabus: A Learning-Centered Approach by Judith Grunert O’Brien

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses by L. Dee Fink

Teaching What You Don’t Know by Therese Huston

Understanding by Design by Grant P. Wiggins

What the Best College Teachers Do by Ken Bain

As another semester draws to a close and summer is upon us, now is the perfect time to wrap up your courses on a strong note.  To help you do so, make sure to:

• Reflect Upon the Semester and Take Notes on It.  Are there some things you thought went really well this semester or are there things you’d like to tweak before the next time you teach it?  Now is the opportune time to reflect upon your semester and to write down your thoughts.  These notes will be invaluable to you the next time you teach the class and, despite your best intentions, it may be difficult to remember the specifics in a few months (or years!).
• Submit Grades.  Grades need to be submitted online by 3:45pm on Monday, May 11th, 2015.  For more information on how to do so, check out the Office of the Registrar’s webpage.
• Review your CIFs.  Once you’ve submitted grades and CIFs are released, you can access your student evaluations at http://cif.nd.edu/.  Are there any constructive suggestions you can incorporate into future courses?  For help interpreting your CIFs or for tips on how to address these evaluations, consider scheduling a consultation with the Kaneb Center.

This summer, we also encourage you to take advantage of the Kaneb Center’s resources.  To help you hone your pedagogical prowess over the next few months, consider:

• Joining a Reading Group.  The Kaneb Center purchases books on teaching and learning for those interested in engaging in small, informal reading groups over the summer.  We have a list of recommended readings, so if you wish to organize a group with your colleagues or meet some new friends, we have plenty of great books to get everyone talking about teaching.
• Participating in a Pedagogy Journal Club.  The Kaneb Center is also considering starting a weekly Pedagogy Journal Club.  This would be a meeting, approximately one hour long, where recent pedagogical research would be shared and discussed.  (A sample variety of education journals can be found here.)  If this is something you would consider joining, please email Joseph Michalka so that interest can be measured and meeting times can be arranged.  Additional information on the journal club will be forthcoming.
• Scheduling a One-on-One Consultation with Kaneb Staff for your Fall Classes.  Want to get a jump start on prepping for your Fall courses?  Come see one of our staff members who can help you fine-tune your syllabus.  In these consultations, we can also help you develop assessments, craft rubrics, and review your CIFs.
• Taking a GRED Course (or Two!).  If you’re looking to hone your skills in a course devoted to teaching and learning, check out Kaneb’s Graduate Courses on University Teaching and Learning (GRED).  Just make sure to apply for a tuition waiver through your academic unit and contact Joanna Sherbun if you have any questions.
• Checking out a Book from Our Library.  What goes better with sunshine and a cold beverage than one of Kaneb’s many books on teaching and learning?  Come check out our library for tons of great summer reading options.

From all of us at the Kaneb Center, we wish you a happy and productive summer!

It’s hard to believe, but the last day of class – April 29th- is just around the corner! Have you thought about how you want to end the semester? We typically put a lot of thought in to the first day of class, but sometimes fail to put the same effort into the last day. Below are some ideas to consider when planning for the last day to end on a strong note.

Take care of final announcements and administrative duties. This may include reminders regarding the date and location of the final exam or any final assignments, updated office hours for finals week, or CIFs. You may also want to discuss how you use the feedback from students when planning future courses.

Review course material. It is popular to use the last day of class as a review day to prepare for the final exam. Online polls like surveymonkey.com can be administered to the class ahead of time to determine which material to review. Creating a concept map containing the major topics/themes from the course is another great way to review material.

Review course learning goals. Class time can be used to go over the learning goals established at the beginning of the semester. This is a great way to focus the student’s attention while they prepare for their final exams.

Have students reflect on their learning. Another option is to give students time in class to write about their learning. You can ask them to write about their main takeaway from the course and/or what they think they will remember from the course a year from now or 5 years from now.

For more ideas check out the following resources:

1. The Last Day of Class from UC Berkely’s Center for Teaching and Learning
2. Teaching Tip: Ending a Course from Ball State University

Debates can be an effective and engaging way for students to analyze different concepts and to develop critical thinking and public speaking skills. They are also a useful technique for achieving greater participation in class and for discussing controversial issues in a structured environment. The Kaneb Center recently hosted a workshop on using debates in the classroom; below are some of the highlights from the workshop:

Choosing a Debate Question

To have a fruitful debate, choose an open question with two (or more) sides that can be reasonably supported with academic evidence. A great place to start is with major debates and schools of thought in your discipline or a moral or ethical question involving the subject matter you are teaching. The question should be simple enough for a non-expert to debate, yet complex enough that students will be able to develop multiple arguments to support their side of the issue. Another helpful way to choose a topic is the fact-value-policy framework. Here are some examples:

• Fact: “Genetically modified foods are safe to eat.”  This is a disputed statement that allows students to debate the definition of “safe to eat” and the science behind whether the foods are harmful to humans or not.
• Value: “Preemptive war can be morally justified.” In this statement, students could draw on different societal values and principles to discuss the morality of war.
• Policy: “Public universities should allow funding for student groups that promote a specific religion.” Policy debates include questions about whether the policy in question is desirable or effective and whether the policy-enacting agency should be the one to make the policy.

Of course, these three types of debate questions often overlap. Use this flexibility to choose a question that is most relevant to your particular course and to your students.

Setting up the Debate

It is important to keep your learning goals in mind as you decide what type of debate to conduct, what question(s) you will use, what roles the students will have, how they will be assigned to teams, and how the debate will be graded. Once you have everything planned, be sure to clearly communicate the information to the students to allow them to fully prepare for the debate. You may also want to provide your students with assigned reading, directions for researching the topic on their own, and the debate rules and etiquette guidelines.

Debate Formats

Classroom debating is an extremely flexible teaching method, so there are many different formats you can follow, depending on your own learning goals and objectives for the class. We’ve outlined several (for individual students, small groups, the full class, or online) in our workshop handout, and many more format suggestions are available online.

Most debates begin with a short period of individual or group preparation, which is a great time for the teacher to listen in on the preparations the group is making and offer suggestions or answer questions before the debate starts. It is also helpful to end the debate with a debriefing stage when the arguments made by both teams can be assessed and students can discuss their ideas independent of the side they were assigned to or chose to argue.

The debate also often includes a time for teams to make opening and closing statements, where they have uninterrupted time to develop their arguments. Other potential debate components include a rebuttal, where Team B can respond to the arguments made by Team A, or a cross-examination, when teams can question each other in a more free-flowing style. In debate styles with smaller teams, this could also be a time for students in the audience to question their peers on the evidence they have used to support their arguments.

Give Debate a Try!

Debate can be a fun and useful active learning technique, and is a great way for students to develop many important skills. For more information about using debate in the classroom, see the resources below. The Kaneb Center also offers individual consultations for Notre Dame faculty and graduate students if you are interested in discussing incorporating debate or other active learning techniques into your course plans.

Additional Resources

Many Sides: Debate Across the Curriculum by Alfred Snider and Maxwell Schnurer

The Debatabase Book: A Must-Have Guide for Successful Debate by Robert Trapp

“Debating the Evidence: An International Review of Current Situation and Perceptions” by Rodie Akerman and Ian Neale

International Debate Education Association

Createdebate.com

The Kaneb Center recently hosted a workshop on facilitating discussion in the social sciences and humanities. The panel was led by four Notre Dame faculty members who utilize discussion in their classes, and provided reflections on and methods for leading effective discussions. Below are some of the highlights of the workshop:

Panelists:

JoAnn DellaNeva, Associate Dean for Undergraduate Studies, Professor of French

Romana Huk, Associate Professor of English

Julianne C. Turner, Associate Professor of Psychology

Christina Wolbrecht, Associate Professor of Political Science

Recap:

IN THE SYLLABUS

• Emphasize discussion’s importance. If you are planning to use discussion in your course, be sure to include language in your syllabus and talk with your students about how classroom discussions fit your learning goals. Discussion is a technique that requires joint responsibility for students’ learning, so it is important that everyone is prepared to participate.
• Grade it. You can give students an incentive to participate in class by making participation a portion of their overall grade. Be clear about your expectations and what “counts” as participation, as well as how you will evaluate it. You may also want to give students a participation grade update midway through the semester so they can adjust accordingly.
• Schedule it. Students will be more or less likely to participate in discussions depending on what else is going on in the course; for instance, if you want students to participate in a deep discussion of the course material, schedule the discussion for a day other than the due date of an important paper. You may also consider having a discussion on the students’ papers. Be sure to consider readings, assignments, vacation days, etc. when planning your class discussions.

AT THE BEGINNING OF THE SEMESTER

• Get everyone participating. The beginning of the semester is crucial for establishing students’ voices in the discussion. Students are even less likely to participate in later classes if they are not asked to participate early on. Look for ways to get students engaged on the first day by holding a mini discussion and calling on students or asking everyone to answer a broad question.
• Create a respectful environment. In addition to making sure that everyone participates, make sure that each person’s voice is respected and heard. Give students opportunities to participate without having to provide a definitive “right” or “wrong” answer, and handle off-topic responses by trying to pull something useful out of the comment or redirect it to encourage other students to chime in.
• Get to know your students. And have them get to know each other too! This will not only help build a respectful environment, but also generate a more free-flowing discussion. Use icebreakers or nametags to help you and the students learn names.

DISCUSSING DIFFICULT TOPICS

• Lead into difficult topics. Once you have established a healthy discussion environment by discussing less-controversial topics early in the semester, it will be easier to discuss difficult topics later on.
• Prepare and (if necessary) repair. Before discussing difficult topics, remind your students that you will discuss ideas that may challenge their points of view, but that you will work to maintain a respectful environment. If problems arise in the course of the discussion, talk to students individually and confidentially to restore a healthy balance.
• Represent different opinions. Certain opinions may be less likely to be raised in class, so you as the discussion leader may have to represent different perspectives. Try to avoid putting the burden on students to represent the views of a particular social group, but rather look for ways to ensure different groups and ideas are represented in your discussions and course materials.

Thanks to our four panelists for their excellent advice! For additional resources on leading effective classroom discussions, check out:

The Art of Discussion-Based Teaching: Opening Up Conversation in the Classroom by John E. Henning

Discussion As a Way of Teaching: Tools and Techniques for Democratic Classrooms by Stephen D. Brookfield and Stephen Preskill

Talk, Talk, Talk: Discussion-Based Classrooms by Ann Cook and Phyllis Tashlik

The Teacher’s Guide to Leading Student-Centered Discussions: Talking About Texts in the Classroom by Michael S. Hale and Elizabeth A. City

What’s the Point in Discussion? by Donald A. Bligh