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6
Topic 7
PREPARING TO TEACH
"
Developing a good teaching plan with appropriate corresponding materials is a
process . . . try to build in flexibility; keep what works; discard what
doesn't!"
Topic
3:
Planning a syllabus /Selecting texts and
materials / Developing learning activities
1. Planning a syllabus
a. basic syllabus
guidelines
b. beyond the traditional syllabus
c. the “Course Information Document”
2. Selecting texts and
materials
a. how to locate, review
and select texts for a class
b. do you actually need a textbook?
3. Developing
learning activities: getting started
a. Linking activities and
assignments to learning objectives
FOLLOW-UP
READING: Planning a syllabus /Selecting texts and materials / Developing
learning activities
On Syllabus
Preparation:
- Read the UA course
syllabus policy:
http://w3.arizona.edu/~policy/syllabus.shtml
- Read “The Modern
Syllabus as a Course Information Document” from Thinking About
College Teaching (UA’s University Teaching Center):
ttp://utc.arizona.edu/resources/thinkingseries/vol1_6.html
- Read Tools
for Teaching on creating a syllabus:
http://teaching.berkeley.edu/bgd/syllabus.html
- Review relevant
sections of Iowa State's the Learning-Centered Syllabi Workshop:
http://www.celt.iastate.edu/teaching/syllabi.html
- Here's Washington
University's syllabus site:
http://artsci.wustl.edu/~teachcen/Faculty/preparingthecoursesyllabus.php
On Textbook
Selection:
- Read Tools
for Teaching on preparing or revising a course:
http://teaching.berkeley.edu/bgd/prepare.html
- Read:
Science Teaching Reconsidered: http://books.nap.edu/readingroom/books/str/
(Chapter 7 Choosing and Using Instructional Resources)
- other sections in here quite useful!
- Browse “Textbook
Selection for the ESL Classroom”
http://www.cal.org/resources/digest/0210garinger.html or locate and
read a similarly-themed site you find on your own
- Read this slightly
dated but interesting essay: R. Lewis (1992)
Textbook
Adoption: How Do Professors Select The Right One?
The Scientist 6 [7] and comment: W. Farnsworth (2004)
“In Teaching
Science, Let The Textbook Support The Classwork, Not Vice Versa,”
The Scientist 6[11]. (NOTE: The links are now
working)
On Developing
Learning Activities (getting started):
See various online
chapters in Tools for Teaching: http://teaching.berkeley.edu/bgd/teaching.html
Here's an example of my
TABLE OF SPECIFICATION for my NATS 101 course
(MS Word doc)
HOMEWORK DELIVERABLES & PREPARATION FOR LTC VISIT:
-
Construct a SYLLABUS/COURSE
INFORMATION SHEET for the course you are working on (or a course
in which you might teach the learning activity you are working on) -- Use
the UA course syllabus policy as your basis (see above),
but you may add additional items.
-
READ these short articles from the
EDUCAUSE site about learning technologies and the nature of the new
generation of learners that we face.
5 Points of Connectivity by S. Smith and A. Potocznia,
EDUCAUSE Review, vol. 40, no. 5 (September-October 2005): 30-41.
Father Google & Mother IM: Confessions of a Net Gen Learner by
C. Windham, EDUCAUSE Review, vol. 40, no. 5
(September-October 2005): 42–59.
"Engage Me or Enrage Me" What Today's Learners Demand by M.
Prensky, EDUCAUSE Review, vol. 40, no. 5 (September-October
2005): 60–65.
Think Small! A Beginner's Guide to Using Technology to Promote
Learning by B. R.KIng, EDUCAUSE Quarterly, n 1, 2007 p
58-61.
The
New Acadamy by C. Barone, in Educating the Net Generation,
Chapter 14, 2007 p 1-16
http://www.educause.edu/educatingthenetgen
PDF
-
VISIT
THE LEARNING TECHNOLOGIES CENTER
website, to familiarize yourself with the LTC.
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