Before Class: How should I prepare?
Whether you're designing your own course from scratch or planning a series of discussion sections, there's plenty to consider before you enter the classroom. And every ounce of preparation saves a pound of stressful scrambling part-way through the term. The best way to begin preparing for any class is to define what skills and knowledge your students should have by the end of the term. Consider who your students are and what environment, resources and activities will assist them in gaining these skills.
- Plan clear learning objectives for the course as a whole and for each class. Be sure to include these in your Syllabus
- Syllabi are contracts; they’re most effective when comprehensive and explicit: in addition to learning objectives you might include behavioral expectations (especially if your course includes controversial materials), grading policies, rubrics, plagiarism rules, disability resources. Most syllabi include a schedule of tests, readings and assignments.
- Calendar the entire term, paying particular attention to tests, due dates, and reading assignments; will the students be able to complete this work reasonably while taking other courses? Compare the calendar to your own schedule; will you be able to manage the grading and preparation without killing yourself?
- Prepare a student information sheet which will give you valuable info about your students at the front end of the course.
- Consider your environment; visit your classroom and decide how to use the space, arrangement of desks/chairs to encourage interactive, engaged learning. Learn to use the media: projector, Crestron control panel, DVD, etc.
- Prepare your reading materials as early as possible and then work with Copyright Clearance or the Duck Store on your course packet and textbook orders.
(NOTE: Below links will open in a new browser or tab window)
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Writing Learning Objectives
A Teaching Resource Document from the
Office of the Vice Chancellor for Planning and Academic Support
Prepared by
Raoul A. Arreola, Ph.D.
University of Tennessee, Memphis
Writing Quality Learning Objectives
Park University, Faculty Resources Quick Tips
Writing learning outcomes for the Core Curriculum
Guidelines for Writing Learning Objectives
College of Agriculture and Life Sciences, University of Florida
Learning Objectives
From the Teaching and Learning Laboratory at MIT
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Syllabus
A collection of links to excellent information about syllabus construction appears in the TEP “Inclusive Teaching” website.
Syllabus Recommendations from the University of Oregon Registrar
Creating a Syllabus for the Learner-Centered Classroom (
PDF
108K
)
How do I build a "state of the art" syllabus?
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University of Oregon Academic Calendar
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THE "STUDENT INFORMATION SHEET": A Proactive Strategy for Initiating & Establishing Teacher-Student Rapport
Joe Cuseo Professor, Psychology; Director, Freshman Seminar Marymount College (CA)
Example:
http://courses.durhamtech.edu/perkins/info.html
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Training Room Design/Seating Arrangements
Shows different designs along with advantages and disadvantages of each.
Seating Arrangements
Animations by S. Holtrop 1997
Ideas from Huntington College
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Media Services
Located on the ground floor of the Knight Library, can provide instruction in how to use the various media in your classrooms. Even if you are an expert in using various technologies involved in teaching, it is a good idea to visit the classroom before the first day and try out your laptop and other media you might be using.
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The Copyright Clearance Office helps the University community to comply with copyright law, especially concerning class packets. They can assist in explaining the University's interpretation of the copyright laws and guidelines for fair use, obtain copyright clearances for you, or help you to do obtain the clearance yourself.
The Literary Duck accepts course book orders from faculty in person, via fax, by mail, by email or by using our convenient ONLINE ADOPTION.
Address questions or comments about
TEP or this site to:
Georgeanne Cooper, Program Director,
64 PLC
Phone: 541-346-2177 Fax: 541-346-2184
© Copyright 2000-2006 Teaching Effectiveness Program, University of Oregon.
Last Modified:
09/09/08
