Summer Graduate Teaching Scholars Program University of Californina, San Diego Peter Newbury 5/2/2014

1. Summer Graduate Teaching Scholars
Preparing toTeach 1
April 29 and May 1
Peter Newbury
pnewbury@ucsd.edu
ctd.ucsd.edu 1sgts.ucsd.edu

2. Preparing to Teach Workshops
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The aim of these workshops is to give you a well-
supported head start on many of the things you
should do to prepare for your classes, like
 creating a syllabus
 working out an assessment scheme
 drafting learning outcomes
 deciding what kind(s) of student-centered,
alternatives to lecture you’ll use, and
developing those activities
 and more…

3. Who are you?
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 name
 field/department
 what course are you teaching?
While others introduce themselves, listen
for someone doing something like you –
maybe you can work together in future
sessions.

4. Reminder: How People Learn
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5. How People Learn: Key Findings
1. Students come to the classroom with preconceptions about how
the world works. If their initial understanding is not engaged, they
may fail to grasp the new concepts and information that are
taught, or they may learn them for purposes of a test but revert
to their preconceptions outside the classroom.
2. To develop competence in an area of inquiry, students must: (a)
have a deep foundation of factual knowledge, (b) understand facts
and ideas in the context of a conceptual framework, and (c)
organize knowledge in ways that facilitate retrieval and
application.
3. A “metacognitive” approach to instruction can help students
learn to take control of their own learning by defining learning
goals and monitoring their progress in achieving them.
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6. Sort your cards into 3 sets of 3:
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Key Finding
2
Implication
forTeaching
Implication
forTeaching
Implication
forTeaching
Designing
Classroom
Environments

7. sgts.ucsd.edu 7

8. Scholarly Approach to Teaching
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What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
Everything
you value,
from learning
outcomes to
what will happen
in class to how
your students will
be assessed, should
be revealed to your
students on the
course syllabus.
CarlWieman
Science Education Initiative
cwsei.ubc.ca

9. Example Syllabi
CSE 3: Fluency with Information Technology
(Beth Simon)
MMW 11: Making of the Modern World
(Matthew Herbst)
HIEU 131:The French Revolution
(Heidi Keller-Lapp)
Take 10 minutes and look over these syllabi.
Find 5 things they have in common.
Does anything surprise you?
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10. Next week: Learning outcomes
Watch the blog
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for details about what you should do to
prepare for next week’s meeting.
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