David Foster Wallace’s mind-blowing creative nonfiction syllabus: “This does not mean an essayist’s goal is to ‘share’ or ‘express herself’ or whatever feel-good term you got taught in high school” English 183D is a workshop course in creative nonfiction, which term denotes a broad category of prose works such as personal essays and memoirs, profiles, nature and travel writing, narrative essays, observational or descriptive essays, general-interest technical writing, argumentative or idea-based essays, general-interest criticism, literary journalism, and so on. The term’s constituent words suggest a conceptual axis on which these sorts of prose works lie. As nonfiction, the works are connected to actual states of affairs in the world, are “true” to some reliable extent. If, for example, a certain event is alleged to have occurred, it must really have occurred; if a proposition is asserted, the reader expects some proof of (or argument for) its accuracy. Expenses There are no required textbooks 1 and I will provide free Xeroxes of all outside readings. Total Writing Workload for Class (1) Let’s say 24-39 pages of finished, high-quality nonfiction. Class Rules & Procedures Essays = 60%
Teaching for Enduring Understanding Earlier this summer I discussed the idea of backward design, which comes from Grant Wiggins and Jay McTighe’s excellent book Understanding by Design. Recall that backward design is a three-stage process, in which you as a teacher first identify your desired results for a class, then determine what would count as evidence that your students did or did not reach those results, and finally, design your learning experience around your desired results and evidence. The idea behind backward design is simple, yet it’s something I find myself relearning again and again. Even now, as I prep for the upcoming semester, I am tempted to focus on what I want my students to read, rather than what I want my students to understand. It’s a testament to my perennial rediscovery of backward design that I wrote virtually the same sentence as above in my earlier post on backward design—and had forgotten I had done so. The outer ring represents knowledge “worth being familiar with” for students. Return to Top
Creating ← The Graphic Syllabus Graphic Syllabi Structures Now that you have collected and categorized your course syllabus components, it’s time to get creative and start sketching your graphic syllabus! There are numerous possible logics for structuring your syllabus. Your course may easily (or with a little tweaking) fit into one of these structures: This is not an exhaustive list and you may see the flow of your course syllabus in a different way. Consider these six different ways to layout one single concept. The next step is choosing a diagramming tool to graphically display your syllabus. A list of tools is available in Implementing.
Rhizomatic Learning – Why we teach? It’s my week at #change11. My topic? Rhizomatic Learning. Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus. I’ve been talking about rhizomes and learning for about five years now. Why do we teach? Why do we teach? What does successful learning look like? the rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight. It is that map that I think successful learning looks like. Sounds a bit like networked learning…? What does a successful learner look like? Nomads have the ability to learn rhizomatically, to ‘self-reproduce’, to grow and change ideas as they explore new contexts. How do we structure successful learning? Activity.
Creating a Syllabus | Faculty Central Below you will find some helpful information and resources to use when creating your syllabus. Polk State College Procedure Polk State College Procedure 1001 contains guidelines for communicating course information to students. The procedure clearly outlines the elements instructors are required to include in their syllabus. Procedure 1001 Contains all guidelines related to communicating course information to students including the list of required syllabus elements. Syllabus Checklist Contains required syllabus elements as indicated in Procedure 1001 formatted as a handy checklist. Learning-Centered Syllabus Faculty are encouraged to develop and utilize a learning-centered syllabus. “A learning-centered syllabus includes more, rather than less, information. A learning-centered syllabus includes all of the information that a student needs in order to be successful in a particular course. References Grunert O’Brien, J. (2008). Like this: Like Loading...
Characteristics of Millennial Students: What Professors Need to Know The first indication that the Millennial Generation may be different from previous generations is to consider how many different names we have for the generation and the people who belong to it. They’re referred to as Generation Y, Nexters, Baby Boom Echo Generation, Echo Boomers, Digital Natives, Generation Next, Generation Me and, of course, Millennials. If nothing else, they’re one of the most studied generations. And while it’s important we don’t stereotype an entire generation of individuals, the large body of research on those born between 1981 and 1999 (or there about) has provided us with unique insights into their learning preferences, behaviors and attitudes. Christy Price, EdD, a psychology professor at Dalton State College, became interested in Millennial learners when she noticed a gap between students’ expectation for success and the effort they put forth in the classroom (Price, 2009). References: Price, C. (2009). Price, C.
Syllabus Design Center for Teaching Advancement and Assessment Research Phone: (848) 932-7466 Fax: (732) 932-1845Directions All Rutgers faculty and instructors are expected to develop a comprehensive and detailed course syllabus for each course. All syllabi should be posted on or linked to the department's own website by the first day of class. (Expanded Course Descriptions should be posted to the Online Schedule of Classes when registration begins for the upcoming term.) A good syllabus will provide students with a roadmap for the semester, help them plan their class work and study calendars, and provide them with the specificity they need to help them complete their work with a full understanding of what you expect of them. You should approach the syllabus as a teaching tool as important as the textbook; the syllabus is where you lay out your expectations of what students should gain from the course and how their level of achievement will be assessed. Basic Information:
What skills should we be teaching to future-proof an education? Some time last year I spent quite a bit of time reflecting on what skills we could be focusing on in higher education to “future-proof” a degree. What skills will stay relevant no matter what future careers look like? There are two frameworks used and endorsed in K-12 education: Partnership for 21st Century Skills and Equipped for the Future. I felt that the lists not quite right for adults that are returning or seeking an education. Focus Manage your information streamPay attention to detailsRemember (when you need to)Observe criticallyRead with understandingSet and meet goals Explain Media literacy (determine and create the right media for the job)Present ideas digitallyDesign for the audienceDepict data visuallyConvey ideas in textSpeak so that others understand Interact Advocate and influenceResolve conflict and negotiateCollaborate (F2F or virtually)Guide othersLead Analyze Interpret dataMake decisionsThink criticallySolve problemsForecastFilter information Flex Learn Possibly Related Posts:
How to Improve Your Teaching With the Course Syllabus Did you ever have a student misunderstand an assignment, express surprise that you had considered attendance important, or want an explanation of how you grade after the final exam has been scored and the semester is over? If, like most teachers, you receive a few such remarks every semester, you already appreciate the need for clarity in your communication with students. One of the best ways to clarify such communication is through your course syllabus. One of the easiest ways to improve your teaching is to increase the communication effectiveness of your syllabi. The Purpose of a Course Syllabus The course syllabus serves at least seven basic purposes (Rubin, 1985). Helps Plan and Clarify Your Course The very process of writing a well-constructed syllabus forces you to crystallize, articulate, organize, and communicate your thoughts about a course. Try inviting a person who has no expertise in your academic area to critique your syllabus. Introduces You to Students 22 Lessons Learned
Life in a 21st-Century English Class Teaching Strategies Creating a Common Craft-style video is part of the classroom assignment. By Shelley Wright I teach in an inquiry, project-based, technology embedded classroom. It means my classroom is a place where my students spend time piecing together what they have learned, critically evaluating its larger purpose, and reflecting on their own learning. Finally, technology is embedded into the structure of all we do. In my English classroom, this looks a lot different than in my biology and chemistry classrooms (which you can read about here). My curriculum states that I need to develop skills in 5 areas: reading, writing, viewing and representing, listening and speaking. Whenever we begin a new inquiry unit, research is always involved. After researching, we come back together to discuss what needs to happen next. This semester, we’ve chosen to create a social media campaign to raise awareness around modern slavery. I grabbed a piece of paper and drew a triangle. “Sure. Wow.
UDL-Universe: A Comprehensive Universal Design for Learning Faculty Development Guide - In addition to advocating innovative instruction and multiple modes of representation, engagement, and expression, UDL encourages the use of “accessible” and “usable” course materials. These are documents saved in electronic formats (e.g., doc, rtf, pdf, html) and formatted to enhance their usability for the largest possible audience. A single presentation method can prove limiting, for example, when providing a course syllabus. Since a print copy can only be used in one mode (that is to say, it must be seen to be read), it is inaccessible to students who possess visual impairments. The same syllabus, however, saved in an electronic format, can be read aloud by screen reader software and translated into Braille, which can in turn be printed or read at the computer using a refreshable Braille keyboard (available at many campuses). Accessible Images Some people think that graphics are bad for accessibility. Accessible Text Audio Video
Relaxing in the Digital Garden: How to Thrive in the 21st Century "Garden." "Relax." Those are the answers to two questions I've been asked more often than any other on this Now You See it book tour that began back in August. I know those words don't seem as if they are the key to success in the digital future, so let me explain. “Garden” is the answer I give most frequently to parents and educators when they ask what I see as the most important characteristic of successful schools. The operative learning principle goes back at least as far principle that goes at least as far back as John Dewey’s idea that all learning should be related to the actual experiences of the child, to contemporary Project-Based Learning methods, and to the idea reiterated by many educators, including the National Academies that the most important 3 R’s” are relationships, rigor, and relevance. But what does all this have to do with the digital age? And why “relax”? Let’s put our experience in perspective. And so are our kids. They are not being damaged by the Internet.