During your first class, you should start teaching the way you plan to carry on for the rest of the unit. Some ideas for the makeup of your first class include:
☐ | Introduce yourself | Share your name, contact details, and appropriate contact hours. You may like to briefly discuss your background or study interests. |
☐ | Provide an overview of the course | Discuss the course outline, learning outcomes, assessments, and any key information. |
☐ | Set expectations | Talk to the group about your expectations of them and ask about what expectations they have of you. Consider getting the group to establish a set of ground rules for their class |
☐ | Set ground rules | Establish the ground rules regarding punctuality, attendance, use of mobile phones, group activities and the like at the beginning of the session. |
☐ | Discuss textbooks and other resources required | Explain the choice of textbook/readings, and the relationship of readings to lectures and/or tutorial; outline any other resources required for the course. |
☐ | Consider an icebreaker or warm-up activity | For example, set an introductory group learning activity that helps the students get to know each other and reduces the de-personalisation that can be associated with large classes. |
☐ | Start on the course content | Discuss a core idea, pose a typical problem, or ask students to complete a group exercise. By moving into the course material, you're telling students that the course is well organised, well-paced and worthwhile. Introduce material that gives the flavour of the class, and connect it with programs or experiences that students have already had. |
☐ | Encourage discussion from the start | Ask the students questions, and get them to ask questions. Establish a give-and-take atmosphere. By establishing interactive expectations from the outset, you also provide a framework for the students’ new learning environment, helping them to understand that learning is not a passive activity. |
Drawn from: ‘Teaching today’s diverse learners’ in the Council of Australasian University Leaders in Learning and Teaching (CAULLT) Contemporary Approaches to University Teaching project.
Authors: Dr Ann Luzeckyj, Flinders University and Dr Teresa De Fazio, Victoria University CC BY-SA 4.0
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