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Please complete the following as you come in:

Please complete the following as you come in:. pick up handouts, folder , card, and marker from the entrance table make a name card that will stand in front of you on your table learn the names of those around you. Your First Day of Class: Construct a Community of Learning.

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Please complete the following as you come in:

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  1. Please complete the following as you come in: • pick up handouts, folder, card, and marker from the entrance table • make a name card that will stand in front of you on your table • learn the names of those around you

  2. Your First Day of Class: Construct a Community of Learning Steve Klien, Director, Center for Faculty Enrichment

  3. Today we will… • do what’s on the screen • introduce ourselves • go over the handout packet • complete an interest inventory • make folders • lesson: “The First Day of Class” • wrap up and look ahead

  4. Who am I? Steve Klien Director, Center for Faculty Enrichment; Professor, Department of Communication Studies

  5. Who am I? Steve Klien Director, Center for Faculty Enrichment; Professor, Department of Communication Studies

  6. Who am I? Steve Klien Director, Center for Faculty Enrichment; Professor, Department of Communication Studies

  7. So… who are you???(in no more than 10 seconds!) • name • department you’ll teach in • hometown • degree institution • …and one thing you can’t resist!

  8. Your handout packet • interest inventory • outline: “The First Day of Class,” Clement • handouts: Clement and Fink on the First Day of Class; Desrochers, First Day Goals • handout: icebreaker suggestions

  9. Interest inventory Please take no more than five (5) minutes to complete this short form. Leave the last section blank… that’s for later!

  10. Course folders Please help me out: • use the label to put your name on the folder • put your completed inventory in the folder to turn in at session’s end

  11. (First day) classroom strategies: a rationale Key goals for the first day: (“Make the Most”, n.d.) positive first impressions introduce yourself effectively clarify learning objectives, expectations help students learn about each other set tone for the course collect baseline data on students whet appetites for course inform students of logistics

  12. (First day) classroom strategies: a rationale “Community of Inquiry” framework: (Garrison, Anderson, and Archer, 2000)

  13. (First day) classroom strategies: an outline (Clement, in Garrett, 2011) • prepare! • entrance table • the focus activity • daily list • introductions, icebreaker • go over the syllabus • interest inventory • mini-lesson • review and look forward

  14. First day strategy: Prepare! • roster from Class List, with pictures! • know where the classroom is, and be sure you have access • count the chairs, cross-check with roster • be sure you have all supplies • get to the room early!

  15. (First day) strategy: Entrance table …why? • instructor presence: establishes an entry point for the learning experience • cognitive presence: students engage course stuff immediately; on-time attendance reinforced! • efficiency: saves you time distributing

  16. (First day) strategy: Focus activity …what? • something students can do ask they gather / first 2-3 minutes of class …why? • cognitive presence: students engage course stuff immediately; on-time attendance reinforced!

  17. First day strategy: Intro icebreaker …why? • instructor presence: students get to know you, as (a) warm and welcoming, and (b) professional, serious • social presence: students start getting to know each other, and develop a sense that you are interested in them • [cognitive presence – connect to course?]

  18. (First day) strategy: Daily list …what? • class day outline, always visible …why? • cognitive presence: students reassured by structured routine, during and across classes • efficiency: helps keep you on track over the course of the class period

  19. First day strategy: Interest inventory …why? • instructor presence: provides you with helpful info to get to know your students • instructor presence: provides cues re: focusing the class • cognitive presence: engages your students directly, immediately on connecting themselves to the course

  20. (First day) strategy: Course folders …why? • efficiency: attendance procedure • efficiency: process for distributing handouts, collecting student work • instructor/cognitive presence: establishes a clear routine for students that requires accountable action

  21. First day strategy: Mini-lesson …what? • provide a lesson on course content on the very first day …why? • efficiency: don’t waste a day! • instructor presence: establishes a serious, substantive tone for learning environment • cognitive presence: students engage, Day 1

  22. First day strategy: Mini-lesson …possible options? • mini-lecture + activity: introduce core concepts • give a pre-test, and provide the answers • artifact and discussion: video clip, photo, quotation, brief reading • demonstration: experiment, performance • problem-solving: model how, then have student pairs solve problems

  23. (First day) strategy: Lesson plan Four steps: (Clement) • focus students • present new material • apply new material (student learner-centered activity) • review, conclude, assess • the “ticket out the door”

  24. Application exercise! • by yourself, 5 minutes: • identify a core concept or initial example that can provide a hook to connect students to the course • sketch out a 4-step mini-lesson for it • share your lesson plan with your table-mates • feedback, suggestions?

  25. Questions? Discussion?

  26. Your “ticket out the door” • In the space provided on your interest inventory, provide: • one helpful idea you learned over the course of the day, and/or • one unanswered question you have that we can address tomorrow • Place your inventory in your folder, and return it to the entrance table on the way out!

  27. Works Cited Garrett, Jennifer, Ed. (2011). Ten ways to engage your students on the first day of class. Magna Publications White Paper. Madison, WI: Magna Publications. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text- based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105 Make the most of the first day of class (n.d.). Eberly Center: Teaching Excellence & Educational Innovation. Retrieved August 3, 2014 from http://www.cmu.edu/teaching/designteach/teach/firstday.html

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