Janice Willson Janice Willson

Class Introduction
Advanced level

Description

In this lesson, students learn about the goals and objectives of the course. They also learn how the assessments relate to these goals, and to their personal goals.

Materials

Abc Syllabus
Abc Small, soft ball

Main Aims

  • To introduce the syllabus.

Subsidiary Aims

  • To connect course goals to personal goals, and to connect course goals to assessments.

Procedure

Introductions (5-10 minutes) • Icebreaker

Brief introduction of all the people in the class. Go around the room, having students say "My name is ___, and I like ____." "His/her name is ___, his/her name is ___, my name is ___. and I like ____." Alternative: Stand in a circle. Toss the ball, saying your name and the recipient's name.

Warmer/Lead-in (3-5 minutes) • To demonstrate the connection between goals and tasks.

Display a concept map with major goals. Elicit ideas about what smaller objectives would relate to these, and how they might be accomplished.

Test #1 (5-6 minutes) • To gauge students' expectations of the class.

Students write down answers to these questions: 1. What are your goals? 2. What do you think you'll need to learn to be a successful writer in college? 3. How do you think these goals will be accomplished?

Teach (10-13 minutes) • To introduce the goals and tasks in the course.

Hand out syllabus. Have them highlight the sections we will discuss. Then ask questions and let them provide the answers by referring to the syllabus.

Test #2 (3-5 minutes) • Compare students' expectations of the course with the actual course goals.

Individually: Have students compare their lists with the course goals/activities, listing the differences between their expectations and the goals and activities listed in the course. In Pairs: Have students compare lists and see if they had the same expectations.

Follow-up (10-11 minutes) • To discover discrepancies, give students agency in learning, and prepare for the next class

Elicit from students any course goals that are unexpected. Elicit from students any personal goals that are not included in the course. Tell students they must buy the book, bring a loose-leaf binder to class each day, and log into Harvey.

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