How Can Student Learning Begin Before the First Day of Class?
Learn to improve upon traditional first-day classroom activities and replace stilted introductions and syllabus review with active learning by utilizing distance learning tools.
Practice What You Teach – Before the First Day!
You know how important the first day of a new course is.
Pedagogical literature is full of studies exploring the significance of the first day in shaping your class environment and student attitudes. You can readily find multiple examples of all you need to practice and model.
The problem is that it’s not possible to accomplish all this in one day.
Fortunately, there is a better way, and you can learn all about it in How Can Student Learning Begin Before the First Day of Class?, a Magna 20-Minute Mentor with Gary R. Hafer, Ph.D., the John P. Graham Teaching Professor at Lycoming College.
Hafer’s elegant solution? Start earlier. By taking advantage of distance learning tools, you can start connecting with students before they even walk into your classroom.
What sets this presentation apart is the wealth of specific information Hafer provides. Hafer, a widely published author, provides both a big-picture view of the benefits of “prelearning” and nitty-gritty details of how to organize it. Here are just some of the things you’ll learn:
- The four benefits of early outreach
- Five distance learning techniques for connecting with students before the first day
- The seven distinct planning components of preclass communication
- Effective scheduling for preclass communication
From students who are self-starters to those at risk, preclass communication helps set up all students for success. Purchase How Can Student Learning Begin Before the First Day of Class?today, and see how you can make the first day of your next course a great beginning for everyone.
Product Code: TM16CA
Dancers do it. So do baseball players. In every endeavor where top-notch performance is required, individuals who want to succeed make a point of warming up before they start.
How Can Student Learning Begin Before the First Day of Class? will show you how to make sure your students are warmed up before the first day of your class.
Doing so will set up your students for success and let you hit the ground teaching.
Distance learning tools let you improve upon traditional first-day classroom activities and replace stilted introductions and syllabus review with active learning. Student attitudes improve with opportunities to practice how the course works before it begins, and you’ll be able to identify at-risk students when you still can help them succeed.
Benefits and takeaways
This presentation offers multiple benefits for educators and learners alike. The more prepared you are to greet your students on the first day, the more likely you and your students are to succeed. You’ll learn how to:
- Use preclass communication to find more time to accomplish your learning goals
- Improve student attitudes with engaging first-day activities
- Identify at-risk students who may require additional support
Hafer shares specific organizational and scheduling techniques for implementing precourse communication. He’ll show you:
- Filing systems designed to meet your need for template storage and to ease student access
- Course scheduling milestones
- Multiple high-tech platforms for connecting with students and keeping them on track
After participating in this presentation, you’ll be able to:
- Distinguish the different problems associated with first-day activities
- Design a program that reaches out to students before they attend class
- Set learning as the goal for first-day activities by integrating practice into preclass student preparation
If you’re a relative newcomer to teaching at the college or university level, How Can Student Learning Begin Before the First Day of Class?is perfect for you.
This program will help you:
- Use early communication to address teaching problems
- Keep your communication with students timely and properly sequenced
- Begin active learning activities on the first day
You’ll find that this presentation is easy to apply to your work. A free-writing exercise conducted early in the seminar prompts you to list your “getting started” problems. Check-ins throughout the session will help you see how precourse communication will help you address these issues. Templates, checklists and a slide deck handout will help you implement all you learn.
Purchase this Magna 20-Minute Mentor today so you and your students can all start off on the right foot!
Gary R. Hafer, Ph.D., is the John P. Graham Teaching Professor at Lycoming College in Williamsport, PA, where he teaches writing to undergraduates in all disciplines.
He is the author of the Embracing Writing: Ways to Teach Reluctant Writers in Any College Course (Jossey-Bass, 2014), a guided approach to teaching course content through writing that also helps faculty develop their own professional writing projects.
His short studies on writing instruction have appeared in College English, The Journal of Developmental Education, and Computers and Composition. In addition, Hafer is production design editor for Brilliant Corners, the only journal devoted to jazz and literature.
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