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May 17, 2015


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Dr. Laura L. Runge
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Phone: 813-974-9496


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LAE 6389 Practice Teaching Literature


Class 3: Organizing the Course

    McKeachie, chaps 1,2,3
    Reading from Instructor's Guide to NAEL and NALW in course docs
    Runge, Tips on Effective Discussion (course docs)
    Tools for Effective Discussion
    C. Christensen, The Art of Discussion Leading a 30 minute video
    Guest Panel: What I Wanted to Know Before I Started Teaching Poetry (or Fiction, Drama...)

    Due:
    Wikipedia assignments: select and copyedit/improve a sentence on one article; add an illustration
    Assignment: draft course description, objectives
    Post #1 Group B / Response Group A

Class Objectives:

    Discuss readings and video on leading discussion
    Discuss Reading schedules, objectives
    Review Wikipedia Work
    Peer-review course descriptions

    Notes and Discussion Questions:

    Let's begin to think about how we will organize the material into specific learning objectives. To do this, take some time to review the learning objectives listed on the sample syllabi for the general education courses (see course documents). Also review the General Education guidelines on the website. You will also find resources for teaching and planning courses here.

    In the NAEL Instructor's Manual and the NALW Instructor's Manual, the opening chapters provide some broad guidelines for setting up a course. These are meant to suggest some of the important elements you have to consider in planning your course.

    What are your strengths in teaching? How can you organize your course to play to those strengths?

    How much will you expect your students to cover in a course? In a class?

    How will you accommodate the different learning styles of your students?

    How will you word your course objectives so that they correspond to the evaluative measures you require?

    Examine the sample syllabi in the course guide. How useful are these objectives as models for your course?

    Examine the sample syllabi in the course documents. How useful are these objectives as models for your course?

    The four dimensions of learning we will need to cover in our gen ed courses are: critical thinking, inquiry, creative and interpretive process and ethics. In some cases we will also cover historical dimensions. Please review the description of these objectives on the General Education Website.

    What activities or evaluative measures might you include in your course to achieve critical thinking? How will you word your objectives to describe this?

    Can you think of ways to adopt the suggested approaches for a literature class? What activities or evaluative measures might you include in your course to achieve inquiry? How will you word your objectives to describe this?

    We don't ordinarily think of literature as a "problem solving" or "problem" based discipline. Can you think of ways to adopt the suggested approaches for a literature class?

    ************************

    Active learning and discussion

    Peer Review of course description, theme, method of organization:

    Exchange your course description with a partner and read. Write notes and comments on the text. Consider some of the following questions:

  • What is the appeal of the theme or organization?
  • How does it help to achieve the goals of the class?
  • What texts work with the theme or organization?
  • What background material or research might be necessary to teach the theme of organization?
  • What problems might the instructor meet with this theme or organization?
  • Any suggestions, comments, ideas?



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