I am excited about teaching this class. My Masters degree is in Literature, but I am not a teacher, per se. I am a student, perpetual student, so my focus has always been on learning in the classroom. I have teachers who were good mentors and some of whom I will copy for style. I am uncertain of how to structure the teaching time, though. Part of me is scared about the class management -- how will I use my time properly? I do not want the students to be bored, but I also do not want them to have it easy (using videos and easy writing). This is an upper division literature class so it should be challenging to them. I know this, but it has been a long time since I was at this level. Frankly, my degree program at SJSU was outrageously difficult, and the English courses I took as a minor emphasis were strictly formatted. The Professors lectured mostly and the students took volumes of notes. Current pedagogy suggests student-centered teaching methods, group work, and interactivity. GCU wants their teachers to facilitate and not "teach." I am not sure I know how to do that -- well, at the least, not in a way that will cover the material and challenge the student. Harumph!
I have a class outline (tentative) right now:
Class running time: 1 hour and 10 minutes
- 5 minutes of getting settled
- 5 minutes of welcome and general notes/ice breaker
- 15 minutes lesson time
- 15 minute video and writing prompt
- 15 minute class discussion
- 10 minute review and wrap up
- 5 minutes closing
On days when we are reviewing literature (analysis), I will create discussion groups based around set questions. Then I will assign a specific time for group discussion before we open up the class.
I wasn't able to finish this post yesterday, so I thought I would write a quick update today. I spent some time researching Learner-Centered teaching strategies, and I am now thinking I will follow a "bookend" model for my days. The bookend model is where you open with a short teaching lesson followed by a "think-share" time, and then wrap up with an assessment (to see what the students learned that day). I will be peer-reviewed on assessments so I want to make sure that I am recapping/reviewing and then assessing learner quality as often as possible.
Well, this is my plan...we will see what actually happens once the class begins on January 6th.