Day 1 Day 1: Introduction to the Course/Acceleration Introduction to Classroom Logistics the course Attendance and adding Teacher introducers herself, the course, and a bit about why she is excited to teach this class and work with these students. Building Icebreaker (Community Building—Why are we here?) community Teacher puts students into groups of three and asks them to introduce themselves. Each individual must answer the following questions: 1.) Why they are in English 95 (as opposed to English 70 or 90)? 2.) Their feelings about reading and writing, e.g. Reading/writing is great because ________. Reading/writing is okay because ________. I dislike reading/writing because _________. Share With Class Each their group members group’s speaker introduces by name and goes over the Teacher groups’ responses. writes similarities and themes on board for each group. Students will hear that other students have struggled with reading and writing in the past as well. Creating a safe space to discuss challenges is an important outcome of this activity. What is Introduction to Course: Lecture Acceleration? What is English 95, and what should we expect to do? How do we get there? Teacher briefly explains Acceleration principles, challenges, and benefits to get student buy-in. Students should understand that this is a special course! Understanding Syllabus Stations course In groups of six, students move through 5 stations throughout the expectations room. Each station has a specific question about the syllabus on it (attendance policy, plagiarism, etc.) Students should find the Syllabus relevant information in the syllabus and discuss and take notes on Stations: each The teacher will be at the final station to station’s question. answer any questions students have and to begin learning names. After they have completed all the stations, students will have a learning better understanding of the syllabus. Wrap-Up Any additional questions about the syllabus or course?
Day 1 Day 1: Introduction to the Course/Acceleration Introduction to the course Building community What is Acceleration? Understanding course expectations Syllabus Stations: learning Classroom Logistics Attendance and adding Teacher introducers herself, the course, and a bit about why she is excited to teach this class and work with these students. Icebreaker (Community Building—Why are we here?) Teacher puts students into groups of three and asks them to introduce themselves. Each individual must answer the following questions: 1.) Why they are in English 95 (as opposed to English 70 or 90)? 2.) Their feelings about reading and writing, e.g. Reading/writing is great because ________. Reading/writing is okay because ________. I dislike reading/writing because _________. Share With Class Each group’s speaker introduces their group members by name and goes over the groups’ responses. Teacher writes similarities and themes on board for each group. Students will hear that other students have struggled with reading and writing in the past as well. Creating a safe space to discuss challenges is an important outcome of this activity. Introduction to Course: Lecture What is English 95, and what should we expect to do? How do we get there? Teacher briefly explains Acceleration principles, challenges, and benefits to get student buy-in. Students should understand that this is a special course! Syllabus Stations In groups of six, students move through 5 stations throughout the room. Each station has a specific question about the syllabus on it (attendance policy, plagiarism, etc.) Students should find the relevant information in the syllabus and discuss and take notes on each station’s question. The teacher will be at the final station to answer any questions students have and to begin learning names. After they have completed all the stations, students will have a better understanding of the syllabus. Wrap-Up Any additional questions about the syllabus or course?
AccelerationProjectJill.docx