Thread by @burnidge

Since so many of us are working on syllabi--or not working on them to enjoy the final weeks of the summer--let me share a few links that help me plan my classes (and procrastinate a little while longer on my own)....

1. For Course Schedule making, I use @wcaleb's Syllabus Maker @RiceCTE which Auto generates a calendar for you: wcaleb.rice.edu/syllabusmaker/

2. For questions of "how much reading/writing do I assign?" I use the award-winning, research-based Course Workload Estimator made by Elizabeth Barre & @JustinEsarey also found at @RiceCTE cte.rice.edu/workload

3. For panic over what do I do for THIS in-class discussion, I utilize @cultofpedagogy's BIG List of Discussion Strategies: cultofpedagogy.com/speaking-liste…

4. When I need a meaningful unit exam, midterm, or final, I have been turning to curation lately. @cultofpedagogy once again for the assist: cultofpedagogy.com/curation/

5. I also LOVE project-based assignments, really whole courses. I've had big success when the final is a shared class project/goal we work on incrementally all semester: cultofpedagogy.com/project-based-…

(Again with @cultofpedagogy --do yourself a favor & sign up for the newsletter)

6. When I don't want to read another research paper, the unessay is always awesome. I first learned about it through @clark_ems: emilysuzanneclark.wordpress.com/2016/08/01/the…

I'm a fan of Adam Park's phrase "some task of unstipulated feature and form" though I haven't used it myself

7. By now, I've gone into the weeds with assignments, and I need to remember/think about WHY we are doing this class in the first place. I write it down and elimate or modify readings/assignments accordingly.

8. I rethink WHAT I'm asking students to do to make sure it aligns with the goals and expected rigor

images.app.goo.gl/ivqk8tv5aEKSyk…

9. Then, bc I often teach first-year only classes or senior capstone courses (and bc it's awesome to do), I add meta cognition where I can: lsa.umich.edu/sweetland/inst…

10. For grading metacognition & sometimes more, I've been persuaded to use specifications grading/single-rubric grading: insidehighered.com/views/2016/01/…

amazon.com/Specifications…

It's more work to prep but I've found it pays off by the end of the semester

Finally, since I've shared a lengthy list, I want to add a reminder to be kind to yourself. Whatever new shiny thing you add to your course (which I tend to be the 👑 of) is WORK for you. It's in your best interest to limit the new things you try or add bc teaching is hard.

One way I help myself is I schedule a lecture I enjoy or a discussion day for the first day back from a break (esp. Thanksgiving/AAR for #acrel peeps).

I also schedule AT LEAST a full week of review before the final in surveys. I stop new content 2 wks before the end of our (16-week) term. This builds in make up days, lets me breathe w/end of year service duties, AND allows for the course to wrap up rather than abruptly end.

Thanks for all the ❤️ and RTs! I have a few bonus ideas:

11. Tired of lecturing or need to change things up? Have student groups lead a class! Have groups curate & present their big "ah ha" moments of a unit or the entire semester. It makes for a rewarding final week of classes

12. Assigning a research paper? Add writing workshop days to give writing tips or schedule an in-class peer review day. I sometimes utilize Turnitin's Peer Review assignment option & use the class period to debrief about what we learned via editing (yeah metacognition!)

13. Worn out or new to teaching and tired of writing lectures? Take the class to the library or ask the library to come to you! Information literacy or library services 101 presentations can usually aid any content area & help first year or first gen students A LOT.

13b. Or just reach out to your library & ask them how you all could collaborate. they may not be in your content area BUT I they know WAY more than you about library services. Advance notice is best, but they know how much faculty procrastinate so don't overthink a cold email

13c. Also take notes, get feedback from students after, and SHARE IT w/the librarian you worked with. They get evaluated too. So def be collegial & share any student eval feedback that mentions the presentation or assignment. Then ask for their feedback too come your review time

Hi new followers! Thanks for the RTs and 💗!

I'm @northerniowa where we teach students who will be Iowa's future public school teachers. So I bring my A pedagogy game (esp when teaching students who've had their course design classes!) Always happy to chat and swap ideas.

I have no sound cloud (you're welcome), but I do write about the history of American religion & politics, esp foreign relations. Bonus: I get to do talk about it in Iowa #IACaucus

press.uchicago.edu/ucp/books/book…

oxfordre.com/americanhistor…

[OA] oxfordre.com/religion/relig…

Also, I realize there are TONS of typos above (but, Twitter! 🤷🏻‍♀️) So,

14. Get something wrong? Think about how you react in front of students. I don't try to hide my mistakes but own them to model responsible eff-ing up, making a "positive error climate"
cte.rice.edu/blogarchive/20…

15. New to teaching? Teaching while being a woman, nonbinary, POC, non-native English speaker? "student resistance" is the term I had to learn to understand behaviors I encountered in the classroom. Some of it is manageable. Plenty is bias & prejudice.

facultyfocus.com/articles/effec…

I'm thrilled so many people have found this helpful! If you're looking for @threadreaderapp to unroll, here you go: threadreaderapp.com/thread/1162099…