The Centrailty of the Syllabus for Time Management (and the joys of having a right side to our brain) - 1 views
started by David Jenkins on 04 Jul 14
started by David Jenkins on 04 Jul 14
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http://cw.routledge.com/textbooks/9780415997263/pdf/Teaching_Online_Ch_5.pdf
These two articles address the significance of the syllabus. As I reflected on the questions of time management, I discovered that as a teacher I can assist myself and the students with this issue by investing more time and detailed attention to the syllabus before the on-line class begins. If I anticipate the students' questions, problems, anxieties, and needs by designing an extraordinarily detailed syllabus that might appear repetitious, I will have reduced the number of emails, phone calls, on-line meetings, and worried blogs throughout the semester.
A few highlights:
(1) Imagine the syllabus in a variety of ways - as our students will do - as a map, for example, in which the teacher is plotting the terrain and geography of the course, and as a contract between the instructor and learners, and as a timeline of activities in which the due dates are specified by calendar dates (e.g. October 1) rather than modules or classes (e.g. day 4 of module 6). Being clear about exact dates and times will be helpful for everyone.
(2) Be sure that the on-line syllabus is available in a hardcopy format so that students can have a hard copy beside them as they work on the computer, phone or ipad on assignments, remembering that students learn in different ways and the syllabus itself ought to reflect those varieties of apprehending a class;
(3) Design realistic learning goals and assignments. Teachers are not always the best judges of the realities of students' lives, capacities, and commitments, so test the objectives, expectations, and assignments on a focus group of students and other faculty.
http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/Study%20Skills%20PDFs%20for%20LSC%20Website/Time%20Managment%20for%20Right-Brained%20People.pdf
The article (above) is titled Time Management for Right Brained People (or what to do if to-do lists are not your style). I suspect most faculty are list-makers and have developed the habits of working from a calendar of deadlines, and we have particular criteria to triage tasks on those long lists. This is not always the case with our students, some of whom might not be as linear or left-brained, and who might have other kinds of lists shaping their lives (e.g. child care, employment, care of aging parents, etc.). This was a liberating article with a few obvious, practical pointers that can help manage time and stress:
* do the most demanding tasks when you're most alert,
* respond to assignments sooner than later (don't procrastinate),
* s l o w down if you find yourself stumped or overwhelmed,
* see if focusing on learning outcomes can help you do less, not more.