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Teaching ShakespeareLoading...
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ENGL: 6XXXCRN: XXXXX
Fall 202X
Course Description
“You’re an English major. What do you want to do, teach?” If you answered yes, this course is for you. This class is designed for participants who want to be able to teach the British literature’s most famous writer, William Shakespeare. Participants will gain foundational knowledge in the science of learning and pedagogical best practices. Designed with the widest definition of teaching in mind, students will create a teaching portfolio that supports their career goals. Successful materials in the portfolio can include but are not limited to syllabi, lesson plans, games, podcasts, Youtube videos, creative writing, SoTL projects and much more. The course will be modified to meet the learning goals and needs of the participants. Since we will not be reading Shakespeare’s work in class, it's recommended that you have some background with Shakespeare's work before the course begins.
Course Meeting Time:
Friday 1:50 - 4:50 pm
Course Location:
Park Hall 144
Friday 1:50 - 4:50 pm
Course Location:
Park Hall 144
Instructor Name:
Savannah Jensen
Email:
savannah.jensen@uga.edu
Office:
Park Hall 65 Desk 10
Savannah Jensen
Email:
savannah.jensen@uga.edu
Office:
Park Hall 65 Desk 10
Office Hours:
M/W/F
10 am to 12 pm
M/W/F
10 am to 12 pm
Learning Goals
At the end of the semester students will be able to
Recognize and explain the following concepts: cognition, short term memory, long term memory, working memory, cognitive load, learning goals, learning objectives, learning outcomes, rhetorical situation, and scaffolded knowledge.
Explain the difference between assessments and grades.
Discuss the benefits and limitations of different assessment techniques.
Take complex material and simplify it for an audience unfamiliar with the material.
Recognize the ethical decisions embedded in what they teach and how they assess learning in a variety of settings.
Recognize their beliefs and values and how those beliefs and values impact their teaching practice.
Be able to interact effectively with people different from themselves.
Develop confidence in their ability to justify design decisions to stakeholders.
Recognize and explain the following concepts: cognition, short term memory, long term memory, working memory, cognitive load, learning goals, learning objectives, learning outcomes, rhetorical situation, and scaffolded knowledge.
Explain the difference between assessments and grades.
Discuss the benefits and limitations of different assessment techniques.
Take complex material and simplify it for an audience unfamiliar with the material.
Recognize the ethical decisions embedded in what they teach and how they assess learning in a variety of settings.
Recognize their beliefs and values and how those beliefs and values impact their teaching practice.
Be able to interact effectively with people different from themselves.
Develop confidence in their ability to justify design decisions to stakeholders.
Accessibility Statement
I am committed to creating a learning environment that is accessible as possible. If, at any point in the term, you find yourself not able to fully access the space, content, and / or experiences of this course, please contact me so we can explore accommodation options together.
If you have a disability, or think you may have a disability, I also encourage you to contact the Disability Resource Center. (https://drc.uga.edu/). If you have already been approved for accommodations through the DRC, please meet with me so we can develop an implementation plan together.
I am committed to creating a learning environment that is accessible as possible. If, at any point in the term, you find yourself not able to fully access the space, content, and / or experiences of this course, please contact me so we can explore accommodation options together.
If you have a disability, or think you may have a disability, I also encourage you to contact the Disability Resource Center. (https://drc.uga.edu/). If you have already been approved for accommodations through the DRC, please meet with me so we can develop an implementation plan together.
Accessibility Statement
I am committed to creating a learning environment that is accessible as possible. If, at any point in the term, you find yourself not able to fully access the space, content, and / or experiences of this course, please contact me so we can explore accommodation options together.
If you have a disability, or think you may have a disability, I also encourage you to contact the Disability Resource Center. (https://drc.uga.edu/). If you have already been approved for accommodations through the DRC, please meet with me so we can develop an implementation plan together.
I am committed to creating a learning environment that is accessible as possible. If, at any point in the term, you find yourself not able to fully access the space, content, and / or experiences of this course, please contact me so we can explore accommodation options together.
If you have a disability, or think you may have a disability, I also encourage you to contact the Disability Resource Center. (https://drc.uga.edu/). If you have already been approved for accommodations through the DRC, please meet with me so we can develop an implementation plan together.
Attendance (10%)
Class is primarily discussion and workshop based. Your attendance and participation are essential both to your success and the success of your classmates. This part of the grade will be based on the percentage of classes attended.
Class is primarily discussion and workshop based. Your attendance and participation are essential both to your success and the success of your classmates. This part of the grade will be based on the percentage of classes attended.
Major Projects
Weekly Reflections (15%)
Each week you’ll be posed a prompt based on the week’s writing and discussion. Responses should be between 250 and 500 words. These responses are meant to be low stakes assignments that help you reflect on your pedagogy. They are graded on a complete / incomplete scale.
Each week you’ll be posed a prompt based on the week’s writing and discussion. Responses should be between 250 and 500 words. These responses are meant to be low stakes assignments that help you reflect on your pedagogy. They are graded on a complete / incomplete scale.
Project Proposal (15%)
In the first quarter of the class, you will submit a project proposal that describes what kinds of materials you want to create for the end of the semester portfolio. In this proposal you should first include a description of your goals for the class and your career goals. Your proposal should also describe who you want to teach, what kinds of information you want to teach, and what kinds of materials you want to create. We will check in after you have submitted the project to discuss and define your portfolio.
In the first quarter of the class, you will submit a project proposal that describes what kinds of materials you want to create for the end of the semester portfolio. In this proposal you should first include a description of your goals for the class and your career goals. Your proposal should also describe who you want to teach, what kinds of information you want to teach, and what kinds of materials you want to create. We will check in after you have submitted the project to discuss and define your portfolio.