I am a graduate student who has only taught courses that meet twice a week for an hour and a half. I am getting ready to teach my first course that meets once a week for three hours, and it is not an advanced seminar but an introductory class for first-year undergraduates. I am unsure how to think about changing my approach to course design in this context. How much reading should I assign for each class meeting? How do I keep things moving along and change up the class activities during the three hours so that I don't lose everyone and don't get caught in the quagmire of directionless discussion for hours on end? I'm particularly lost on reading assignments -- it's much more intuitive to me to assign bite-sized articles or chapters for classes that meet twice a week, and much less intuitive how to cover roughly the same amount of material when meeting once a week, without worrying that my students will not pace themselves and will find the workload to seem like it has doubled. I could go on, but I hope this indicates some of the questions that are floating around in my mind.Advice for our correspondent?
Wednesday, November 2, 2011
From twice per week to once per week?
A longtime ISW reader writes seeking counsel about how to move from more frequent, but shorter class meetings to a single long weekly class meeting: