Difference between revisions of "Resource:How to teach faculty and students about the design and delivery of pop-up classes"
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Firstly consider the goals for your pop-up. Do you want to boost student skills in a particular area (e.g., a fabrication technique or communication skills) or discipline (e.g., literature)? Or do you want to offer an interdisciplinary pop-up that utilizes instructors with different backgrounds and fosters interactions among students from different majors? Your pop-up could be more about personal development, with a focus on mindsets and attitudes. | Firstly consider the goals for your pop-up. Do you want to boost student skills in a particular area (e.g., a fabrication technique or communication skills) or discipline (e.g., literature)? Or do you want to offer an interdisciplinary pop-up that utilizes instructors with different backgrounds and fosters interactions among students from different majors? Your pop-up could be more about personal development, with a focus on mindsets and attitudes. | ||
| − | == | + | == Tips for your Pop-Up Class == |
| − | + | '''Should it have a topical focus or skills focus?'''<br/><br/>Consider the goals for your pop-up. Do you want to boost student skills in a particular area (e.g., a fabrication technique or communication skills) or discipline (e.g., literature)? Or do you want to offer an interdisciplinary pop-up that utilizes instructors with different backgrounds and fosters interactions among students from different majors? Your pop-up could be more about personal development, with a focus on mindsets and attitudes. You may just decide to leave it up to the instructor(s) and supply and demand. | |
| + | '''How do I pick a topic?''' | ||
| + | Your topic should cater to your audience, allowing them to branch out of their usual studies. For example, you might teach a group of business students about basic graphic design principles. | ||
| + | |||
| + | Pick a topic that facilitates the learning you want to take place. For example, if your goal is to give students exposure to basic scientific principles, then a great pop-up class would allow students hands-on interactions with buoyant objects. Let them make tin foil boats and see who can best demonstrate their understanding of buoyancy by awarding a small prize to the boat which holds the most nickels. This accomplishes your goal of teaching a topic, allowing students to explore it, and giving them hands-on experience while keeping them interested. Students coming away from your pop-up class with a positive mindset of what they have been exposed to will encourage them to investigate more on their own. | ||
| + | |||
| + | Additionally, keeping your audience in mind, the difficulty of material and assignments should be within the grasp of the group. Don't attempt to teach 5th graders multivariable calculus and don't attempt to teach engineering grad students about buoyancy with tin foil boats. They may have fun, but the goal is for people to learn something new. | ||
| + | |||
| + | '''What is the best place to conduct a pop-up class?''' | ||
| + | |||
| + | It would be better if you choose a peaceful room, you may actually ask the school/ college management members to arrange a room for you, but if that isn't possible it is better that you rent a room of low cost to conduct the class so that it doesn't become a burden on you. | ||
== Section 4 == | == Section 4 == | ||
Revision as of 08:37, 5 January 2017
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Contents
Introduction
Pop-up classes are, generally speaking, short extracurricular workshops that offer students an opportunity to engage in new material, or activities not typically covered in the traditional curriculum. In pop-ups, interactivity is key: they're not about formal instruction, they're about discovery and hands-on learning. The way they're implemented varies dramatically from institution to institution, with pop-up classes taking on different formats, topics, audiences and even instructor pools.
The Basics: Format and topics
Format:
The format can vary greatly in pop-ups, and that is one of their strengths. Choose to offer the class one time (full day or weekend), minimally repeated , or perhaps off-semester (a day or days before or after a semester).
Topic:
Firstly consider the goals for your pop-up. Do you want to boost student skills in a particular area (e.g., a fabrication technique or communication skills) or discipline (e.g., literature)? Or do you want to offer an interdisciplinary pop-up that utilizes instructors with different backgrounds and fosters interactions among students from different majors? Your pop-up could be more about personal development, with a focus on mindsets and attitudes.
Tips for your Pop-Up Class
Should it have a topical focus or skills focus?
Consider the goals for your pop-up. Do you want to boost student skills in a particular area (e.g., a fabrication technique or communication skills) or discipline (e.g., literature)? Or do you want to offer an interdisciplinary pop-up that utilizes instructors with different backgrounds and fosters interactions among students from different majors? Your pop-up could be more about personal development, with a focus on mindsets and attitudes. You may just decide to leave it up to the instructor(s) and supply and demand.
How do I pick a topic?
Your topic should cater to your audience, allowing them to branch out of their usual studies. For example, you might teach a group of business students about basic graphic design principles.
Pick a topic that facilitates the learning you want to take place. For example, if your goal is to give students exposure to basic scientific principles, then a great pop-up class would allow students hands-on interactions with buoyant objects. Let them make tin foil boats and see who can best demonstrate their understanding of buoyancy by awarding a small prize to the boat which holds the most nickels. This accomplishes your goal of teaching a topic, allowing students to explore it, and giving them hands-on experience while keeping them interested. Students coming away from your pop-up class with a positive mindset of what they have been exposed to will encourage them to investigate more on their own.
Additionally, keeping your audience in mind, the difficulty of material and assignments should be within the grasp of the group. Don't attempt to teach 5th graders multivariable calculus and don't attempt to teach engineering grad students about buoyancy with tin foil boats. They may have fun, but the goal is for people to learn something new.
What is the best place to conduct a pop-up class?
It would be better if you choose a peaceful room, you may actually ask the school/ college management members to arrange a room for you, but if that isn't possible it is better that you rent a room of low cost to conduct the class so that it doesn't become a burden on you.
Section 4
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Section 5
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