Week 1 – Syllabus Addition – Anticipated Structure / Format


Add anticipated classroom structure/format.

Brie Scolaro

In reflecting through the syllabus, one component that I feel would be helpful to add, though not common in other class models, is to list a few examples of how class might look like (expectation of experience). For instance, perhaps the first 30 minutes is typically dedicated to responding individually to a given prompt, followed by peer presentation and larger class discussion. Sharing a few examples or sentences on the expectations of class within the syllabus itself can help students prepare for and anticipate activities. For folx with high academic literacy, this extra structure may not feel different – but for those that are more anxious or shy about class, identify as neurodiverse, or crave a little extra preparation time, this could help us to plan for / be better able to participate and feel engaged.

3 thoughts on “Week 1 – Syllabus Addition – Anticipated Structure / Format

  1. Katina Rogers (she/her)

    This is a great idea, Brie—I love finding ways to pull back the curtain and make structures less of a mystery. Maybe today we can talk about creating a lightweight class ‘charter’ or framework for what we collectively want to see in class and how we want to spend our time.

  2. Adrianna Rios (she/her)

    Hi Brie! I really like this. I find it much easier to engage in conversation and participate when given extra structure. Last semester I had a class in which we all had to bring in 3 questions from our readings (nothing fancy just curiosities as we read) and then have those guide our class discussion. It really helped us get the conversation going.

    1. Brieanna Scolaro (They) Post author

      I agree – honestly I need to process on my own before I speak up, and actually I think that type of process leads to even deeper insights as you have had time to reflect on your own first.

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