Teaching in the Weekend Format
In the weekend format the Cohort Liaison greets the instructor on the first day of class. The Cohort Liaison is not required to be there every day, but to be on call in case of emergency.
The following items include suggestions from faculty who have taught in the weekend format. These suggestions are not meant to be all-inclusive, prohibitive, or suitable to every content area. They are based on the teaching experience by faculty in different disciplines who use this format. The Weekend Format is one of the most intense instructional models that Lesley offers. In any of the more intensive models, special attention has to be paid to pacing and varying the activities. The suggestions put forth below can be adapted to other kinds of intensive teaching situations, not just the weekend format.
Activities:
Class Presentations: presentations from each individual in a 20+ class may best be divided for presentation over two or three days rather than in one very large block of time. Role playing, debates, book reviews, triad grouping, collaborative learning projects, films, PowerPoint presentations, and newspaper article reviews are all activities which have been successfully used in various content areas of this format.
Collaborative group activities and student presentations are encouraged.
None of the above activities are meant to absolve the instructor of teaching his or her own course content. The students cannot learn simply by interacting with each other for two weekends. The strongest courses are those which combine student centered with faculty centered dynamics.
Student Group Dynamics: It may be helpful to know something about the student group dynamics prior to the first class meeting. In this case, the previous instructor's report of the group should be obtained from the Program Director. Some Program Directors provide phone directories or e-mail addresses of their instructors to help link faculty. In these situations, it is the instructor's responsibility to pursue information, should it be wanted or needed.
Breaks/Lunch/Dinner Hours: The two intensive weekends of a course are generally intended to replicate the 45 hours of a traditionally paced three-credit course. Students may volunteer "stories" on how much time should be devoted to breaks and when these breaks should occur. The instructor's teaching obligation is to meet the three-credit requirement using the best academic practices. Please discuss the breaks and meal times with the class at the first meeting, so that everyone is in academic and social agreement regarding the length and timing of these breaks.
Planning the Weekend
Early Saturday: Begin with a stimulating activity such as lectures, discussions, PowerPoint presentations, small group activities.
Saturday after lunch: a period of generally low energy, in which to do something active, demanding maximum involvement should be planned, such as collaboration projects or small group projects. End with films, slides.
Sunday Morning: Content/lecture/traditional models.
Sunday Afternoon: Class may be wearing down, plan quiet time activities, video or small group work.
To Avoid: Lecturing too long, group presentations in one long extended period
To Try: Pacing activities and providing for a wide variety of learning styles -- small group, large group, and individual work; lectures, presentations, demonstrations. One of the prime characteristics of a group of adult learners is the wide diversity of learning styles they exhibit.
To Remember: Please contact the Program Director for assistance regarding the curriculum or information about the class.