Depends on the level of the course and if I have taught it before. I should also say that I am the type who does not prepare any materials before the semester starts, plus I am largely a chalk-and-talk teacher.
Undergrad and entry-level grad, taught before: maybe half an hour
Undergrad and entry-level grad, haven't taught it before: about 2 hours, as it inculdes writing lecture notes for the first time, etc.
Upper level grad, taught before: half an hour to an hour
Upper level grad, not taught before: 2-3 hours, as just designing the course is demanding and often there are no textbooks but you have to assemble materials from different journal papers, so this search can take a long time. Plus writing lecture notes.
So, I am not really sure what to put down in the poll... Perhaps I should put down a weighted average over all the courses I teach? :)
Slides? Every time I use ppt I notice that no one takes notes. Do the exact same problem on the board, lots of notes.
Most of my prep these days is putting together an outline of what main topics are my goal for that class. That might be a list like Problems x, y, z from the book, or it might just say "introduce work dot product and integral". I keep last year's version and the notes I made to adjust. That sort of means I did some of this year's prep last year after class, and some of it is done while walking to class.
The first time in a course is an entirely different story.
BTW, I am not counting the prep time associated with setting and grading assignments, of course, just lecture.
Same as namnezia, if I teach something for the first time and need to prep not just the lecture but also slides from scratch (I normally use one slide for every 2 minutes of lecture or so), then the process is long and takes about 4 times as long as the lecture.
If I have given the lecture before and have the slides, then about 10-15 min to go through the slides.
My department has a workload model. It assumes 6 hours of prep time per new classroom hour and 2 hours per old (i.e. repeated) classroom hour, which is a general average across the whole (highly interdisciplinary) department. For me, this would include preparing AV aids - often this is ppt, because a) ppt is a cool way to organise all the images I want to show and can easily be sent to the lecture theatre computer b) powerpoint is better than writing on the board in any class size above maybe 20 students (most of my classes are 40-100+) just in terms of students seeing what's going on c) there is a policy of putting ppt up on blackboard before the class for students with special needs to access it (whether that is a GOOD policy or not is another question...) - preparing a handout/activities, renewing the lecture - I always work over with notes from the previous time of offering and try and update the reading list a little etc., and also includes allowance towards office hours (I know that sounds wierd... but because we team teach every damned thing, it was considered fairer to work out a total allowance per classroom hour, and divide it up accordingly among the team...
6 comments:
Depends on the level of the course and if I have taught it before.
I should also say that I am the type who does not prepare any materials before the semester starts, plus I am largely a chalk-and-talk teacher.
Undergrad and entry-level grad, taught before: maybe half an hour
Undergrad and entry-level grad, haven't taught it before: about 2 hours, as it inculdes writing lecture notes for the first time, etc.
Upper level grad, taught before: half an hour to an hour
Upper level grad, not taught before: 2-3 hours, as just designing the course is demanding and often there are no textbooks but you have to assemble materials from different journal papers, so this search can take a long time. Plus writing lecture notes.
So, I am not really sure what to put down in the poll... Perhaps I should put down a weighted average over all the courses I teach? :)
This poll makes no sense, because it obviously depends on whether you have given the lecture before.
If it's the same lecture I've given last year, I don't prep at all. I just show up and do it.
If I'm prepping a new one hour lecture, I usually spend about one hour preparing it.
Takes me about 4 hrs to prepare a new lecture completely from scratch.
If I've given it before I just glance over the old slides.
Slides? Every time I use ppt I notice that no one takes notes. Do the exact same problem on the board, lots of notes.
Most of my prep these days is putting together an outline of what main topics are my goal for that class. That might be a list like Problems x, y, z from the book, or it might just say "introduce work dot product and integral". I keep last year's version and the notes I made to adjust. That sort of means I did some of this year's prep last year after class, and some of it is done while walking to class.
The first time in a course is an entirely different story.
BTW, I am not counting the prep time associated with setting and grading assignments, of course, just lecture.
Same as namnezia, if I teach something for the first time and need to prep not just the lecture but also slides from scratch (I normally use one slide for every 2 minutes of lecture or so), then the process is long and takes about 4 times as long as the lecture.
If I have given the lecture before and have the slides, then about 10-15 min to go through the slides.
My department has a workload model. It assumes 6 hours of prep time per new classroom hour and 2 hours per old (i.e. repeated) classroom hour, which is a general average across the whole (highly interdisciplinary) department. For me, this would include preparing AV aids - often this is ppt, because a) ppt is a cool way to organise all the images I want to show and can easily be sent to the lecture theatre computer b) powerpoint is better than writing on the board in any class size above maybe 20 students (most of my classes are 40-100+) just in terms of students seeing what's going on c) there is a policy of putting ppt up on blackboard before the class for students with special needs to access it (whether that is a GOOD policy or not is another question...) - preparing a handout/activities, renewing the lecture - I always work over with notes from the previous time of offering and try and update the reading list a little etc., and also includes allowance towards office hours (I know that sounds wierd... but because we team teach every damned thing, it was considered fairer to work out a total allowance per classroom hour, and divide it up accordingly among the team...
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