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Developing a Syllabus and Writing Learning Outcomes

Developing a Syllabus and Writing Learning Outcomes. Nancy Allen College of Education Qatar University. Instructional Objectives for this Session. Provide an understanding of the nature and purposes of syllabi

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Developing a Syllabus and Writing Learning Outcomes

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  1. Developing a Syllabus and Writing Learning Outcomes Nancy Allen College of Education Qatar University

  2. Instructional Objectives for this Session • Provide an understanding of the nature and purposes of syllabi • Enable participants to prepare better syllabi with clear course objectives and learning outcomes

  3. Learning Outcomes for this Session • Compare and contrast different kinds of syllabi. • Evaluate syllabi on the basis of how they support learning. • Describe the characteristics of quality instructional objectives and learning objectives. • Compare and contrast instructional objectives and learning outcomes. • Write quality instructional objectives and learning objectives. • Explain how well-written objectives support student learning.

  4. What is a syllabus? • A syllabus is a legally-binding contract between the instructor and the student.

  5. What is a syllabus? Two fundamental criteria: 1. It should include all the information that students need to have at the beginning of the course. 2. It should include all the information that students need to have in writing.

  6. BASIC PURPOSES  Describe the course, its goals, and its objectives. Describe the structure of the course and its significance within the general program of study  Discuss what mutual obligations students and instructors share.  Provide critical logistical and procedural information --what will happen, when, and where.

  7. Brainstorm: What elements should a syllabus contain?

  8. Course Information Faculty Information Course Description Course Objectives Student Learning Outcomes Content Distribution Delivery Methods Learning Resources and Media Assessment Policy and Tools Learning Activities and Tasks Regulations References and Additional Resources Appendices - Course Matrix - Evaluation Criteria (Rubrics) Required Elements of a Course Syllabus

  9. Kinds of Syllabi • Content-based • Process-based • Outcomes-base • What the instructor will teach • How the instructor will teach • What the student will learn

  10. Example: Process (PBL) Course Information • Day and Time Class Meets • Will longer meeting times be needed? • Time to accommodate out-of-class research? • “Custom” schedule vs. standard meeting times? • Place Class Meets • Fixed seating vs. moveable seats • PBL or case study room option Watson, G. (2001

  11. Instructor Information • Phone Numbers, E-mail • Class and/or group phone numbers • Newsgroup, class mailing lists, chat rooms • Educational Philosophy • What you value and why Watson, G. (2001

  12. Text, Readings, Materials • Textbook(s) • Is one needed? Daily use? Reference? Choices? • User-friendly for independent study? • Does text address all learning issues? • Supplementary Readings • Electronic reserve • Web sites • Off-campus student accessibility to these Watson, G. (2001

  13. Course Calendar/Schedule • Dates for Exams, Quizzes • Group components? • Time constraints: in-class, out-of-class, or take-home? • (Out-of-class exams slots require advance planning for room scheduling, i.e., listing exams in course registration booklet) Watson, G. (2001

  14. Course Policies • Attendance, Lateness • Effect on group progress and dynamics • Participation • Clear expectations for individual, group • Grading • Balance in individual vs. group accountability • Process skills: how much are they valued? Watson, G. (2001)

  15. Available Support Services • Library • Research skills, available data bases • Library tours • Computers and Electronic Resources • Using e-mail, Internet and access to same • Using specialized software: spreadsheets, statistics • Program/platform compatibility for sharing work Watson, G. (2001)

  16. WHAT IS AN OBJECTIVE-BASED SYLLABUS?A reflective exercise that addresses the question: What do students need to know in order to derive maximum benefit from this educational experience? A change in focus that affects the students’ role, requiring them to be responsible for their own learning

  17. Discussion Question • Why is it important to distinguish among these three types of syllabi?

  18. BASIC GOALS OF AN OBJECTIVE BASED SYLLABUS Answers the questions: • What do students need to learn (goals and objectives)?  What assignments, classroom activities, and pedagogical approaches will help students reach these goals?  How will you determine that students have accomplished what you set out to teach them?

  19. Course Descriptions • Explaining, briefly, what your course is all about • The “big picture”

  20. Interrogatory Course Description Interrogatory: Political Sciences 340 Individual Responsibility in Organizations This course examines research on responsibility and relates it to how we run our business, government, educational and other institutions. What do we do that sabotages responsibility? How can you design organizations so that people feel responsible? Is there a relationship between responsibility and efficiency? If so, why is it a secret? Method: collaborative inquiry.

  21. Declarative Course Description History 212 Renaissance Europe This course will examine the cultural and intellectual movement known as the Renaissance, from its origins in fourteenth-century Italy to its diffusion into the rest of Europe in the sixteenth century. We will trace the great changes in the world of learning and letters, the visual arts, and music, along with those taking place in politics, economics, and social organization. We will be reading primary sources as well as modern works. Discussions on issues and group presentations will be the main focus of our work.

  22. Course Description: Tips You may want to use statements such as: The students will explore …… [List the topics covered in brief descriptive phrases] will be examined in relation to….. There will be emphasis on …. If the first line of a description does no more than repeat the course title, omit it and go on to the next line. If a term such as "laboratory", "seminar" or "workshop" is used in the title, you don’t need to repeat it in the description.

  23. Course Description: Tips If the course number or title adequately indicates the relative sophistication of the course, it is unnecessary to use "introduction to" or "advanced study of" in the course description. In general, the course description should cover the course aims, structure (methodology) and assessment. Use action words, active voice, convey a user-friendly tone, and use tasteful humor if you deem appropriate.

  24. Course Description: Tips Limit the description to about 35 words Proof read!!

  25. Review your own course description.

  26. References • http://universitysenate.syr.edu/curricula/writing.html • http://www.keele.ac.uk/depts/en/wtts/description.htm • http://precollege.case.edu/syl/CreativeWritingEquinox07.pdf • http://www.ctl.sas.upenn.edu/tips/index.html • http://www.usm.maine.edu/olli/national/pdf/USM-PR_Tips.pdf

  27. Instructional Objectives • Broad statements reflecting what students should learn as a result of taking the course. • Express the general focus of the course and help students understand the direction the course will take.

  28. Examples • “Students will develop a basic speaking knowledge of the French language that will enable them to carry on a simple conversation with a native French speaker.” • “Students will be able to apply basic economic concepts to current economic situations.”

  29. Instructional Objectives • Use general terms such as: students will acquire, know, understand, appreciate, grasp the significance of, believe, internalize, experience, recognize, identify etc. • Ask: In what ways will students be “different” when they finish the course?

  30. Instructional Objectives Objectives are: • stated in abstract terms. It is non observable /non measurable. It describes what we think students should know and know how to do, and what attitudes they should have by the end of the course.  knowledge, skills, attitude.

  31. Instructional Objectives Objectives are: • concerned with students, not faculty, and will guide students in their studies. • provide a basis for setting curriculum priorities to focus on the most meaningful content throughout the course.

  32. Examples of Objectives • Students will be able to differentiate between hard woods and soft woods. • Students will comprehend principles of ethics in the work place. • Students should demonstrate a critical understanding of the historical and contemporary methods of experimental psychology. • Students should be able to apply basic principles of human metabolism.

  33. Examples of Objectives • Students will develop an understanding of important concepts and methods in the field of literary criticism. • Students will learn how to use basic chemical concepts in a laboratory experiment. • Upon completion of this course, students will recognize how cardiac abnormalities manifest clinically as disease processes .

  34. Program Goals General Instructional Objectives Course Learning Outcomes

  35. Developing Objectives • Brainstorming what ideal students at the end of your course and based on your instruction should know, learn, be able to do, etc. 2. Keep in mind how your course fits with other courses in the program. 3. Discuss your responses.

  36. Learning Outcomes • Written statements of what students are expected to learn and perform in a course • State what we want students to know and be able to do as a result of their learning experiences in a course • Clarify to students our expectations

  37. Purposes • Increase students’ awareness of and reflection on their own learning; • Help students understand where they are supposed to be headed or what they are aiming for as learners; • Help establish a common language among faculty, students and other stakeholders for describing and assessing course content;

  38. Purposes • Provide advisors with a useful tool for helping advisees make decisions about course registration; • Help faculty self-assess/reflect on practice; • Define potential evidence bases for course revision and design; and • May satisfy important accreditation requirements by external evaluators.

  39. Writing Learning Outcomes Bloom (1956) defined three different domains of knowledge: • Cognitive domain (thinking, knowledge): student cognitive behavior is categorized into six levels ranging from simple (knowledge) to more complex behaviors (evaluation) • Affective domain (feeling, attitudes): this domain ranges from receiving going up to internalizing. • Psychomotor domain (doing, skills): this taxonomy ranges from the simple act of perception to the highest level of behavior, organization.

  40. Examine the following statements: Which in your judgment are acceptable Learning Outcomes? Why? • “By the end of the course, I will be able to demonstrate to students how to set up lab equipment.” • “By the end of the course, students will be able to set up laboratory equipment based on specified tasks and purposes” Student focused versus Teacher focused

  41. By the end of the semester, the course will instill an understanding of the scientific method.” By the end of the semester, students will be able to analyze what constitutes valid and invalid conclusions Focused on the process versus focused on the Outcome.

  42. Students will write a lesson plan at the end of each chapter. • Students will design different lesson plans in relation to a variety of instructional models such as inquiry model, cooperative learning, lecturing etc. Activity based versus outcomes based

  43. How many learning outcomes in a course should we develop? • You may want to develop as many outcomes as needed in order to clearly indicate to the students what they will gain from the course. • Each major topic in the course should have one to three learning outcomes. • Each 45-hour or three-credit course should have between five and 12 learning outcomes.

  44. Learning Outcomes -- More Tips • Check whether your students’ intended performance is observable. • Check whether you can assess/measure your students’ observable performance. • Align course learning outcomes with the mission and goals of your program. • Indicate the type and level of knowledge, attitude and skills which are expected of students upon completion of the course.

  45. Learning Outcomes -- More Tips • Make sure each statement has one action verb. Do not include more than one expectation in one statement because the required assessment methods may differ. • Focus on the learning result (i.e. product or performance) that the student will exhibit and not the learning process or your instruction. • Write learning outcomes which can be measured by more than one assessment method.

  46. Developing Learning Outcomes Effective learning outcomes must: • Have an action word that describes what the student will do differently as a result of your course • Describe meaningful learning

  47. Developing Learning Outcomes Effective learning outcomes must: • Be measured/verified i.e., you can measure students’ ability to achieve them • Represent high levels of thinking, rather than trivial tasks • Be written in plain language students can understand

  48. Examples 1.Bio 100/101 General Instructional Objective/Goal: • Students will be able tounderstand how the biological sciences explain the natural world. Specific Learning Outcome: Students will: • Design an experiment, based on a reasonable scientific hypothesis, to demonstrate how an environmental factor affects a living organism 2. Choose 2 biological concepts from thefollowing list and explain how they are related: ecology, cell function, evolution, genetics.

  49. Examples 2. English 110 General Instructional Objective/Goal: • Students will understand how major works of literature explore the human condition and examine human values. Specific Learning Outcome: Students will be able to: • Identify the characteristics inherent in literature, such as emotional, intellectual and aesthetic design, on problems of the human condition. • Relate the characteristics of literature to larger cultural and human values.

  50. Examples 2. Course Learning Outcomes (Educ. 245) You should be able to: • describe the cognitive, social, physical, emotional and language development of students in the elementary school; • demonstrate (in writing and actual teaching) how to implement effectively major instructional methods, approaches and techniques in teaching the language arts in the elementary school; • plan lessons based on the language arts components under student-centered classes in the elementary school; • Reflect on your teaching practices; • assess your peers’ micro teaching practices; • develop your philosophy of teaching the language arts in the elementary school, supported with evidence.

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