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Creating a Learning Centered Syllabus: From contract to roadmap

Creating a Learning Centered Syllabus: From contract to roadmap. Dr. Zachary Goodell Co-Director, CTE. Workshop Objectives. Overview of Learning-Centered Teaching Explore the purpose of a syllabus Identify how to best communicate course expectations Identify major content areas

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Creating a Learning Centered Syllabus: From contract to roadmap

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  1. Creating a Learning Centered Syllabus:From contract to roadmap Dr. Zachary GoodellCo-Director, CTE

  2. Workshop Objectives • Overview of Learning-Centered Teaching • Explore the purpose of a syllabus • Identify how to best communicate course expectations • Identify major content areas • Explore possible activities for the 1st day of class

  3. Balance of Power The Resp. for Learning The Role of the Teacher The Purpose of Evaluation The Role of Content Instructor = ExpertStudent = Novice Instructor > StudentStudent > Instructor Transmit Knowledge- cover (or uncover) Audit Student Performance Foundation - Additional Content Instruction-Centered vs. Learning-Centered • Shared -Partners • Shared • Guide/Facilitate • Audit & Inform • Foundation& Process

  4. Balance of Power The Responsibility for Learning The Role of the Teacher The Purpose of Evaluation The Role of Content Choice = Motivation Active Learning = Students’ work in class Facilitation = Group work (discussions, projects) Feedback = Professional, peer, self (rubrics) Learning Objectives = Contentpromotes higher level skills Evidence of L-C in a Syllabus

  5. Factors to Consider • Environmental / Architectural • Content Characteristics • Course Characteristics • Profession / Discipline Characteristics • Student Characteristics • Instructor Characteristics • Situational Factors

  6. Power Responsibility Role of Inst. Purpose of Eval. Role of Content Large Introductory Lecture ICT LCT

  7. Power Responsibility Role of Inst. Purpose of Eval. Role of Content Upper-level Seminar ICT LCT

  8. What purpose(s) does a syllabus serve?

  9. What purpose(s) might a Learning-Centered Syllabus Serve?

  10. A L-C Syllabus should serve a variety of purposes! • Preparing students for academic work • Creating a framework for knowledge & learning • Encouraging responsibility for learning • Communicating expectations-both formal and informal • Satisfying school / department / and accrediting agency requirements

  11. What are some of the implications of poor communication in a course?

  12. Consider the followingVignettes!

  13. Things to consider:What to communicate explicitly • Course Organization • Course Description & Course Goals • Course Objectives (learning outcomes) • Course Activities • Evaluation and Assessment • Expectations • Formal: policies and procedures • Informal: Philosophy of teaching and learning • Social Contract

  14. Things to consider:What you communicate implicitly • Power and the responsibility for learning • Voice and vocabulary (audience) • Format (teacher-centered vs learning-centered • Contract or roadmap • Structured or flexible • My way or your way (choices) • Behavior (body language) • Dominant / subordinate or partners

  15. Syllabus Content • VCU mandatory • VCU honor code / policy • Students with Disabilities (ADA policy) • Safety and Security Guidelines • Check with your department / school

  16. Syllabus Content • Strongly encouraged content (details) • Course Title and Number • Instructor name, contact info, office hours • Credit Hours • Prerequisites • Location, days and time class meets • Textbook (bookstore info) • Supplementary readings / resources /locations • Technology

  17. Syllabus Content • Strongly encouraged content (policies) • Attendance / Tardiness policy • Student conduct policy • Make-up test policy • Grading Policy • Lab Safety / Health policy • Communication policy (email, instant messaging, walk-ins, etc.)

  18. Syllabus Content • The Syllabus as a learning tool (roadmap) • Teaching and learning philosophy • Course Description and Goals • Course Objectives • Instructional Methods and Rationale • Learning Methods and rationale • Course calendar / schedule • Link Learning activities with objectives and evaluation

  19. Syllabus Content • The Syllabus as a learning tool (roadmap) • Academic Support Services • Tips on how to do well from other students • Specific study habits / strategies • Course relevance to other coursework or life in general • Opportunities and importance of feedback • Instructor • Peers • Self-Assessment

  20. Suggested format • Course details • Teaching and learning philosophy • Course description and goals • Course objectives • Course Expectations • Course Roadmap • Course Policies • Course Calendar / Schedule

  21. The first day of class Don’t go over the syllabus at all. Spend the first class period talking about your discipline and how it is relevant to the average student. Then assign them the syllabus as a reading assignment and during the next class period you can… Have them turn it in signed Ask MC questions to review Ask them to turn in minute papers at the beginning of class indicating what remains unclear Divide your class up in to groups and assign each group with a different section of the syllabus to review and report

  22. The first day of class • Alternatives to reading the syllabus • Question scavenger hunt • Group question and review • Quiz • What gave genesis to your discipline? • What’s your story? • Knowledge Survey

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