Creating a Learning-Centered Syllabus

1. Creating a Learning-Centered Syllabus SPHIS Faculty February 3, 2012 Patty Payette, Ph.D. Executive Director, Ideas to Action (i2a) Associate Director, Delphi Center for Teaching and Learning

2. Session Objectives • Explore & apply the concept of learning-centered teaching • Consider how learning-centered teaching can be reflected in syllabi • Apply learning-centered concepts to components of a syllabi

3. Operating Assumptions • You may or may not be familiar with learning-centered teaching. • You are willing to explore the concept and apply it with your peers. • You are not expected to embrace every aspect of learning-centered teaching.

4. Background: Educational paradigm shift • Old Instructional Paradigm • Provide/deliver instruction • Transfer knowledge • Offer courses and programs • Improve instruction • Provide access for diverse students • New Instructional Paradigm • Produce learning • Elicit students' discovery and construction of knowledge • Create powerful learning environments • Improve the quality of learning • Achieve success for diverse students From Teaching to Learning (1995), Barr and Tagg: http://ilte.ius.edu/pdf/BarrTagg.pdf

5. Central Sources Learner-Center Teaching by Mary Ellen Weimer Developing Learner-Centered Teaching by Phyllis Blumberg A word about terminology…..

6. Learning-centered teaching Learning-centered teaching is an approach to teaching that focuses on student learning, rather than on what the teacher is doing. 1 10

7. Paradox of learning-centered approach

8. Example: syllabus policies You must attend class regularly Each semester I fail students for not attending class. Don’t test me. Attendance is mandatory. Effort and engagement are two of several factors that are part of the “discretionary” percentage of your final grade. Therefore I will take attendance daily to monitor your effort and engagement. Attending class regularly is the best way to succeed in this class. Research has shown that the single most important factor in student success is attendance. Simply put, going to class greatly increases your ability to succeed. In order to support your ability to succeed, I have made attendance a factor in your final grade. This should be the easiest outcome for you to achieve in this class. As a class we will negotiate an attendance policy for this semester. (Leading the Learner-Centered Campus, Harris &Cullen)

9. Weimers’ 5 components Learning-Centered Teaching • Function of content • Balance of Power • Role of the teacher • Responsibility for learning • Processes and purposes of evaluation

10. Your role: defining features matrix

11. How does content traditionally function in a teaching-centered course? Learning-Centered Teaching • Function of content • Balance of Power • Role of the teacher • Responsibility for learning • Processes and purposes of evaluation

12. Learning-Centered: Function of Content In addition to building a knowledge base, the content facilitates students to: • Practice using inquiry or ways of thinking in the discipline • Relate content to “real world” problems & context • Engage with the content to “make it their own” • Understand significance of content & assignments (today, tomorrow, career, etc.)

13. Function of Content: syllabus • Course description is not about what we’ll “cover” but describes the concepts and thinking skills students will engage in… • Explains the rationale and disciplinary perspective • Skills & outcomes are clearly articulated & “mastery” is made explicit w/ connections to assignments, texts

14. Example: course on American Politics (Governor’s School of North Carolina) As an integral discipline in the social sciences, the study of politics allows us to explore human relationships in terms of creating institutions and the processes involved before, during, and after creation. This course will focus on the processes, given the political institutions and concepts that exist in modern America. Rather than study politics in a normative fashion, opining the way the process should be, students will explore and analyze the process as it plays out daily in D.C., on the airwaves, and through the blogs. By applying political science theories and analysis, students will confront the industrialization of modern politics, questioning modern processes and the language that comes from them. • Topics include: • How the Reagan Revolution shaped our present paradigm • The War on Terror, War in Iraq Recent (and past) Elections • The immigration compromise bill Political socialization (family, schools, media)

15. Learning-Centered Teaching • Function of content • Balance of Power • Role of the teacher • Responsibility for learning • Processes and purposes of evaluation What does balance of power look like in a teaching-centered course?

16. Balance of Power • Students are encouraged to express alternative opinions when appropriate • Assignments are open-ended (topic, deadline, grade weight) & students are encouraged to bring in additional material • Policies are negotiated and adhered to, and revisited as necessary

17. Balance of Power: syllabus • What to do about conflict or uncertainty • Process for students to propose changes to syllabus or assignments • Explicit discussion about climate and “hot topics” • Communicate expectations and rationale

18. Examples: Balance of Power on participation policies 1) A note on attendance and class participation: Regular and active participation is an essential, unmistakably important aspect of this online course. 2) The expectation of the instructor is that students will log on a minimum of three times every seven days. It is critical that you read all of the lecture and assignment materials as well as all of the public discussion materials. Your full participation ON A WEEKLY BASIS is not only a requirement, it is an essential aspect of the online course process. All students are expected to do the work assigned, notify the instructor when emergencies arise, and make up missing assignments no later than four days after they are due. 3) Using the class-authored participation policy and a set of individually generated goals, your contributions to class will be assessed.

19. Learning-Centered Teaching • Function of content • Balance of Power • Role of the teacher • Responsibility for learning • Processes and purposes of evaluation What is the role of the teacher in a teaching-centered course?

20. Role of Teacher • Designs activities in which students interact with the material, the teacher, and each other • Articulates measureable, realistic learning goals • Utilizes multiple teaching techniques appropriate to student goals • Inspires and encourages student ownership of learning

21. Role of Teacher: syllabus Office hours & beyond: how I will be available to you….. Why I chose this structure/these texts… What you can expect from me & why… Bottom line: I care about your learning

22. Example: Role of Teacher EDUC 1301 is a required course for all teacher education majors. As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with knowledge concerning the field of education, modeling good teaching strategies, and organizing and monitoring the field experience that allows you to connect the information that you learn in this course to the real world of education. http://learning.nec.hccs.edu/members/bjones/sample.pdf

23. Learning-Centered Teaching • Function of content • Balance of Power • Role of the teacher • Responsibility for learning • Processes and purposes of evaluation In a teaching-centered course, who is responsible for making sure learning happens—and assesses that learning?

24. Responsibility for Learning • Responsibility for learning is shared between students and teacher (from deadlines to assignment design) • Students assess their own learning • Students become proficient with skills or knowledge, and they can make connections to other learning contexts

25. Responsibility for Learning: syllabus • Student expectations for success • Student expectations when problems arise Plagiarism policy University-wide resources Check it out: http://louisville.edu/delphi/syllabus • “How to Succeed in This Course” http://www.cs.utexas.edu/~eberlein/cs313k/howToSucceed.html

26. Example: Responsibility for Learning As I believe that engaging the students in the learning is essential for teaching to be effective, you will spend the majority of class time involved in collaborative activities. You will be involved in discussions with your classmates and your instructor. As you will want to contribute to these discussions, you will need to come to class prepared to discuss, analyze, and evaluate information from your text and other assigned readings. http://learning.nec.hccs.edu/members/bjones/sample.pdf

27. Learning-Centered Teaching • Function of content • Balance of Power • Role of the teacher • Responsibility for learning • Processes and purposes of evaluation/assessment In a teaching-centered course, who is responsible for all aspects of evaluating learning and learning products?

28. Process & Purposes of Evaluation & Assessment • Peer assessment and self-assessment is fostered • Students are encouraged to justify their answers • Students and teachers agree on feedback time-frame • Assessment is authentic (what professionals in the field do)

29. Process & Purposes of Evaluation/Assessment: syllabus • Be explicit with students about how they can get feedback, rather than just grades • Explicit learning outcomes & grading policies & why they are what they are • Consistent explanation of how quizzes, tests and assignments function to support learning

30. Example: Purpose of Evaluation/Assessment Assessments will consist of activities designed to evaluate your knowledge and abilities to accomplish the intended learning outcomes. There will be different types of assessments and not all will be used for grading purposes. Some assessments will be used formatively as a means for you to receive feedback and improve. Please take advantage of all assessment opportunities you will have in this course by using the assessments to reflect on the depth and value of your learning. http://ctl.byu.edu/teaching-tips/syllabus-design

31. Your Checklist Learning-Centered Syllabus • Communicate clear goals & outcomes for studentsin context • Articulate student responsibilities • Define instructor’s role & responsibilities • Address standards and expectations • Establish communication channels • Include support materials & resources

32. What about student resistance? Dr. Richard Felder article on attempting new teaching innovations: http://cgi.stanford.edu/~dept-ctl/cgi bin/tomprof/posting.php?ID=1111

33. UofL Syllabus Resource http://louisville.edu/delphi/syllabus • Distribution guidelines • Syllabus content guidelines • Links to important policy statements • Unit-based policies

34. What’s next? Next steps for you…