Creating a Learning Centered Syllabus: From contract to roadmap

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Presentation transcript:

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 Explore possible activities for the 1st day of class

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

Evidence of L-C in a Syllabus 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 = Content promotes higher level skills

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

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

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

What purpose(s) does a syllabus serve?

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

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

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

Consider the following Vignettes!

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

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

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

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

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.)

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

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

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

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 21

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