FACILITATOR: Professor Pandeli Glavanis (PhD) Associate Director, CLT faculty development institute – 23/2/2008 THE SYLLABUS Cornerstone of effective learning FACILITATOR: Professor Pandeli Glavanis (PhD) Associate Director, CLT

ASSUMPTIONS You care about student learning; You want to learn more; You can figure things out for yourself; You are busy.

FURTHER ASSUMPTIONS YOU ARE AWARE THAT Effective learning/teaching has changed dramatically over the last 30 years

DIDACTIC MODE to FACILITATOR MODE WHAT IS EFFECTIVE? ACTIVE LEARNING COLLABORATIVE LEARNING ENGAGE STUDENTS in INTELLECTUAL DISCOVERY Move away from DIDACTIC MODE to FACILITATOR MODE

THUS, WE NEED TO Ascertain and ENHANCE student’s ability to learn; Create an environment for learning; Enhance self-learning & critical thinking among students; and Reflect upon our teaching methods.

SUCCESS AND MORE CAN DO ALL OF THAT THE SYLLABUS

THE SYLLABUS ALL OF THE ABOVE AND MORE The course plan; The course outline; The course agenda; The course reading list; The course contract between faculty and students. ALL OF THE ABOVE AND MORE

THE SYLLABUS – A DEFINITION Students must be provided with written information about the goals and requirements of each course, the nature of the course content, and the methods of evaluation to be employed.

THE SYLLABUS CAN ALSO BE…… LEARNING: FACILITATES SELF-LEARNING AND INTERACTIVE LEARNING FOR STUDENTS TEACHING: FACILITATES SELF-REFLECTION FOR FACULTY

BASIC SYLLABUS COURSE INFORMATION INSTRUCTOR INFORMATION COURSE DESCRIPTION AND GOALS REQUIREMENTS GRADING POLICY COURSE POLICIES ACADEMIC INTEGRITY ASSIGNMENTS & DUE DATES

ADDITIONAL ISSUES (5* VERSION) This is the exciting part!!! This is the INTERACTIVE part!!! LEARNING OUTCOMES PERFORMANCE ASSESSMENT TASKS GRADING RUBRICS

LEARNING OUTCOMES STOP AT ONLY TWO ISSUES TWO DIFFERENT TYPES OF LEARNING OUTCOMES: COGNITIVE & AFFECTIVE TWO DIFFERENT CATEGORIES OF LEARNING OUTCOMES: GENERIC SKILLS & SUBSTANTIVE KNOWLEDGE

COGNITIVE OUTCOMES TWO BROAD CATEGORIES: RECOGNITION OF KNOWLEDGE DEVELOPMENT OF INTELLECTUAL ABILITIES OR 3 COGNITIVE LEVELS: KNOWLEDGE UNDERSTANDING & APPLICATION HIGHER MENTAL PROCESS (ANALYSIS, etc.)

AFFECTIVE OUTCOMES ATTITUDES BELIEFS VALUES VALUE SYSTEMS

GENERIC vs SUBSTANTIVE RESEARCH & PRESENTATION SKILLS RESEARCH SKILLS, CRITICAL THINKING SKILLS COMMUNICATE USING EFFECTIVE WRITING, ORAL AND MULTIMEDIA SKILLS ****** USE CONCEPTS, THEORIES, etc. ANALYSE CHARACTERISTICS, etc.

PERFORMANCE ASSESSMENT TASKS (PTAs) What are they? Interesting, worthwhile activities that relate to learning outcomes and allow students to demonstrate what they know and can do.

PTAs: 3 ISSUES TO CONSIDER Does the task truly match the outcome(s) you're trying to measure? Does the task require the students to use critical thinking skills? Will you use “scaffolding” or not?

GRADING RUBRICS WHAT ARE THEY? A PAT does not have an answer key. Thus, scoring a PAT necessarily involves making some subjective judgments. Faculty feel uncomfortable with subjective judgments. A "rubric” helps. A “rubric” sets forth a set of precisely defined criteria or guidelines that will be used to judge student work.

GRADING RUBRICS: WHY USE THEM? HELPS FACULTY DEFINE EXCELLENCE COMMUNICATE TO STUDENTS WHAT IT IS HELPS STUDENTS TO EVALUATE THEIR OWN WORK (SELF-EVALUATION) DOCUMENTS THE PROCEDURE FOR ASSESSING STUDENT PERFORMANCE

HOW TO DO A GRADING RUBRIC DESCRIBE IN WORDS A PRODUCT/PERFORMANCE THAT IS: OUTSTANDING (4) WORST POSSIBLE (1) MIDDLE GROUND (A & B) (2 & 3) KEEP IT SIMPLE KEEP SCALE SHORT – (1 to 4) N.B. Large scales are difficult to work with NEVER ALLOCATE 0

HOW TO DEFINE CATEGORIES OUTSTANDING (4): General understanding of PAT subject matter (so as to relate to relevant learning outcome) and use of appropriate sources; Prior knowledge (external to course); Basic course principles and/or concepts; Logic and coherence of argument (analysis) ******** N.B. misconceptions (errors) & lengthy quotes receive penalties

GRADING RUBRICS FOR GROUP WORK ADDITIONAL MARKS TO BE AWARDED OUTSTANDING: all students participate and tasks have been shared; WORST SCENARIO: rely on spokesperson and only 1 or 2 indicate having done tasks; MIDDLE GROUND: students interact and most indicate having done tasks

GRADING RUBRICS FOR PRESENTATIONS ADDITIONAL MARKS TO BE AWARDED Clarity and audibility; Use of multimedia; Use of handouts; Allow time for discussion Complete presentation within allotted time.

THE EXTRA MILE ! BASIC STUDENT PORTFOLIOS RECORD PROGRESS DERIVED FROM INTERACTIVE ASSESSMENT ASSESSMENT FOR LEARNING; ASSESSMENT AS LEARNING; and ASSESSMENT OF LEARNING

THE EXTRA, EXTRA MILE! MID-SEMESTER SURVEYS Enables faculty and students to “adjust” both teaching and learning during the semester. TURNITIN.COM Enables students to use it as a “learning tool”

THE SYLLABUS: WHAT IS IT? ALL OF THE PRECEDING

GROUP EXERCISE IN 10 MINUTES DESIGN A CHILDREN’S PLAYGROUND TAKING INTO CONSIDERATION SAFETY FOREMOST. PROVIDE: WHICH LEARNING OUTCOME? WHICH PAT? WHICH GRADING RUBRIC?

THANK YOU