1. 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

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

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

4. 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

5. 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.

6. SUCCESS
AND
MORE
CAN DO ALL OF THAT
THE SYLLABUS

7. 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

8. 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.

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

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

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

12. 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

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

14. AFFECTIVE OUTCOMES
ATTITUDES
BELIEFS
VALUES
VALUE SYSTEMS

15. 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.

16. 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.

17. 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?

18. 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.

19. 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

20. 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

21. 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

22. 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

23. 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.

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

25. 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”

26. THE SYLLABUS: WHAT IS IT?
ALL OF THE PRECEDING

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

28. THANK YOU