Syllabus Design

Phương pháp giảng dạy đại học theo học chế tín chỉ

Phần 5

Thiết kế đề cương môn học

Copyright © 2009 Trung tâm nghiên cứu cải tiến phương pháp dạy và học đại học – ĐH KHTN TP HCM

Phương pháp giảng dạy đại học theo học chế tín chỉ

Thiết kế đề cương chi tiết môn học

ĐỀ CƢƠNG

CHỦ ĐỀ: THIẾT KẾ ĐỀ CƢƠNG CHI TIẾT MÔN HỌC  Giảng viên:

o

TS. Phùng Thúy Phượng [email protected]

 Số tiết: 12 tiết (3 buổi)  Mục tiêu: Sau phần này, học viên có thể o Xác định tầm quan trọng/ vai trò của đề cương o Liệt kê những nội dung cần phải có trong một đề cương o Thiết kế đề cương môn học o Đánh giá một đề cương môn học  Đánh giá: o Thảo luận o Bài tập  Tài liệu tham khảo: o Preparing a course: course design o Preparing a course: building a syllabus o Example course syllabus-guide for course outlines in the Faculty of Science o Syllabus components - What you might include in your syllabi o Write the syllabus o Evaluation Rubric for Peer Review of Course syllabi o Fink’s Five Principles of Good Course Design o Syllabus rubric o Rubric to Evaluate Syllabus  Tài liệu tham khảo đọc thêm: o http://www.cte.ku.edu/teachingQuestions/preparingCourse/courseDesign.shtml o http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/prep cors.htm o http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/fink s5.htm o http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/less pln1.htm o http://www.mtnhomesd.org/Classrooms/Brantley/physics%20stuff/physics_syllab us.htm o http://www.starsandseas.com/Agenda/BioSyllabus.htm o Creating a syllabus Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM www.cee.hcmuns.edu.vn

Phương pháp giảng dạy đại học theo học chế tín chỉ

Thiết kế đề cương chi tiết môn học

Các hoạt động và nội dung chính: Buổi 1:

Mục tiêu:  Học viên xác định tầm quan trọng của việc thiết kế đề cương;  Học viên liệt kê được các nội dung chính của đề cương

Nội dung Thiết kế đề cƣơng môn học Các câu hỏi - Tầm quan trọng của việc thiết kế đề cương; - Các nội dung chính của đề cương - Làm thế nào để thiết kế một đề cương môn học

Hoạt động Giới thiệu Động não (Brainstorming) Làm việc theo cặp Bản đồ tư duy Trình bày bản đồ tư duy Đọc tài liệu Preparing a course: course design

Thời lƣợng 5’ 2’ 3’ 10’ 30’ 45’

Preparing a course: building a syllabus Example course syllabus-guide for course outlines in the Faculty of Science Syllabus components- What you might include in your syllabi Write the syllabus

Thảo luận Trình bày Viết đề cương một môn học ( mỗi nhóm chọn một môn học để viết đề cương)

Bài tập về nhà

Buổi 2:

Mục tiêu:  Học viên có thể thiết kế đề cương môn học  Học viên có thể xây dựng các tiêu chí đánh gíá một đề cương môn học Nội dung

Thiết kế đề cƣơng môn học Câu hỏi

30’ 40’

-

Trình tự thiết kế đề cương môn học Đánh gía đề cƣơng môn học

Hoạt động Trình bày đề cương Trình tự thiết kế đề cương môn học

Backward design Sử dụng và quản lýCác thờitiêu gianchí trên lớpgía có đề hiệu quả. đánh cương Đọc tài liệu Fink’s Five Principles of good course design

Thời lƣợng 25’ 10’ 5’ 10’ 45’

Evaluation Rubric for Peer Review of Course syllabi

Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM www.cee.hcmuns.edu.vn

Phương pháp giảng dạy đại học theo học chế tín chỉ

Thiết kế đề cương chi tiết môn học

Câu hỏi Syllabus rubric Những tiêu chí đánh gía đề cương môn học? Rubric to Evaluate Syllabus Bài tập: Xây dựng tiêu chí đánh giá đề cương

Buổi 3:

Thảo luận Trình bày

30’ 40’

Mục tiêu:  Học viên có thể đánh giá đề cương môn học

Nội dung Đánh giá đề cƣơng môn học -

Hoạt động Tổng kết các tiêu chí đánh giá Đánh giá chéo đề cương Hoàn chỉnh đề cương Sử dụng và quản lý Trình thời gian bày trên lớp có hiệu quả.

Thời lƣợng 45’ 30’ 45’ 45’

Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM www.cee.hcmuns.edu.vn

Phương pháp dạy và học theo học chế tín chỉ

Thiết kế đề cương chi tiết môn học

PREPARING A COURSE: COURSE DESIGN Course design involves the planning of curriculum, assessments, and opportunities for learning which attempt to meet the goals of the course and evaluate whether those goals are indeed being met. The designing of a course can be adeptly performed through the use of backwards design, which is based on the principle of working first from the material and concepts you want students to master, in order to plan how you will assess whether this learning has occurred, and this information thus guides which resources and methods of teaching are employed in order to enact learning of this material. Four questions from Wiggins & McTighe (1998) are suggested as a guide for condensing the course’s material into a few key topics: • To what extent does the idea, topic, or process represent a “big idea” having enduring value beyond the classroom? • To what extent does the idea, topic, or process reside at the heart of the discipline? • To what extent does the idea, topic, or process require uncoverage? • To what extent does the idea, topic, or process offer potential for engaging students?

Also consider the goals and characteristics of your future students. Some reasons that students may be taking your course include: to develop a philosophy of life, to learn to interpret numerical data, to understand scientific principles or concepts, to learn to effectively communicate, to learn to organize ideas, or to understand how researchers gain knowledge. As the instructor, you can use this information, along with your own goals for the course, to guide your course structure and teaching pace. After having determined which material will guide the course design, the next step in backwards design is to establish the criteria you will employ to evidence student learning. Instead of using a lone cumulative exam to assess learning, however, backwards design is guided by the concept that understanding increases across time, as students process, reassess, and connect information. Therefore, assessments to measure this increasing level of understanding should be conducted throughout the semester, using a variety of methodologies such as discussions, tests and quizzes, projects, and assessments in which students analyze their own level of understanding. Once key concepts and assessment criteria have been decided upon, you can then focus on which teaching methodologies and activities you will use to help students reach these course goals. In this manner, teaching is driven by the concepts that are 185

Phương pháp dạy và học theo học chế tín chỉ

Thiết kế đề cương chi tiết môn học

crucial to the course, rather than the course being driven by the teaching methodology itself. Resources: Wiggins, G. & McTighe, J. (1998). Understanding by Design. Merrill Prentice Hall: Upper Saddle River, New Jersey http://www.cte.ku.edu/teachingQuestions/preparingCourse/courseDesign.shtml

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PREPARING A COURSE: BUILDING A SYLLABUS Start with the basic information of the course, including the year and semester of the course, the course title and number, number of credits, and the meeting time/place. Provide your name, office address (and a map if it’s hard to find), and your contact information. Indicate whether students need to make appointments or may just stop in. If you list a home number, be specific about any restrictions for its use. Next, clarify what prerequisites, knowledge, skills, or experience you expect students to have or courses they should have completed. Suggest ways they might refresh skills if they’re uncertain about their readiness. When discussing the course, outline the course purpose(s); what is the course about and why would students want to learn the material? Outline the three to five general goals or objectives for the course (see Course design for more information), and explain why you’ve arranged topics in a given order and the logic of themes or concepts you’ve selected. When discussing the course format and activities, tell students whether the class involves fieldwork, research projects, lectures, and/or discussion, and indicate which activities are optional, if any. In regard to the textbooks & readings, include information about why the readings were selected. Show the relationship between the readings and the course objectives. Let students know whether they are required to read before class meetings. Also detail any additional materials or equipment that will be needed. Specify the nature and format of the assignments, and their deadlines. Give the exam dates and indicate the nature of the tests (essay, short–answer, take–home, other). Explain how the assignments relate to the course objectives. Describe the grading procedures, including the components of the final grade and weights for each component. Explain whether you will grade on a curve or use an absolute scale, if you accept extra credit work, and if any of the grades can be dropped. Also explain any other course requirements, such as study groups or office hour attendance. Clearly state your policies regarding class attendance, late work, missing homework, tests or exams, makeups, extra credit, requesting extensions, reporting illnesses, cheating and plagiarism. You might also list acceptable and unacceptable classroom behavior. Let students know that if they need an accommodation for any type of disability, they should meet with you to discuss what modifications are necessary. Include a course calendar with the sequence of course topics, readings, and assignments. Exam dates should be firmly fixed, while dates for topics and activities may be tentative.

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Also list on the course calendar the last day students can withdraw without penalty. Give students a sense of how much preparation and work the course will take. Finally, a syllabus is a written contract between you and your students. End with a caveat to protect yourself if changes must be made once the course begins; e.g., “The schedule and procedures in this course are subject to change in the event of extenuating circumstances.” For more information, please see Ombud’s Website. Resources: Appleby, Drew C. “How to improve your teaching with the course syllabus.” APS Observer, May/June 1994. Davis, Barbara Gross. Tools for teaching. San Francisco: Jossey–Bass, 1993. “Syllabus Checklist.” (2002). Teaching Matters, 6 (1), 8. This material is drawn from Eddy, Judy. (2001). Creating a Syllabus. Handout. http://www.cte.ku.edu/teachingQuestions/preparingCourse/syllabus.shtml

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Example Course Syllabus Guide for Course Outlines in the Faculty of Science Introduction

A typical, informative course outline will range anywhere from 3 to 6 pages, or perhaps more in some cases, for example where week-by-week or lecture-by-lecture descriptions are included. Course outlines may be provided on the web (e.g., ACE) or in hard copy. Note that if a course outline is made available only on-line and a student requests a hard copy, an instructor is obliged to provide the hard copy. A good course outline should include most or all of the following elements. Note that some items below marked with an asterix (*) indicate that specific types of information are mandatory – these are related to student assessment, discipline and grievances. Course description

Include an informative course description. Minimally, this could be the official calendar description, or an enhanced version (preferred). Other details that might be presented are where the course fits into a discipline, who the course might appeal to, how or where knowledge gained from the course may be applied, or how the course draws from and relates to other courses in the program/plan. Also be sure to indicate how the course is delivered – lectures with chalkboard, PowerPoint, or seminars, etc. If this course has a web presence, include relevant details. You might also consider indicating the nature of teaching and learning activities students might expect – will there be small group discussions, collaborative labs, or special projects? Is there anything else that is especially unique about your course? Course learning objectives

Describe these from the students’ perspective – what will they learn, be able to do, or better appreciate. Learning objectives can be broad or they can be narrow and focused on course details. A course may have several learning objectives that reflect one or more overarching institutional philosophies like learning to think critically, communicating clearly or looking at issues in a global context. Objectives should be measurable, where possible, and specific. More focused learning objectives could be at the departmental or discipline-level. Examples include: x

For a course in molecular biology – “Explain techniques used to monitor DNA, RNA or protein abundance, recognizing the benefits and limitations of each technique”;

x

For a course in computational chemistry – “Calculate potential energy surfaces for chemical reactions”;

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x

For a course in solid state physics – “Explain the operation and use of several modern electronic devices, including the p-n junction, transistors, opto-electronic devices, etc.”;

x

For a course in Earth history – “Examine the concepts and approaches used in the stratigraphic analysis of rocks and sediments”.

Contact information

Identify instructor(s), teaching assistants; indicate office or help locations, telephone numbers, email addresses. Some of these details, particularly those pertaining to TAs, might not be available if the outline is prepared far ahead of time, of course. Also include office hours (if any), and the preferred way for students to contact either instructor(s) or TAs. If you have a preference for how students should contact you by email, provide a clear example (e.g., using course-identifying subject lines such as “BIOL 130 query”). You may also want to indicate what kinds of email will be responded to. If your class is large and email communication concerning course material could be overwhelming, you may decide to emphasize that no emails about course content will be answered via email and students must instead must use office hours, class or tutorial time. Also useful is an indication whether you will respond to emails on weekends. You might want to provide an indication of when a student might expect to hear back (e.g., mornings) or the expected length of time that students might wait for a response (e.g., within 24 hours). Resources

Include full details regarding course texts (required, recommended), course notes, laboratory manuals, other materials required (e.g., clickers, calculators – programmable or not), library reserves, relevant URLs, etc. Course topics

Provide the full list of primary and secondary topics – more detailed outlines may do this on a week-by-week or lecture-by-lecture basis. Expectation of student commitment to the course

Estimate the number of hours, on average, that a student should devote to your course each week. Consider all aspects – lectures, labs, tutorial, reading, assignments, etc. and break them out individually if this might be useful. If there is an uneven work load, indicate when those times are. *Student assessment

Indicate clearly how grade assessment will be done – this information must be included in any course outline (see section below for other mandatory statements). What are the values of exams, assignments, essays and other tools used for grade assessment? If there is a participation element, including attendance, to the grading scheme, explain precisely the expectation. Indicate unambiguously the penalties for late submissions and course policy for missed course elements, including exams. Indicate if accommodations of any sort will

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be considered and whether this will occur only with verified Verification of Illness Forms (VIF), counseling letters, etc. Indicate if there is opportunity to make up missed grading elements, such as mid-terms, or whether the grading scheme will be modified, for example the missing assignment or mid-term weight assigned to the final exam instead. You might also include a statement encouraging students to bring their VIFs to the Science Undergraduate Office for verification and filing. Also be sure to include due dates for their assignments and essays, as well as the scheduled dates for quizzes and mid-terms. Indicate that students are expected to check the appropriate UW websites for details concerning final examinations and various course drop deadlines. Statement for students with disabilities

Although not mandatory, instructors should consider incorporating the following statement into their course outlines: “Note for students with disabilities: The Office for Persons with Disabilities (OPD), located in Needles Hall, Room 1132, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the OPD at the beginning of each academic term.” Statement regarding travel and the final examination period

It may be useful to include the statement that “Student travel plans are not considered acceptable grounds for granting an alternative examination time.” (see http://www.registrar.uwaterloo.ca/exams/finalexams.html). Instructors should include here the exact dates of the exam period for that term. The final exam schedule is usually posted about 5 or 6 weeks into the term, so a reminder in the outline encouraging students when to check may be useful: x

for Fall exams “…start checking toward the end of October”

x

for Winter exams “…start checking in the middle of February”

x

for Spring exams “…start checking in the middle of June”.

Changes to Course Outlines

If appropriate, include a statement that some types of course details may be revised (e.g., topics treated, emphasis on certain topics, etc.). When circumstances do arise such that it becomes necessary to change some aspect of a course, students need to be informed of this as soon as possible so they have ample opportunity to respond. This applies to outlines in hard copy as well as on-line. While it is reasonable in some situations that certain elements of a course outline might “evolve” over the term (e.g., range of topics to be treated in course), the grading scheme and other elements related to evaluation cannot change. If minor changes are made to non-grading elements of the outline, the new outline should draw attention to these changes. If changes are made, an instructor has to be able to show an archive of the outline from the time it was first made available to students at the beginning of a course.

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Other special considerations or rules

If there are other rules or policies that you want your students to know about (e.g., protocols for participating in course chat rooms or e-submission of assignments), explain clearly what they need to know. If a student has a concern related to how a lab assignment was graded, who should be contacted – the TA? Lab instructor? Course instructor? If you have a policy about recording (audio, video) lectures, indicate it. If there you have a preference for a particular citation style for assignments or essays, this should also be conveyed, and perhaps you could point to a source of guidance for this information. Also consider how you wish to handle unclaimed student submissions (e.g., assignments, quizzes). You must hold on to these for a year, unless you notify students otherwise that you intend to keep them only for a shorter length of time and after that time the material in question will be securely destroyed. *Expectation of Academic Integrity

Instructors should be very clear about their expectation of Academic Integrity in their courses. You are encouraged to include the following optional statement in your course outline: “To create and promote a culture of academic integrity, the behaviour of all members of the University of Waterloo should be based on honesty, trust, fairness, respect and responsibility.” The statement below regarding Academic Integrity must be included in course outlines. “Note on avoidance of academic offences: All students registered in the courses of the Faculty of Science are expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for their actions. When the commission of an offence is established, disciplinary penalties will be imposed in accord with Policy #71 (Student Discipline). For information on categories of offences and types of penalties, students are directed to consult Policy #71 (http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm). If you need help in learning what constitutes an academic offence; how to avoid offences such as plagiarism, cheating, and unauthorized resubmission of work; how to follow appropriate rules with respect to “group work” and collaboration; or if you need clarification of aspects of the discipline policy, ask your TA and/or your course instructor for guidance. Other resources regarding the discipline policy are your academic advisor and the Undergraduate Associate Dean.” Courses that include group work should have clear statements of what an acceptable amount of collaboration is and what is unacceptable; relevant examples might help student avoid problems. It might also be a good idea to remind students that the same level of academic integrity is expected on an assignment worth 2% as one worth 50%. The Faculty of Arts has an excellent website on “Avoiding Academic Offences” – (http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html). Refer students to this site as most of it is very applicable to Science students as well, regardless of the courses they are in. The following URL is a useful one to refer students to concerning citation styles: http://tinyurl.com/29s5tj

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*Student Grievances

Another statement that must be included in course outlines concerns student grievances: “Students who believe that they have been wrongfully or unjustly penalized have the right to grieve; refer to Policy #70, Student Petitions and Grievances, http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm.” Student Appeals

Although not mandatory, another useful statement to include in light of earlier statements on Policy 70 and Policy 71 is the following: “Concerning a decision made under Policy 33 (Ethical Behaviour), Policy 70 (Student Petitions and Grieveances) or Policy 71 (Student Discipline), a student may appeal the finding, the penalty, or both. Students who believe that they have grounds for an appeal should refer to Policy 72 (Student Appeals) http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm.”

March 3, 2008 Mario Coniglio, Ph.D. Associate Dean of Science, Undergraduate Studies Faculty of Science University of Waterloo

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SYLLABUS COMPONENTS WHAT YOU MIGHT INCLUDE IN YOUR SYLLABI Basic Identifying Information x Course title and number, section number, crn, number of units x Term (e.g., Fall 2001) x Meeting time and location x Your name, office address, telephone number, fax number, email address x URLs for course and faculty member x Your office hours x Teaching assistant and hours Prerequisites x Prerequisite courses, knowledge, skills, etc. x Suggestions for refreshing knowledge, skills, etc. Course Purpose and Objectives x Overview of course purpose x Explanation of what course is about and why students would want to learn the material x List of student learning goals or objectives x Ties to program learning goals or objectives Course Structure x Conceptual structure used to organize the course x Format of activities for the course x Readings and Web assignments x Projects, papers, exams, etc. x Nature and format of assignments, expected lengths, deadlines x Nature of tests x Relationship of assignments to learning objectives x Expectations for written work (e.g., style, length, word processing requirements, etc.) x Role of technology in the course

Required Purchases x Texts/Workbooks/ and supplies (required/optional/suggested) Where they can be purchased Grading Procedures x Grading components and weights x Grading criteria x Extra credit policy x Exam dates and coverage Other Course Policies x Attendance

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Late work Missing homework Test make-ups Requesting extensions Reporting illnesses Academic honesty: cheating and plagiarism [see college catalog or schedule of classes] Student and faculty responsibilities in the learning process Accommodations for physical or learning disabilities Classroom civility guidelines

Course Calendar x Topics x Readings x Assignment deadlines x Important drop dates Supplementary Information x Estimated student workload x Study hints or guides x Glossary x References, recommended readings or URLs, library materials on reserve x Campus resources (e.g., tutors) x Handouts, lecture outlines, etc.

Campus Expectations for Syllabi The University Handbook (Section 303.1) states that: Faculty members shall provide a course syllabus to students in each of their classes which, in addition to standard information (e.g., instructor name, course name, date, etc.) contains at least the following information: a) course objectives b) assignment and exam due dates c) grading policy d) campus policy on academic dishonesty e) other - in accordance with departmental guidelines.

CSUB Catalog and Class Schedule Information Academic Freedom. Page 53 of the 1999-2001 Catalog or page 47 of the Fall schedule. Academic Honesty. Page 53 of the 1999-2001 Catalog or page 47 of the Fall schedule. Classroom Conduct. Page 53 of the 1999-2001 Catalog or page 47 of the Fall schedule. Nondiscrimination Policy. Pages 76-77 of the 1999-2001 Catalogy or page 47 of the Fall schedule.

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Academic Calendar. Page 5 of the Fall Schedule (Note last day to withdraw without a “W”; last day to withdraw for serious and compelling reason; holidays; SOCI week; last day of classes; and final exam day. Final Exam Schedule. Page 97 of the Fall schedule. Use this to determine your official final exam day and time. Other Resources Online syllabi examples (e.g., the World Lecture Hall at http://www.utexas.edu/world/lecture/ provides links to Web pages created by faculty from a variety of disciplines worldwide.) Or, contact the Web pages of faculty in your discipline at other campuses. TLC Books on Teaching (e.g., McKeachie’s Teaching Tips; Preparing Instructional Objectives; Designing & Assessing Courses & Curricula). Browse the TLC library at http://www.csub. edu/~tlc/library.html TLC Handouts: Handouts from the TLC that deal with a variety of teaching/learning issues, such as “Integrating Learning Objectives into Courses and Course Syllabi.” Most can be downloaded from the site (http://www.csub.edu/~tlc/tlchandouts.htm), or copies can be provided by contacting the TLC. TLC Online Links: Links to a variety of pedagogical sites (http://www.csub.edu/~tlc/links.htm)

Your syllabus is a university commitment to students to teach the course according to the guidelines you set. It also is a reflection of you, your teaching philosophy, and your attitudes towards students—take time to make it an accurate reflection.

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ThiӶtȱkӶȱ¶ӸȱcчхngȱchiȱtiӶtȱmônȱhԄcȱ

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WriteȱtheȱSyllabusȱ Syllabiȱserveȱseveralȱimportantȱpurposes,ȱtheȱmostȱbasicȱofȱwhichȱisȱtoȱcommunicateȱtheȱ instructor’sȱcourseȱdesignȱ(e.g.,ȱgoals,ȱorganization,ȱpolicies,ȱexpectations,ȱrequirements)ȱ toȱstudents.ȱOtherȱfunctionsȱcommonlyȱservedȱbyȱaȱsyllabusȱinclude:ȱ x x x x x x x

Toȱconveyȱourȱenthusiasmȱforȱtheȱtopicȱandȱourȱexpectationsȱforȱtheȱcourseȱȱ Toȱshowȱhowȱthisȱcourseȱfitsȱintoȱaȱbroaderȱcontextȱ(ȈtheȱbigȱpictureȈ)ȱȱ Toȱ establishȱ aȱ contractȱ withȱ studentsȱ byȱ publiclyȱ statingȱ policies,ȱ requirements,ȱ andȱproceduresȱforȱtheȱcourseȱȱ Toȱ setȱ theȱ toneȱ forȱ theȱ course,ȱ andȱ conveyȱ howȱ weȱ perceiveȱ ourȱ roleȱ asȱ theȱ teacherȱandȱtheirȱroleȱȱasȱstudentsȱȱ Toȱhelpȱstudentsȱassessȱtheirȱreadinessȱforȱtheȱcourseȱbyȱidentifyingȱprerequisiteȱ areasȱofȱknowledgeȱȱ Toȱhelpȱstudentsȱmanageȱtheirȱlearningȱbyȱidentifyingȱoutsideȱresourcesȱand/orȱ providingȱadviceȱȱ Toȱcommunicateȱourȱcourseȱgoalsȱandȱcontentȱtoȱcolleaguesȱȱ What’sȱinȱaȱsyllabus?ȱ Aȱsyllabusȱusuallyȱincludesȱtheȱfollowingȱcomponents:ȱ COMPONENTȱ DESCRIPTIONȱ (Labelsȱ linkȱ toȱ componentsȱ ofȱ realȱ (Seeȱalsoȱsamplesȱofȱwholeȱsyllabi.)ȱ syllabi.)ȱ Courseȱ numberȱ andȱ title,ȱ semesterȱ andȱ year,ȱ numberȱ ofȱ units,ȱ meetingȱ timesȱ andȱ Titleȱpageȱ location,ȱ instructorȱ andȱ TAȱ informationȱ (e.g.,ȱ name,ȱ office,ȱ officeȱ hours,ȱ contactȱ information)ȱ Aȱ briefȱ introductionȱ toȱ theȱ course:ȱ scope,ȱ Courseȱdescription purposeȱandȱrelevanceȱofȱtheȱmaterial.ȱ Skillsȱ andȱ knowledgeȱ youȱ wantȱ studentsȱ Courseȱobjectives toȱgain.ȱ Explanationȱ ofȱ theȱ topicalȱ organizationȱ ofȱ Courseȱorganizationȱ theȱcourseȱ Requiredȱ (and/orȱ optional)ȱ booksȱ (withȱ authorsȱ andȱ editions),ȱ reserveȱ readings,ȱ Materialsȱ courseȱ readers,ȱ software,ȱ andȱ suppliesȱ withȱinformationȱaboutȱwhereȱtheyȱcanȱbeȱ obtainedȱ Coursesȱ studentsȱ needȱ toȱ haveȱ takenȱ beforeȱ yoursȱ (orȱ atȱ theȱ sameȱ time);ȱ prerequisiteȱ skillȱ setsȱ (e.g.,ȱ programmingȱ PrerequisitesȱandȱcoȬrequisitesȱ languages,ȱ familiarityȱ withȱ software).ȱ Provideȱ adviceȱ onȱ whatȱ studentsȱ shouldȱ doȱ ifȱ theyȱ lackȱ theseȱ skillsȱ (e.g.,ȱ dropȱ theȱ ȱ

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Courseȱrequirementsȱ

Evaluationȱandȱgradingȱpolicy

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Courseȱpoliciesȱandȱexpectations ȱ

Courseȱcalendarȱ

Advice

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course;ȱ getȱ outsideȱ help;ȱ studyȱ supplementaryȱmaterialȱyouȱwillȱprovide) Whatȱ studentsȱ willȱ haveȱ toȱ doȱ inȱ theȱ course:ȱ assignments,ȱ exams,ȱ projects,ȱ performances,ȱ attendance,ȱ participation,ȱ etc.ȱ Describeȱ theȱ natureȱ andȱ formatȱ ofȱ assignmentsȱ andȱ theȱ expectedȱ lengthȱ ofȱ writtenȱ work.ȱȱ Provideȱ dueȱ datesȱ forȱ assignmentsȱandȱdatesȱforȱexams.ȱ Whatȱ willȱ theȱ finalȱ gradeȱ beȱ basedȱ on?ȱ Provideȱ aȱ breakdownȱ ofȱ componentsȱ andȱ anȱ explanationȱ ofȱ yourȱ gradingȱ policiesȱ (e.g.,ȱ weightingȱ ofȱ grades,ȱ curves,ȱ extraȬ creditȱoptions,ȱtheȱpossibilityȱofȱdroppingȱ theȱlowestȱgrade)ȱ Policiesȱ concerningȱ attendance,ȱ participation,ȱ tardiness,ȱ academicȱ integrity,ȱ missingȱ homework,ȱ missedȱ exams,ȱ recordingȱ classroomȱ activities,ȱ foodȱ inȱ class,ȱ laptopȱ use,ȱ etc.ȱ Describeȱ yourȱ expectationsȱ forȱ studentȱ behaviorȱ (e.g.,ȱ respectfulȱ considerationȱ ofȱ oneȱ another’sȱ perspectives,ȱ openȬmindedness,ȱ creativeȱ riskȬtaking).ȱ Letȱ studentsȱ knowȱ whatȱtheyȱcanȱexpectȱfromȱyouȱ(e.g.,ȱyourȱ availabilityȱ forȱ meetingsȱ orȱ eȬmailȱ communication).ȱ Aȱ dayȬtoȬdayȱ breakdownȱ ofȱ topicsȱ andȱ assignmentsȱ(readings,ȱhomework,ȱprojectȱ dueȬdates)ȱ Howȱtoȱuseȱtheȱsyllabus;ȱhowȱtoȱstudyȱforȱ theȱ courseȱ (howȱ toȱ readȱ efficientlyȱ andȱ effectively,ȱ whetherȱ readingsȱ areȱ toȱ beȱ doneȱbeforeȱorȱafterȱtheȱclassȱtheyȱpertainȱ to,ȱ whenȱ toȱ startȱ assignments,ȱ approvedȱ formsȱ ofȱ collaboration,ȱ etc.);ȱ howȱ toȱ seekȱ help.ȱ

ȱ Whenȱshouldȱyouȱwriteȱyourȱsyllabus?ȱ Writingȱyourȱsyllabusȱshouldȱcomeȱlateȱinȱtheȱprocessȱofȱcourseȱdesign,ȱafterȱtheȱ courseȱisȱessentiallyȱplanned,ȱbutȱwellȱbeforeȱtheȱfirstȱdayȱofȱclass.ȱYou’llȱnoticeȱ thatȱ ofȱ Fink’sȱ 12ȱ questionsȱ toȱ askȱ oneselfȱ whenȱ designingȱ aȱ courseȱ (below),ȱ theȱ questionȱpertainingȱtoȱtheȱsyllabusȱcomesȱinȱ#11!ȱ(Fink,ȱ2003)ȱ

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ȱ o o o o o o o o o o o o

Whereȱareȱyou?ȱ(situationalȱconstraints)ȱȱ Whereȱdoȱyouȱwantȱtoȱgo?ȱ(learningȱobjectives)ȱȱ Howȱwillȱyouȱknowȱifȱstudentsȱgetȱthere?ȱ(assessments)ȱȱ Howȱareȱyouȱgoingȱtoȱgetȱthere?ȱ(learningȱactivities)ȱȱ Whoȱandȱwhatȱcanȱhelp?ȱ(resources)ȱȱ Whatȱareȱtheȱmajorȱtopicsȱinȱthisȱcourse?ȱ(organization)ȱȱ Whatȱwillȱtheȱstudentsȱneedȱtoȱdo?ȱ(specificȱlearningȱactivities)ȱȱ Whatȱisȱtheȱoverallȱschemeȱofȱlearningȱactivitiesȱ(integratingȱinstructionalȱ strategyȱwithȱcourseȱstructure)ȱȱ Howȱareȱyouȱgoingȱtoȱgrade?ȱȱ Whatȱcouldȱgoȱwrong?ȱ(debuggingȱdesign)ȱȱ Howȱwillȱyouȱletȱstudentsȱknowȱwhatȱyouȱareȱplanning?ȱ(syllabus)ȱȱ Howȱwillȱyouȱknowȱhowȱtheȱcourseȱisȱgoing,ȱandȱhowȱitȱwent?ȱ(planningȱ feedback)ȱȱ

Generalȱadviceȱonȱwritingȱaȱsyllabus:ȱ o

o

Ifȱ youȱareȱ newȱtoȱ teaching,ȱorȱ toȱ aȱdepartment,ȱ lookȱ atȱ theȱsyllabusȱ ofȱ aȱ colleagueȱ–ȱpreferablyȱsomeoneȱknownȱtoȱbeȱanȱexcellentȱinstructorȱȬȬȱasȱaȱ roughȱ modelȱ ofȱ formatȱ andȱ style.ȱ Syllabiȱ varyȱ accordingȱ toȱ disciplinaryȱ andȱ departmentalȱ conventions,ȱ andȱ whileȱ thereȱ isȱ plentyȱ ofȱ roomȱ forȱ individualȱvariationȱandȱcreativityȱinȱsyllabusȱdesign,ȱit’sȱaȱgoodȱideaȱtoȱ seeȱwhatȱtheȱnormȱisȱbeforeȱyouȱbegin.ȱȱ Anticipateȱ studentȱ questionsȱ andȱ concernsȱ andȱ tryȱ toȱ addressȱ themȱ inȱ yourȱsyllabus.ȱResearchȱindicatesȱthatȱtheȱpressingȱconcernsȱforȱstudentsȱ whenȱbeginningȱaȱcourseȱare:ȱȱ ƒ WillȱIȱbeȱableȱtoȱdoȱtheȱwork?ȱȱ ƒ WillȱIȱlikeȱtheȱprofessor?ȱȱ ƒ Willȱtheȱsubjectȱmatterȱinterestȱme?ȱIsȱitȱrelevantȱtoȱwhatȱIȱwantȱtoȱ do?ȱȱ ƒ DoȱIȱhaveȱtheȱprerequisiteȱskillsȱandȱknowledgeȱtoȱsucceed?ȱȱ ƒ CanȱIȱhandleȱtheȱworkload?ȱȱ ƒ Isȱitȱpossibleȱforȱmeȱtoȱgetȱaȱgoodȱgrade?ȱȱ ƒ Whatȱ sortsȱ ofȱ policiesȱ doesȱ thisȱ instructorȱ haveȱ regardingȱ attendance,ȱ lateȱ work,ȱ participation,ȱ etc.?ȱ (looselyȱadaptedȱfromȱDavis,ȱ1993)ȱȱ Addressingȱ studentȱ concernsȱ willȱ helpȱ themȱ toȱ alignȱ theirȱ expectationsȱ withȱyours,ȱgiveȱthemȱaȱsenseȱofȱyourȱteachingȱstylesȱandȱpriorities,ȱandȱ allowȱ themȱ toȱ makeȱ moreȱ informedȱ decisionsȱ aboutȱ whetherȱ orȱ notȱ toȱ takeȱtheȱcourse.ȱȱ

o

Distributeȱ theȱ syllabusȱ onȱ theȱ firstȱ dayȱ ofȱ classȱ andȱ goȱ overȱ keyȱ pointsȱ withȱ students.ȱ Makeȱ itȱ clearȱ toȱ themȱ thatȱ theyȱ areȱ responsibleȱ forȱ everythingȱinȱtheȱsyllabus,ȱandȱreferenceȱtheȱsyllabusȱinȱclassȱperiodicallyȱ toȱremindȱthemȱofȱitsȱcontent.ȱToȱencourageȱstudentsȱtoȱreadȱtheȱsyllabusȱ carefully,ȱsomeȱinstructorsȱactuallyȱgiveȱstudentsȱaȱshortȱquizȱviaȱanȱonȬ

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o

o

lineȱ courseȱ managementȱ systemȱ onȱ courseȱ policies,ȱ instructorȱ expectations,ȱrequirements,ȱetc.ȱȱ Maintainȱ someȱ flexibilityȱ inȱ yourȱ syllabus:ȱ Asȱ theȱ semesterȱ progresses,ȱ youȱ mayȱ findȱ thatȱ yourȱ courseȱ designȱ wasȱ overȬambitiousȱ andȱ thatȱ youȱ haveȱ toȱ scaleȱ back,ȱ orȱ thatȱ youȱ haveȱ toȱ rearrangeȱ theȱ calendarȱ toȱ accommodateȱunanticipatedȱevents.ȱLeaveȱyourselfȱroomȱtoȱmaneuverȱbyȱ indicatingȱonȱyourȱsyllabusȱthatȱitȱisȱsubjectȱtoȱrevisionȱorȱbyȱbuildingȱinȱaȱ fewȱ“overflow”ȱdaysȱtoȱcatchȱupȱifȱyouȱfallȱbehind.ȱȱ Ifȱ youȱ alterȱ yourȱ syllabus,ȱ beȱ fairȱ toȱ students:ȱ Beȱ sureȱ toȱ giveȱ themȱ sufficientȱ advanceȱ warningȱ soȱ theyȱ canȱ planȱ accordingly.ȱ Also,ȱ doȱ notȱ increaseȱtheȱcourseȱrequirementsȱinȱanyȱsignificantȱwayȱonceȱtheȱsemesterȱ begins:ȱstudentsȱviewȱtheȱsyllabusȱasȱaȱcontractȱandȱmakeȱtheirȱadd/dropȱ decisionsȱonȱtheȱbasisȱofȱwhatȱtheȱsyllabusȱindicates.ȱSubstantialȱchangesȱ onceȱ theȱ semesterȱ beginsȱ areȱ likelyȱ toȱ perceivedȱ asȱ anȱ unfairȱ “baitȱ andȱ switch”.ȱȱ

Creativeȱsyllabi:ȱ Syllabiȱdoȱnotȱhaveȱtoȱbeȱsimple,ȱtypedȱdocuments,ȱbutȱcanȱincorporateȱgraphicsȱ (photos,ȱ comics,ȱ designs)ȱ andȱ otherȱ creativeȱ elements.ȱ Someȱ instructorsȱ designȱ creativeȱ syllabiȱ toȱ embodyȱ courseȱ goals;ȱ forȱ instance,ȱ theȱ syllabusȱ forȱ aȱ typographyȱclassȱmightȱitselfȱreflectȱ designȱelementsȱthatȱareȱpartȱofȱtheȱcourseȱ content.ȱ Someȱ instructorsȱ developȱ graphicȱ syllabi,ȱ whichȱ representȱ theȱ organizationȱ ofȱ theȱ courseȱ inȱ graphicȱ ratherȱ thanȱ textȱ form.ȱ Asȱ longȱ asȱ yourȱ syllabusȱservesȱtheȱfunctionsȱyouȱintend,ȱhaveȱsomeȱfunȱwithȱit!ȱ ȱ ȱ ȱ Referencesȱ Fink,ȱL.ȱD.ȱ(2003)ȱCreatingȱSignificantȱLearningȱExperiences.ȱSanȱFrancisco:ȱJosseyȬBass.ȱ Davis,ȱB.ȱG.ȱ(1993)ȱToolsȱforȱTeaching.ȱSanȱFrancisco:ȱJosseyȬBass.ȱ ȱ

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SAMPLE SYLLABUS Introduction to Research in Education EDRM 700 - Spring 2008 Gambrell 153 T TH 5:30 – 6:45 Instructor: Office: Office hours: Email: Phone:

I.

Course Description Introduction to Research in Education is a three-credit course that focuses on the major methods and techniques of educational research. It is primarily intended for students of education. The course prerequisite is full admission to graduate standing or permission from the instructor.

II.

Goals and Learning Outcomes The overall goal of EDRM 700 is to provide students with the knowledge and skills necessary to critically evaluate educational research. The measurable learning outcomes used to determine the degree to which this goal is being met follow: x x x x x

III.

Students will describe the research process. Students will apply research terminology to educational and everyday settings. Students will analyze a described situation and select/explain the appropriate method of analysis. Students will interpret the meaning of data analysis findings. Students will critically analyze published works.

Required Readings x x

Fraenkel, J. R., and Wallen, N. E. (2002) How to Design and Evaluate Research in Education. New York: McGraw Hill, 5th edition Selected course handouts

IV. Overall Structure of the Course The course is designed to provide students with a variety of contexts for understanding and evaluating research methods and processes. Students will be expected to apply all terms and concepts presented in the course to research problems and studies. The typical class session will consist of:

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x x x x

Thi͇t k͇ ÿ͉ c˱˯ng chi ti͇t môn h͕c

Simple experiment Lecture/discussion tying the readings to the experiment Group sessions applying the week's readings and lecture material Question/answer session

V. Course Requirements Students are required to participate in group and class discussion, take two examinations, and complete assigned homework. Students are expected to attend class, complete the weekly readings before class, ask questions, and turn in assignments on time. Homework Graded homework will be assigned approximately six times. The homework must be turned in the following class session. Examinations The midterm will cover material from the first half of the course and should take approximately 1.5 hours to complete. The final exam will be comprehensive and may take the total time allotted for a class session.

VI.

Course Policies

Homework will not be accepted after the due date. Exceptions will only be made in extenuating circumstances and at the discretion of the instructor. The examinations must be taken as scheduled on this syllabus and as announced in class. Exceptions will only be made in extenuating circumstances and at the discretion of the instructor. Make-up exams will differ from those given in class, but will cover the same material. The examinations are open book. Students who have disabilities requiring special arrangements for class participation or test administration should notify the instructor of the need for such arrangements at the beginning of the semester. Students in this course should be familiar with the university policies on Academic Responsibility contained in the Carolina Community: Student Handbook & Policy Guide, 2005-2006. Violations of academic responsibility in this course will be handled as stipulated in that publication.

VII. Assessment and Grading Students will be evaluated on homework assignments and two examinations. The examinations will be objectively scored using a scoring key. The homework assignments will be graded on a scale from 0 to 100, reflecting percent of possible points earned. Grades will be assigned using the following weights:

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Homework Midterm Final

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30% 30% 40%

Grades will be assigned as follows: 90% 85% 80% 75% 70% 65% 60%

A B+ B C+ C D+ D

VIII. Course Outline Topics for each class meeting are listed below. However, circumstances may call for a departure from this schedule. Any changes to the schedule will be made in advance. Homework assignments will be handed out one week prior to the due date. DATE

TOPIC

READINGS

Jan 11

Introduction to Research How we know Types of research Research questions Ethics

Chapter 1 pp. 3-14, 16-22 Chapter 2 pp. 28-34 Chapter 4 pp. 55-66 Chapter 7 p. 118

Jan 18

Qualitative Research Overview Observation Interview

Chapter 18 Chapter 19 pp. 449-464 Chapter 20 pp. 481-494

Jan 25

Qualitative Research Ethnographic studies Historical research

Chapter 21 pp. 511-519, 521-525 Chapter 22 pp. 547-556

Feb 1

Assessment Assessment as research Assessment and Accountability Best practices Creating an assessment plan Homework 1 due

Assessment handout

Feb 8

Data Collection Data collection instruments

Chapter 6 Chapter 7 pp. 119-128 130-135

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Validity, reliability, objectivity Correlation Sampling

Chapter 8 pp. 157-159, 165-171 Chapter 10 pp. 213-217, fig 10.21

Feb 15

Survey Research Threats to internal validity Types of test scores Measurement scales Standard scores Homework 2 due

Chapter 17 pp. 395-402, 407-410 Chapter 7 pp. 142-151

Feb 22

Midterm

Mar 1

Descriptive Statistics Frequency distributions Bar charts, pie charts Histograms, stem plots

Mar 8

Spring break

Mar 15

Correlational Research Statistical inference Multiple regression

Chapter 15 pp. 337-353

Mar 22

Causal Comparative Research Homework 3 due

Chapter 16 pp. 367-375

Mar 29

Inferential Statistics Research hypothesis Hypothesis testing

Chapter 11 Chapter 12 Chapter 23 pp. 570-572

April 5

Internal Validity Experimental Research Homework 4 due

Chapter 9 Chapter 13

April 12

Single Subject Research Article Critique Homework 5 due

Chapter 14 pp. 307-320

April 19

Review/Practice Final Homework 6 due

April 29

Final (5:30pm)

Chapter 10 pp. 200-212 Chapter 3

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FINK'S FIVE PRINCIPLES OF GOOD COURSE DESIGN By L. Dee Fink Reprinted with permission of the University of Oklahoma Instructional Development Program, July 19, 1999.

A "good course" is one which meets the following five criteria: 1. Challenges students to HIGHER LEVEL LEARNING. All courses require some "lower level" learning, i.e., comprehending and remembering basic information and concepts. But many courses never get beyond this. Examples of "higher level learning" include problem solving, decision making, critical thinking, and creative thinking. 2. Uses ACTIVE FORMS OF LEARNING. Some learning will be "passive", i.e., reading and listening. But "higher level learning," almost by definition, requires active learning. One learns to solve problems by solving problems; one learns to think critically by thinking critically; etc. 3. Gives FREQUENT and IMMEDIATE FEEDBACK to students on the quality of their learning. Higher level learning and active learning require frequent and immediate feedback for students to know whether they are "doing it" correctly. "Frequent" means weekly or daily; feedback consisting of "two mid-terms and a final" is not sufficient. "Immediate" means during the same class if possible, or at the next class session. 4. Uses a STRUCTURED SEQUENCE OF DIFFERENT LEARNING ACTIVITIES. Any course needs a variety of forms of learning (e.g., lectures, discussions, small groups, writing, etc.), both to support different kinds of learning goals and different learning styles. But these various learning activities also need to be structured in a sequence such that earlier classes lay the foundation for complex and higher level learning tasks in later classes. 5. Has a FAIR SYSTEM FOR ASSESSING AND GRADING STUDENTS. Even when students feel they are learning something significant, they are unhappy if their grade does not reflect this. The grading system should be objective, reliable, based on learning, flexible, and communicated in writing.

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The syllabus provides rich detail about the course, expectations (of students by faculty, and faculty by students), learning outcomes are identified, and the level of thinking required of students is appropriate. The syllabus can serve as a model for presentation at regional or national meetings. The syllabus is effectively organized and students can, by reading the syllabus, determine if they wish to enroll in the course. Teaching style, course objectives, and learning outcomes are clearly identified. Students can quickly identify the level of thinking involved in the course. Students, teaching colleagues, and peer reviewers can characterize whether or not the course material is appropriate for the level of the class, its prerequisites, and courses for which this class is a prerequisite.

Syllabus format and basic content.

Is the information presented clearly and appropriately?

Characteristics of the course described in the syllabus.

Item:

Expectations for a superior syllabus are exceeded in many areas

Master Teacher Level 5

The syllabus represents a sound “contract” between the instructor and the students. Formative evaluation of the course is present. Students receive frequent and timely feedback about their progress. No obvious deficiencies exist in the syllabus.

The syllabus meets the expectations but does so in a manner that could be more “student-friendly”. Examples include: by providing more detail, improving tone, or by better identification of learning outcomes and objectives.

The syllabus answers nearly all potential questions of students and can be used as a positive example during on-campus workshops. The syllabus may be one of the top 10 that students may receive during their academic program but the syllabus will not be one of the top one or two that they will receive.

All expectations for an exceptional syllabus are present

Level 4

Evaluation Rubric for Peer Review of Course Syllabi

Minor concerns may be present. The course may emphasize material within the instructor’s area of expertise, at the expense of other information, or there may be other limitations of the course (material may not be current or present a complete perspective of the subject.).

A few elements of the syllabus could have been presented more clearly, effectively, or appropriately. (Peer reviewers should identify these items, if present.)

A few inconsistencies are present or some areas could have been enhanced. (For example, the schedule may lack detail, expectations may be incompletely described, or the sequence of elements may be awkward.) In all other respects, the syllabus accurately describes the course.

Almost all of the expectations for an above-average syllabus are satisfied.

Level 3

Page 1 of 2

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A few elements of the syllabus have been enriched (over Level !) but most sections present only basic information. Students still have many questions about the course. At least one of several potential problems may exist. Incomplete information may be given to students, the flow of information presented may be awkward or lack a sequential flow, or inappropriate information may be present. Students may still have several questions about the course, including: What are the expectations of the instructor(s)? What is the pace of the course? Does the material reflect current thinking in the field? What level of thinking is involved in this class? How frequently will I receive feedback about my progress in this class?

Syllabus format and basic content

Is the information presented clearly and appropriately?

Characteristics of the course described in the syllabus.

Some of the characteristics of an above-average syllabus are present

Level 2

The syllabus represents an “insurance policy” for the faculty member(s) rather than a contract with students. For example, expectations and learning outcomes may not be described. Formative evaluation of instruction may not be provided. Only indirect summative measures of student learning (such as student surveys and the results of exit interviews) are conducted.

The limited content of the syllabus answers only the most fundamental questions that students or faculty colleagues might have about the course. Some errors in grammar or spelling may be present.

A basic, “no-frills” syllabus is presented.

The syllabus contains few characteristics beyond those of a minimal syllabus

Basic Information Level 1

Evaluation Rubric for Peer Review of Course Syllabi Page 2 of 2

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Syllabus Rubric Please use the "Back" button on your browser to return to the previous page. Name: ________________________

Course: _____________________

Please complete a copy of this rubric and turn it in with your syllabus package.

Criterion: Planning Document Prerequisite knowledge and skills as well as exit knowledge and skills. 4 Complete. Critical thought evident. A great deal of effort and planning evident.

3 Complete. Critical thought evident. A good deal of effort and planning evident.

2 Mostly complete. Some critical thought evident. Some effort and planning evident.

1 Incomplete. Little thought evident.

0

Not included.

Criterion: Contents Identifying Data, Overview/Rationale, Objectives, Grading Criteria, Tentative Content Outline and Calendar, Expectations, and Summary Sheet 4 All sections are included.

3 All sections are included.

2 All sections are included.

1 0 One or two sections More than two missing. sections missing.

Criterion: Overview/Rationale Describes "why this class is important to me, now and in the future." Each of the units is discussed. 4 Answers the questions in an understandable, interesting way. Sure to grab their interest. Each of the units is discussed.

Criterion: Objectives

212

3

2

1

0

Raises more questions than it answers. Boring.

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Objectives reflect the minimum competencies for the course. "Based on knowledge of subject matter, students, the community, and curriculum goals" as well as standards (with standards listed) (10.58.501, g). The objectives "bring the rationale to life by specifying, in terms that are observable and measurable, how students will demonstrate the competent use of specific skills and knowledge." The sequence of objectives increase in complexity (spiral). Objectives lead students to "use (their)...knowledge and...skills to deal with increasingly complex, real-life problems and issues." Objectives clearly answer the question, "What do I need to do to pass this course?" 4

Meets all of the above.

3 Reflect minimum course competencies. Based on standards. Spiral sequence. Objectives are observable and measurable. Somewhat tied to real-life problems and issues.

2 The tie to minimum course competencies harder to find. Based on standards. Observability and measurability questionable in some objectives. Spiraled in some cases. Some ties to real-life.

1

Some objectives are based on standards. Few are measurable and observable. Little to no spiraling. Do not reflect real-life.

0

Not based on standards. Not measurable or observable. No spiraling. Do not reflect real-life.

Criterion: Tentative Content Outline and Calendar Objectives are arranged in the order they will be covered. Realistic time estimates for achieving each objective are provided. Thorough and well planned. 4

3

2

1

0

Criterion: Expectations Should reflect your philosophy of learning/teaching. Should also reflect your classroom management plan. Develops a learning environment conducive to success for ALL students. 4

3

2

1

0

Criterion: Layout Professionally done. No grammatical, spelling, or typographical errors. Good use of white space. Well

213

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designed. 4

3

2

1

0

Criterion: Overall Impression 4 Outstanding

3 Excellent

2 Good

1 Below Average

0 Unacceptable

Comments:

Note: 4 = 50 points or 100% (A) 3 = 45 points or 90% (B) 2 = 40.5 points or 81% (C) 1 = 36 points or 72% (D) 0 = 34.5 points or 69% (F)

Copyright © 2001, 2002, 2003, 2004, 2005, 2006, 2007 by Lanny Wilke. All rights reserved. Originated 11 June 2001. Last Revision: October 02, 2006 .

214

Repetition (practice)

No assessment

Team work, repetition (practice) Assessment is limited and not effective

Application, team work, repetition (practice) Assessment is a part of activities but doesn’t give feedback to learners

Assessment best Practices

Learning Best Practices

Confront Misconceptions

Few/no misconceptions are addressed with no explanation

Not follow Bloom’s taxonomy, no process of learning

Have some levels of thinking, in right order, use measurable verbs, simple -> complex All misconceptions are addressed but not fully explained

Have all levels of thinking, in right order, use measurable verbs, simple -> complex All possible misconceptions are addressed and clearly explained (definition of credits, transferability, workload) Application, team work, repetition (practice), building (connecting) (1) Assessements help to uncover learner’s confusion & understanding (2) Assessements is a part of activities

Build learning (bloom’s)

Poor No match between learning objectives, story & assessment

Fair Mismatch between either learning objectives & story, or learning objectives & assessment or story & assessment Have some levels of thinking, not in right order, use measurable verbs, complex first Some misconceptions are addressed with rather sufficient explanations

Good Assessment does not match learning objectives completely

Excellent Learning objectives, story/situation, assessment match

Characteristic Alignment

RUBRIC TO EVALUATE EACH SYLLABUS

Phương pháp dạy và học theo học chế tín chỉ Thiết kế đề cương môn học

215

THIẾT KẾ ĐỀ CƯƠNG MÔN HỌC       

Giới thiệu Tầm quan trọng của việc thiết kế đề cƣơng Các nội dung chính của đề cƣơng Đọc tài liệu Giải lao Hoàn chỉnh nội dung đề cƣơng Bài tập

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC MỤC TIÊU  Xác định tầm quan trọng/ vai trò của đề cƣơng  Liệt kê những nội dung cần phải có trong một đề cƣơng  Thiết kế đề cƣơng môn học  Đánh giá một đề cƣơng môn học

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC Tầm quan trọng của việc thiết kế đề cƣơng

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC Các nội dung chính của đề cƣơng    

Động não Làm việc theo cặp Bản đồ tƣ duy Trình bày bản đồ tƣ duy

01’ 02’ 02’ 25’

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC Các nội dung chính của đề cƣơng

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC

 

  

Đọc tài liệu Preparing a course: course design Preparing a course: building a syllabus Example course syllabus Syllabus components Write the syllabus

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC Hoàn chỉnh lại bản đồ tƣ duy về các nội dung chính của đề cƣơng

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC 

Bài tập nhóm

Viết đề cƣơng một môn học

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC Trình bày đề cƣơng Các bƣớc thực hiện để thiết kế đề cƣơng môn học Backward design

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC Các bƣớc thực hiện để thiết kế đề cƣơng môn học   

Thảo luận nhóm Bản đồ tƣ duy Trình bày bản đồ tƣ duy

05’ 05’ 20’

THIẾT KẾ ĐỀ CƢƠNG MÔN HỌC BACKWARD DESIGN Closing the Loop Objective

Acceptable evidence

Learning Activity

Assessment

Objective

Acceptable evidence

Learning Activity

Assessment

Objective

Acceptable evidence

Learning Activity

Assessment

What is acceptable evidence of student learning?

Teaching strategies

Student products

ĐÁNH GIÁ ĐỀ CƢƠNG MÔN HỌC Các tiêu chí để đánh giá đề cƣơng môn học 

 

Thảo luận nhóm Bản đồ tƣ duy Trình bày bản đồ tƣ duy

ĐÁNH GIÁ ĐỀ CƢƠNG MÔN HỌC

 

 

Đọc tài liệu Fink’s five principles of good course design Evaluation rubric for peer review of course syllabi Syllabus rubric Rubric to evaluate syllabus

ĐÁNH GIÁ ĐỀ CƢƠNG MÔN HỌC 

Bài tập nhóm

Xây dựng tiêu chí đánh giá đề cƣơng môn học

ĐÁNH GIÁ ĐỀ CƢƠNG MÔN HỌC   

Đánh giá chéo đề cƣơng môn học Hoàn chỉnh đề cƣơng Trình bày kết quả