Course syllabusy

Assoc.Prof.Dr.Somtawil Dhanasobhon

Kasetsart UniversityKasetsart University Somtawil.d@ku.ac.th

May 23, 2011May 23, 2011

Let’s have a look at these samples.Which one is the course syllabus?

• AB• B

• CC• http://www.eduref.org/cgi-

bin printlessons cgi Virtual Lessons Languabin/printlessons.cgi/Virtual/Lessons/Language_Arts/Grammar/GRM0207.html

whywhy

• to communicate to students what the course is about,

• why the course is taught, h it i i d• where it is going, and

• what will be required of the students for at be equ ed o t e stude ts othem to complete the course with a passing gradepassing grade.

PurposesPurposes

• Syllabus as a contract• Syllabus as a contract • Syllabus as a permanent recordSyllabus as a permanent record • Syllabus as a learning tool

Syllabus as a contractSyllabus as a contract

Cl d t l d• Clear and accurate course calendar • Grading policies: components and weights g p p g• Attendance policy • Late assignment policy policies on• Late assignment policy, policies on

incompletes and revisions • Academic dishonesty and academic

freedom policies • Accommodation of disabilities policy

Syllabus as a permanent record—Serves accountability and documentation functionsdocumentation functions.

• Title and semester of course, department offering the course, credit hours earned, meeting time and place

• Pre- or co-requisites• Required texts and other materialsq• Course objectives (linked to professional

standards if appropriate)standards if appropriate)• Description of course content

D i ti f t d• Description of assessment procedures

Syllabus as a learning tool Syllabus as a learning tool

I t t ’ hil h b t th• Instructor’s philosophy about the course content, teaching and learningR l d i t f th• Relevance and importance of the course to studentsI f ti h t l f th• Information on how to plan for the semester including self-management skills guidance on time to spend outsideskills, guidance on time to spend outside of class, tips on how to do well on assessments common misconceptions orassessments, common misconceptions or mistakes, and specific study strategies

• Prerequisite courses or skills• Availability of instructor(s) and teaching

assistants• Campus resources for assistance and

offices that aid students with disabilitiesoffices that aid students with disabilities

criteriacriteria

• First, include all information that students need to have at the beginning of the g gcourse;

• second include all information that• second, include all information that students need to have in writing.

Major Content Areas of a Syllabus

C I f i• Course Information

• course title course number and creditcourse title, course number, and credit hours

i it• prerequisites

• location of classroom, and,• the days and hours class/lab/studio/etc.

meets meets.

Instructor informationInstructor information

f ll• full name,• title;title; • office location (and where to leave

i t )assignments),• office phone number; p ;• office hours.

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Course Descriptions/Objectives

d i i d i ti i th• course description, description in the college catalog, general content of the g g, gcourse, instructional methods

• content• content, • goals,• objectives

http // n link com/ Donclark/hrd/bloo• http://www.nwlink.com/~Donclark/hrd/bloom.html

Cognitive DomainCognitive Domain

• The cognitive domain (Bloom, 1956) involves knowledge and the1956) involves knowledge and the development of intellectual skills.

KnowledgeKnowledge

• Key Words: defines, describes, identifies knows labels listsidentifies, knows, labels, lists, matches, names, outlines, recalls, , , , ,recognizes, reproduces, selects, statesstates.

Comprehension Comprehension

• Key Words: comprehends, converts defends distinguishesconverts, defends, distinguishes, estimates, explains, extends, , p , ,generalizes, gives Examples, i f i t t hinfers, interprets, paraphrases, predicts, rewrites, summarizes,predicts, rewrites, summarizes, translates.

ApplicationApplication

• Key Words: applies, changes, computes constructscomputes, constructs, demonstrates, discovers, , ,manipulates, modifies, operates,

di t dpredicts, prepares, produces, relates, shows, solves, uses., , ,

Analysis Analysis

• Key Words: analyzes, breaks down comparesdown, compares, contrasts, diagrams, , g ,deconstructs, differentiates, di i i t di ti i hdiscriminates, distinguishes, identifies, illustrates, infers,identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis Synthesis

• Key Words: categorizes, combines compiles composescombines, compiles, composes, creates, devises, designs, , , g ,explains, generates, modifies,

i lorganizes, plans, rearranges, reconstructs, relates, reorganizes,reconstructs, relates, reorganizes, revises, rewrites, summarizes,

ll itells, writes.

Evaluation Evaluation

• Key Words: appraises, compares concludes contrastscompares, concludes, contrasts, criticizes, critiques, defends, , q , ,describes, discriminates,

l t l i i t tevaluates, explains, interprets, justifies, relates, summarizes,justifies, relates, summarizes, supports.

Affective DomainAffective Domain

ff• The affective domain (Krathwohl, Bloom, Masia, 1973) includes theBloom, Masia, 1973) includes the manner in which we deal with things

ti ll h f li lemotionally, such as feelings, values, appreciation, enthusiasms, app ec at o , e t us as s,motivations, and attitudes. The five major categories are listed from themajor categories are listed from the simplest behavior to the most pcomplex:

Receiving Phenomena Receiving Phenomena

• Listen to others with respect.

Listen for and remember theListen for and remember the name of newly introduced people.

RespondingResponding

• Participates in class discussions Gives adiscussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand themorder to fully understand them.

Know the safety rules andKnow the safety rules and practices them.

Valuing Valuing

D t t b li f i th d ti• Demonstrates belief in the democratic process. Is sensitive towards i di id l d lt l diffindividual and cultural differences (value diversity). Shows the ability to

l bl P l tsolve problems. Proposes a plan to social improvement and follows th h ith it t I fthrough with commitment. Informs management on matters that one f

gfeels strongly about.

Organization Organization

R i th d f b l b t• Recognizes the need for balance between freedom and responsible b h i A t ibilit f 'behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.

Internalizing values(characterization):

Sh lf li h ki• Shows self-reliance when working independently. Cooperates in group

ti iti di l t k Uactivities (displays teamwork). Uses an objective approach in problem

fsolving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.

PsychomotorPsychomotor

Th h d i Si 1972• The psychomotor domain (Simpson, 1972)

includes physical movement, coordination, p y , ,and use of the motor-skill areas.

Development of these skills requiresDevelopment of these skills requires practice and is measured in terms of speed precision distance procedures orspeed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

Perception Perception

D t t b l i ti• Detects non-verbal communication cues. Estimate where a ball will land

ft it i th d th i tafter it is thrown and then moving to the correct location to catch the ball. Adj t h t f t t tAdjusts heat of stove to correct temperature by smell and taste of f d Adj t th h i ht f th f kfood. Adjusts the height of the forks on a forklift by comparing where the f

y p gforks are in relation to the pallet.

SetSet

K d f• Knows and acts upon a sequence of steps in a manufacturing process. gRecognize one's abilities and limitations.

Shows desire to learn a new processShows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with thePsychomotor is closely related with the "Responding to phenomena" subdivision of th Aff ti d ithe Affective domain.

Guided Response Guided Response

• copies, traces, follows, react, reproduce responds reproduce, responds

Mechanism Mechanism

• Examples: Use a personal computer. Repair a leaking faucet. Drive a p p gcar.

• Key Words assembles calibrates• Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, ffixes, grinds, heats, manipulates, measures, mends, mixes, organizes, gsketches.

Complex Overt Response Complex Overt Response

• The Key Words are the same as Mechanism but will have adverbsMechanism, but will have adverbs or adjectives that indicate that the jperformance is quicker, better, more accurate etcmore accurate, etc.

Adaptation Adaptation

• Responds effectively to unexpected experiences. Modifies instruction toexperiences. Modifies instruction to meet the needs of the learners.

P f t k ith hi th t itPerform a task with a machine that it was not originally intended to do as ot o g a y te ded to do(machine is not damaged and there is no danger in performing the neno danger in performing the new task).

OriginationOrigination

• Examples: Constructs a new theory. Develops a new and comprehensiveDevelops a new and comprehensive training programming. Creates a new

ti tigymnastic routine.• Key Words: arranges buildsKey Words: arranges, builds,

combines, composes, constructs, creates, designs, initiate, makes, originates.o g a es

Text Readings Materials Text, Readings, Materials

T tb k( ) th titl th d t ( d• Textbook(s) the title, author, date (and edition), publisher, cost, where available

• Supplementary reading(s) required or only recommended, and whether on y ,reserve in the library or available for purchase in the bookstore p

• Materials print material, lab or safety equipment art supplies specialequipment, art supplies, special calculators or even computers, etc.

10• หนา10

Course Calendar/Schedule Course Calendar/Schedule

• daily - or weekly - schedule of topics

• dates for exams, quizzes, or other means of assessment of assessment.

• due dates for major assignments

• any required special events

• บรรย ย 1 =1• บรรยาย 1 =1• ปฎบตการ 1 =2-3• เรยนร บรรยาย1=2

ป 1=0 5• ปฎบตการ1=0.5• หนา 11-12

Student-centered learningStudent centered learning

• Express ideas and opinion• Self-study out of classSelf study out of class• Practice, field work, activities• Project, presentation• Web-based• Web-based• Ethics• หนา12-20• Evaluation• Evaluation

Student-centered EvaluationStudent centered Evaluation

• MeasurementA t• Assessment

• Evaluation• Evaluation

AssessmentAssessment

• Alternative AssessmentP f A t• Performance Assessment

• Authentic Assessment• Authentic Assessment

Tools in authentic assessmentTools in authentic assessment

• Projects• PortfolioPortfolio• Journal .• Writing a story• Oral report• Oral report • Written report• Role play

• Interview• Field trip• ExhibitionExhibition• Dancing

Si i• Singing• Experimentp• Playing music• Making a model• Making a model• Making food• Drawing

• Debate• Discussion

Reading poems• Reading poems• Actingg• Web page design

P i ti• PaintingPerformances in real life situation

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หนา20

How can we evaluate these tools?How can we evaluate these tools?

• What to look for?• Will it be reliable?Will it be reliable?• Will it be fair?• Will it be justifiable?

It is not objective test.It is student- centered assessment.

What is a rubric?What is a rubric?

• A rubric is a scoring guide that seeks to evaluate a student’s performanceto evaluate a student s performance based on the sum of a full range of

it i th th i l i lcriteria rather than a single numerical score.

• A rubric is an authentic assessment tool used to measure students’ work.

Chocolate chip cookie rubricChocolate chip cookie rubric

• The cookie elements the students chose to judge werej g

• Number of chocolate chipsT t• Texture

• ColorCo o• Taste

Ri h (fl )• Richness (flavor)

4-Delicious4 Delicious

• Chocolate chip in every bite• ChewyChewy• Golden brown• Home-baked taste• Rich creamy high-fat flavorRich, creamy, high fat flavor

3-Good3 Good

• Chocolate chips in about 75% of the bites taken

• Chewy in the middle, but crispy on the edgesedges

• Either brown from overcooking, or light from being 25% raw

• Quality store-bought taste• Quality store-bought taste• Medium fat content

2-Needs improvement

• Chocolate chips in 50% of the bites taken.• Texture is either crispy/crunchy fromTexture is either crispy/crunchy from

overcooking or doesn’t hold together because it is at least 50% uncookedbecause it is at least 50% uncooked

• Either dark brown from overcooking or light from undercooking

• Tasteless• Tasteless• Low-fat content

1-Poor1-Poor

• Too few or too many chocolate chips• Texture resembles a dog biscuitTexture resembles a dog biscuit• Burned• Store-bought flavor with a preservative

aftertaste-stale, hard, chalkya te taste sta e, a d, c a y• Non-fat content

หนาตาของRubricจะเปนเชนน cookies rubric

http://rubistar.4teachers.org/index.php?screen=NewRubp g p pric&section49_id=1&PHPSESSID=128d9593b0d47658d

13ca84a4e2fce17#01

Let’s get back to course syllabusg y

Additional topicsAdditional topics

• strengthen the syllabus to more clearly serve its three purposesclearly serve its three purposes --especially its use as a learning p y gtool and student-centered teaching and learningteaching and learning.

Course Policies Course Policies

A d l• Attendance, lateness

• Class participation Class participation

• Missed exams or assignments

• Lab safety/health

• Academic dishonesty Academic dishonesty

• Grading

• Available Support Services

How do you best use your syllabus?

• Hand out the syllabus on the first day• Hand out the syllabus on the first day of the class.

• Review and discuss the syllabus with your studentsyour students.

ReferencesReferences

• Writing a syllabusg y• Howard B. Altman, and William E. Cashin

March 2007• March 2007• Preparing a course syllabus• Instructional Development Center• The University of Illinois at Urbana-ChampaignThe University of Illinois at Urbana Champaign• February,2007