THE SYLLABUS CORNERSTONE OF EFFECTIVE LEARNING. FACILITATOR: Professor Pandeli Glavanis (PhD) Associate Director, CLT

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1 THE SYLLABUS CORNERSTONE OF EFFECTIVE LEARNING FACILITATOR: Professor Pandeli Glavanis (PhD) Associate Director, CLT

2 ASSUMPTIONS What is important is LEARNING, NOT Teaching You care about student learning; Most student learning occurs outside the classroom

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

4 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 1. Ascertain and ENHANCE student s ability to learn; 2. Create an environment for learning; 3. Enhance self-learning & critical thinking among students; and 4. Reflect upon our teaching methods.

6 SUCCESS AND MORE CAN DO ALL OF THAT THE SYLLABUS

7 THE SYLLABUS The course plan; The course outline; The course agenda; The course reading list; The course contract between faculty and students: Academic freedom Course policies Turnitin.com (for learning)

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 Target: a SMART Syllabus S Specific M Measurable A Agreed R Related, with links between learning outcomes and assignments T Time frame (from Ken Takeuchi, State University of NY, Buffalo)

11 BASIC SYLLABUS COURSE INFORMATION (+ how it fits into wider curriculum) INSTRUCTOR INFORMATION (+office hours) COURSE DESCRIPTION AND GOALS (what skills will be acquired) REQUIREMENTS (+ estimated work load) GRADING POLICY COURSE POLICIES ACADEMIC INTEGRITY ASSIGNMENTS & DUE DATES (including late work) SPECIAL NEEDS STUDENTS

12 ADDITIONAL ISSUES (5* VERSION) This is the exciting part!!! This is the INTERACTIVE part!!! 1. LEARNING OUTCOMES 2. PERFORMANCE ASSESSMENT TASKS 3. GRADING RUBRICS

13 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

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

15 AFFECTIVE OUTCOMES ATTITUDES BELIEFS VALUES VALUE SYSTEMS

16 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.

17 Learning Outcome Example 1 RESEARCH METHODS: WEEK ONE: INTRODUCTION Learning Outcomes: By the end of this week, you will be able to: Describe the limited but crucial role of statistics in social research. Distinguish between three applications of statistics (univariate descriptive, bivariate descriptive, and inferential) and identify situations in which each is appropriate. Distinguish between discrete and continuous variables and cite examples of each. Identify and describe three levels of measurement and cite examples of variables from each

18 Learning Outcomes Example 2 COMPARATIVE CIVILISATION Research and Presentation Skills Apply research skills including accessing information, collecting and evaluating data, organizing information, and citing sources to interpret, evaluate, and apply information from artefacts, oral tradition, and other primary and secondary sources Apply critical thinking skills including questioning, comparing, summarizing, and drawing conclusions to generate and defend a position on a selected civilization Communicate their knowledge and understanding about civilizations by using effective written, oral, and graphic communication skills

19 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.

20 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?

21 PTAS Some examples Write a newspaper article Participate in a debate. Infer the main idea of a written piece. Draw a picture that illustrates what's described in a story or article. Explain what you have drawn, using details from the story or article. Write a research paper. Write an outline of a text or oral report. Propose and justify a way to resolve a problem. Develop a classification scheme for something and explain and justify the categories. Justify one point of view on an issue and then justify the opposing view. Given background information, predict what will happen if.

22 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.

23 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

24 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

25 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

26 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

27 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.

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

29 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

30 THE SYLLABUS: WHAT IS IT? ALL OF THE PRECEDING

31 Introduce the Syllabus Student-based learning, BUT syllabus designed by faculty. Syllabus sets the context for learning. Syllabus is a contract, BUT a contract cannot be one-sided. Give them time to read and discuss. Students are always interested in course requirements. Explain them fully. If they have good arguments accept them.

32 THANK YOU