more than a contract roxanne cullen, ph.d. the learner-centered syllabus
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Instructional ParadigmTransmission of knowledge
from teacher to studentStudent is empty vessel
waiting to be filledTeacher is owner and dispenser
of knowledgeLearning is passiveStudents compete against one
another for grades
Learner centered paradigm
Knowledge is constructed by learner
Learner is actively engaged in making meaning
Teacher is designer of learning experiences, guiding students toward understanding
Students work with one another and learn from one another in cooperative learning experiences
Teaching strategiesproblem-based
learning transformative
learning academic service
learning cognitive
apprenticeship and other active
and reflective learning strategies.
Seven Best Practices Chickering & Gamson
1. encourages contact between students and faculty,
2. develops reciprocity and cooperation among students
3. encourages active learning4. gives prompt feedback5. emphasizes time on task6. communicates high expectations7. and respects diverse talents and
ways of learning.
Learner-Centered PedagogyCreates a sense of community, an
environment conducive to learning
Shares power and control, empowers students to actively engage in the learning process
Relies on assessment and evaluation to monitor learning and encourage students to excel
Syllabi outside the classroomPromotion/tenureHiringPost tenure reviewAssessmentTransfer equivalency decisionsStudent complaint process
continuum You will attend class regularly Each semester I fail students for not attending class.
Don’t test me. Attendance is mandatory. Effort and engagement are two of several factors that are
part of the “discretionary” percentage of your final grade. Therefore I will take attendance daily to monitor your effort and engagement.
Attending class regularly is the best way to succeed in this class. Research has shown that the single most important factor in student success is attendance. Simply put, going to class greatly increases your ability to succeed. In order to support your ability to succeed, I have made attendance a factor in your final grade. This should be the easiest outcome for you to achieve in this class.
As a class we will negotiate an attendance policy for this semester.
Syllabus as teaching toolWhile a syllabus is an important document for establishing rules and policies, it can be much more.
More than a contractOutlines expectationsClarifies rules and
policiesEstablished
framework for knowledge
Clarifies context for learning
Illustrates teaching philosophy
Attitude toward students
Traditional TemplateCourse name, number, prerequisitesCourse descriptionCourse objectivesRequired materialsCourse policies/proceduresGrading
Learner-centered TemplateCourse name, number, prerequisitesCourse descriptionLearning outcomesRequired materialsCourse requirements and rationaleCourse policies and rationaleAssessment and evaluation tied to learning
outcomesTeaching philosophyLearner support information
Learning OutcomesFocus on learner’s behaviors that are to be
changedServe as guidelines for content, instruction
and evaluationIdentify specifically what should be learnedConvey to learner what will be
accomplished
Writing Learning OutcomesBloom’s Taxonomy:
1.Knowledge
2.Comprehension
3.Application
4.Analysis
5.Synthesis
6.Evaluation
Verbs to use:
1.Define, list, label, memorize,
recall
2.Classify, describe, explain,
identify
3.Calculate, choose, interpret,
perform
4.compare, contrast, critique,
appraise
5. design, formulate, construct,
combine
6. assess, defend, examine, argue
Upon successful completion of this course students will be able to:Describe the relationship between the past
and the presentWrite an essay defining a pluralistic society
and its relationship to our democratic principles
Outline the structure of the U.S. constitution
Identify and define the social, political institutions that impact the modern society
Describe the major events and individual associated with the history of the U.S.
Providing rationale
Can give relevance to learning
Helps establish communityDemonstrates respect for learners
Assessment & Evaluation
FormativeMultiple measuresMonitor progress PeerSelf
SummativeMultiple measuresTied to Learning
OutcomesProfessor
Monitor whether learning is taking place
lecture response slipsclicker questions ungraded quizzes individual conferencesclass discussion progress logs journals
Writing a teaching philosophy statement
Statement about how students learn
Statement about how as a teacher you can support student learning
Statement of how those beliefs are implemented in the design of the course
Goals for students relative to the discipline
Community 1 2 3 4
Accessibility of teacher Available for prescribed number of office hours only;
Available for prescribed number of office hours; provides phone and email.
Multiple means of access; encourages interaction. Multiple means of access; requires interaction.
Learning Rationale No rationale provided for assignments or activities.
Explanation of assignments and activities but not tied directly to learning outcomes.
Rationale provided for assignments and activities; tied to learning outcomes.
Rationale provided for assignments, activities, methods, policies and procedures; tied to learning outcomes.
Collaboration Collaboration prohibited Collaboration discouraged Collaboration incorporated; use of groups for work and study.
Collaboration required; use of groups for class work, team projects.
Power & Control 1 2 3 4
Teacher Role Rules are written as directives; numerous penalties
Numerous rules with no explanation/relevance; not tied to L.O
Students offered some choice. Relevance of rules offered
Students participate in developing policies; rules tied to LO
Outside Resources No outside resources other than required text.
Reference to outside resources provided but not required.
Outside resources encouraged; Students responsible for their own learning.
Independent investigation required; outside learning required; share outside learning with class
Syllabus Focus Focus is on policies and procedures. No discussion of learning or outcomes
Weighted toward policy and procedures with some reference to content covered.
Includes course objectives. Balance between policies and procedures and focus on learning.
Syllabus weighted toward student learning outcomes and means of assessment; policies are minimal or left to class negotiation.
Evaluation/Assessment 1 2 3 4
Grades Focus on point deduction; grades used to penalize.
Emphasizes the accumulation of points disassociated from learning performance.
Grades are tied directly to learning outcomes; students have some options for achieving points.
Grades are tied to learning outcomes; option for achieving points; not all work is graded.
Feedback Mechanisms Mid-term and Final test grades only. Students not allowed to see or to retain copies of tests.
Mid-term and Final test grades with minimal other graded work. Tests not cumulative. Students may see but not retain tests.
Grades and other feedback in the form of non-graded assignments, activities, opportunities to conference with teacher.
Periodic feedback mechanisms employed for the purpose of monitoring learning.
Evaluation Tests only (not comprehensive) Tests, quizzes and other summative evaluation.
Multiple means of demonstrating outcomes; some ungraded peer assessment
Multiple means of demonstrating outcomes; self evaluation and peer evaluation.
Learning Outcomes No outcomes stated Goals for course stated but not in the form or learning outcomes
Learning outcomes clearly stated Learning outcomes stated and are tied to specific assessments.