Developing Common Course Syllabi

November 20, 2010Heather Sass, Education Consultant

Preview

Workshop Objectives Explain the rationale for

developing course syllabi Identify components of a

course syllabus and the criteria for a quality syllabus

Course SyllabiWhat They Are Whole course reflection High expectations tool Communication tool Grading practices

alignment Literacy and numeracy

format Interdisciplinary tool Common planning time

guide

What They Are Not Curriculum guide Pacing guide Lesson plan

HSTWKey Practice #1

Set high expectations and get students to meet them

TABLE TALK

What are some indicators of high expectations in a course?

What standards should there be for quality work?

Using HSTW Data to Set High Expectations in Courses

Where are you now? Where would you like to be? What benchmarks has your school

established?

All Sites

Target

Teachers often clearly indicated what it took to earn an A or B at the beginning of the project or unit

44% 85%

Students do one or more hours of homework across all subjects each night

23% 80%

Students are often asked to revise essays or other written work several times to improve quality

34% 60%

Indicators--Raising Expectations

All Sites

Target

Students read two or more hours outside of class each week

22% 65%

Students complete a short writing assignment in all classes weekly

1% 65%

Indicators--Raising Literacy Expectations

All Sites

Target

Students report they often are able to get extra help from their teachers without much difficulty

39% 75%

Students report that teachers often set high standards and are willing to help them meet them

38% 75%

Indicators—Extra Help

All Sites

Target

Use open-ended problems at least weekly

27% 70%

Require students to work in cooperative groups weekly

37% 60%

Require students to work on an extended major project that lasts a week or more at least once a semester

68% 60%

Require students to do computer-assisted research/assignments at least monthly

33% 60%

Indicators—Engaging Strategies Teachers Use

All Sites

Target

Ask students to participate in a class discussion at least weekly about content studied

63% 80%

Require students to use word processing at least weekly to complete an assignment or project

18% 85%

Use all of the following in final course grades: teacher-made, open-ended tests; projects or labs; portfolios; end-of-course exams

24% 100%

Indicators—Engaging Strategies Teachers Use

Why use a course syllabus? Map for planning Opportunity to reflect on a whole

course Communication of high

expectations to students, parents, community

Communication with other teachers or programs in the school

Components of a Course Syllabus

Course Description Instructional Philosophy Major Course Goals Major Course Projects and Instructional

Activities Course Assessment Plan

Sample Syllabi Find each component on each example. Identify ways these examples are

different from or similar to course syllabi you may have created.

Share with the other members of your group which components have the most value for communicating high expectations.

Assessing High Expectations in a Course--Criteria

National and state standards Challenging Assignments Quality of Expected Work Assessment Methods

Link to Standards

District, state, and national Academic standards that cross

all disciplines– Reading– Writing– Oral presentation

General workplace competencies

Challenging Assignments

Projects Presentations Writing assignments Research Reading and

demonstrating understanding

Class discussion Homework

Quality of Expected Work

Producing high quality work Redoing work to levels of

quality Extra help

Assessment Methods

Written exams with essay and open-ended response questions

An end-of-course exam Projects or practical lab

experiences Portfolio of work

Other Criteria for High Expectations

English Mathematics Science Career/Technical Integrating Academic and

Career/Technical Content

Small Group Activity

Review a sample syllabus and compare it to the criteria from the checklist.

Identify strengths of the syllabus in relation to the criteria.

Identify areas for improvement in the syllabus.

Small Group Activity

List items to include in an instructional philosophy.

Be prepared to report your work to the large group.

Small Group Activity

Design major course assignments and projects for a course

Discuss the reflection questions Be prepared to report your work to the

large group

Small Group Activity

Develop a course assessment plan and/or a plan for determining a course grade

Be prepared to share your plan with the large group

Continuing the Work . . . Draft a syllabus for a course you teach Meet with others who teach that course

and share ideas Reach a consensus about high

expectations Communicate to other teachers in the

school and compare Share with students and parents

Thank you for your time, attention, and critical thinking this morning!

Heather Boggs

heather.sass@sreb.org

614-847-5832