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5/23/19
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Center for Excellence in Learning and Teaching
Building an inclusive and
learner-centered syllabus
Laura Bestler, Ph.D.
Program Coordinator, CELTBuilding an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Today’s Session
• Explore ways of intentionally shaping your syllabi to be a more effective tool tailored for the individual contexts of your courses.
• Discuss ideas and practices about the purpose of the syllabus, how tone affects learner perceptions, syllabus components, and ways to enrich your syllabi.
• Reflect on what you learned and what you still need to know.
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Workshop resources website:http://bit.ly/celt-syll-work
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Your Best Class (Think • Pair • Share)
Think about the best class you have ever completed.
• What do you remember?
• How was the class structured?
(Brain Drain - http://bit.ly/2YHDgaI)
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Backwards Design
Learning
Goals
What should students learn/take away from this course?
Feedback &
Assessment
How will I know if students are learning what they need to know?
Teaching Approach
Plan learning experiences and instruction
From Understanding by Design by Wiggins and McTighe
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Connecting your course to ISU
Accreditation
University’s Strategic Plan
Program Objectives
Course Objectives
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Constructive Course Alignment
CELT’s course alignment website: http://bit.ly/coursealignment
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Connecting Outcomes to Assignments
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
What is a syllabus? Is it?
“A syllabus is the most simply defined as a concise outline of a course study. But it is also the students’ introduction to the course, the subject matter, and you.”
(Nilson, 2016, p. 61)
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Or a syllabus…
“… contains the information students need in order to understand what the course is all about, where you are trying to go with the course, and how it is going to operate.”
(Fink, 2013, p. 159)
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
What are Syllabus ‘Must Haves’
For Students For the Teacher? For Iowa State
(Brain Drain - http://bit.ly/2YHDgaI)Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
General Syllabus Components
Typical components: An online/hybrid course may include:Course title (dept/course number info)/Course name
A communication strategy
General info (your contact/TA info; office hours)
Clear description of the time frame and format
Course description and objectives Guidelines for online class participation
Evaluation plan (assignment descriptions) Technical requirements and support
Grading scale and procedures Detailed course outline with start and end dates
Required readings & recommended/optional readings
Course/university policies (e.g., attendance, late work, academic integrity, ADA)
Course outline/Structure, sequence of activities, due dates for major assignments, tests, and projects
*Nilson (2016) recommends a caveat/disclaimer syllabus is subject to change…(Fink, 2013; Nilson, 2016; Vai & Sosulski, 2011)
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
ISU Faculty Handbook:10.6 Course Information Section
Instructors shall provide information regarding course content, objectives, and procedures to students during the first week of each course. The information shall include a course syllabus or schedule of proposed topics, readings, and course materials or other description of the course content. The evaluation procedures to be used, as well as expectations for attendance and assignments, shall also be included. (was approved by the Faculty Senate on 11/12/1996)
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Download CELT's Mindful and Learner - Centered Syllabus
Checklist (PDF) (http://bit.ly/celtsyllabus)
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
• Which component from the Checklist is new to you?
• Which components will you consider adding to your syllabus?
CELT's Mindful and Learner - Centered Syllabus Checklist
(Brain Drain - http://bit.ly/2YHDgaI)Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Words are chameleons, which reflect the color of their environment.
--- Learned Hand
(Syllabi wording examples read aloud)
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Types of Syllabi
Listers: provide a schedule of topics to cover or
chapters to read, but no indication why they
are relevant
Scolders: describe at length all the rules and all the consequences for breaking each one
Rubin, 1985
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
A Welcoming Syllabus
• “Warm” language vs. “cold” language
• Invitations instead of commands• Cooperative, welcoming language
versus authoritarian language
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
E-Mail and Electronic DevicesYou may use e-mail to inform me of an absence and scheduled return to class; I do not use e-mail as a discussion forum. E-mail allows you “to hide inside the machine”; if you have an important issue to discuss, you need to meet with me – in real life – during office hours or by appointment. E-mail is permanent; it provides a record of your technical writing competency and professionalism. Treat e-mail with the same attention to detail and accuracy that you would a formal assignment. Any e-mail that you send will be evaluated for its technical communication competency.
(Syllabi wording examples read aloud)Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Computers as ToolsI am tired of hearing computer-based excuses for late or incomplete assignments. The technology has been here for most of your life, and we have all learned to deal with it. Computers are tools, just like hammers, and a carpenter can no more blame a hammer for shoddy and incomplete work that you can blame a computer. Account for the time and effort needed to use technology effectively. If you come to me with one of those soggy “My computer ate my homework” excuses, you will receive a zero for the assignment.
(Syllabi wording examples read aloud)
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
What would a syllabus that
invites students to a learning
event they want to attend
look like?
(Brain Drain - http://bit.ly/2YHDgaI)Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Design: Tone
• Multiple means/multiple methods• Clear and unambiguous• Concise• First person language; positive language• Include recommended statements and/or
include an inclusive learning statement or a civility statement (handout, p. 4)
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
(Adapted from Anderson and Krathwohl, 2001)
Revised Bloom’s Taxonomy
(Cognitive Domain)Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Lo
wer
ord
er
thin
kin
g s
kills
Hig
her
ord
er
thin
kin
g s
kills
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Revised Bloom’s Taxonomy: The cognitive processes dimension - categories with
action verbs listed below
Knowledge Understand Apply Analyze Evaluate CreateCopyDefineDescribeDiscoverDuplicateEnumerateExamineIdentifyLabelListLocateMatchMemorizeNameQuoteRecallRecognizeReproduceSelectStateTabulateTell
AssociateClassifyCompareContrastConvertDemonstrateDescribeDifferentiateDiscussDistinguishEstimateExplainExpressExtendIdentifyIndicateInferInterpretParaphrasePredictRelateSummarize
ApplyCalculateChangeChooseCompleteConstructDemonstrateDiscoverDramatizeExperimentIllustrateInterpretManipulateModifyPaintPrepareProduceRelateShowSketchSolveUse
AdvertiseAnalyzeAppraiseBreak downCategorizeClassifyCompareConnectContrastDifferentiateDiscriminateDistinguishDivideExplainInferOrderPoint outPrioritizeSelectSeparateSubdivideSurvey
AppraiseAssessChooseCompareConvinceCriticizeDecideDefendDiscriminateEstimateEvaluateFind errorsGradeJudgeMeasureOrderPredictRankRecommendReframeSummarizeSupport
CombineCompileComposeConstructCreateDesignDevelopFormulateGeneralizeHypothesizeIntegrateInventModifyOrganizePlanPrepareProduceRearrangeRewriteRole-playSubstituteWrite
Lower order thinking skills Higher order thinking skills
Table adapted from Anderson and Krathwohl, 2001, pp. 67-68)
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Retrieved from Centre for Evidence-Based Medicine http://bit.ly/2qUXbo6
Bloom’s Taxonomy: Teacher Planning Kit
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
An accessible syllabus
Can your syllabus be used by individuals with visual, auditory, physical, speech, cognitive, and neurological disabilities?
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
A usable syllabus
• What do students see first?
• How do they know what to do next?
• Can they follow your instructions
• Can they get the software they need?
• Do you project an inclusive learning environment?
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
EngagementFor purposeful, motivated learners, stimulate interest and motivation for learning.
Affective networks:
The Why of Learning
RepresentationFor resourceful, knowledgeable learners, present information and content in different ways.
Recognition networks:
The What of Learning
Action & ExpressionFor strategic, goal-directed learners, differentiate the ways that students can express what they know.
Strategic networks:
The How of Learning
Universal Design for Learning (UDL)Student activities are varied and take into account different learning styles.
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
How can we be more accessible
and learner-centered?
(Brain Drain - http://bit.ly/2YHDgaI)
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
7 Steps to a Learner-Centered Syllabus
1. Evaluate 2. Create a plan for implementation3. Experiment with your syllabus. 4. Memo on your syllabus when your students ask
questions or requests. 5. Assess the implementation of changing your
syllabus 6. Repeat steps 1–5.7. Never stop repeating steps 1–5.
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
ISU’s Online
Learner Support
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Syllabus Rubric Center for Teaching Excellence of the University of Virginia
This syllabus rubric can be used to aide in the development of a new syllabus, or to identify areas for improvement in an existing syllabus.
5/23/19
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Today’s Session
• Explored ways of intentionally shaping your syllabi to be a more effective tool tailored for the individual contexts of your courses.
• Discussed ideas and practices about the purpose of the syllabus, how tone affects learner perceptions, syllabus components, and ways to enrich your syllabi.
• Reflected on what you learned and what you still need to know.
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
“In my work” Think & Ink
On one side:Write down 1 concrete way that you can use this information in your work.
On the other side:What is still left unanswered?
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Workshop resources website:http://bit.ly/celt-syll-work
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
This presentation was adapted from:
• Teaching for Learning Center. (2018). The syllabus workshop. Retrieved from http://tlc.missouri.edu• VanDerZanden, A.M. (2017). Your Syllabus: Templates for success; and Constructive alignment: Aligning
learning objectives, assessments and evaluations, and teaching strategies [Presentation]. Preparing Future Faculty, Iowa State University, Ames, IA.
References and Resources:Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., &
Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
CELT’s course alignment website (http://bit.ly/coursealignment)
CELT's Mindful and Learner - Centered Syllabus Checklist (PDF) (http://bit.ly/celtsyllabus)
CELT’s Revised Bloom’s Taxonomy website (http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy)
Harnish, R.J. & Bridges, K.R. Soc Psychol Educ (2011) 14: 319. https://doi.org/10.1007/s11218-011-9152-4
Knaack, L. (2011). A practical handbook from educators: Designing learning opportunities. Whitby, ON: de Sitter Publications.
Rubin, S. (1985, August 7). Professors, students and the syllabus. Chronicle of Higher Education. (p. 56).
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Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Laura Bestler, PhD
Program Coordinator
Center for Excellence in Learning and Teaching
3024 Morrill Hall
603 Morrill Road
Ames, IA 50011-2170
Email: [email protected]
Phone: 515-294-4533
Website: http://www.celt.iastate.edu/
Contact
Building an inclusive and learner-centered syllabusCenter for Excellence in Learning and Teaching
Creative Commons
Building an inclusive and learner-centered syllabus PowerPoint presentation by Center for Excellence in Learning and Teaching (CELT), Iowa State University, used under BY-NC-SA. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.