FACULTY DEVELOPMENT INSTITUTE – 23/2/2008 THE SYLLABUS CORNERSTONE OF EFFECTIVE LEARNING FACILITATOR: Professor Pandeli Glavanis (PhD) Associate Director, CLT

ASSUMPTIONS  You care about student learning;  You want to learn more;  You can figure things out for yourself;  You are busy.

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

 ACTIVE LEARNING  COLLABORATIVE LEARNING  ENGAGE STUDENTS in INTELLECTUAL DISCOVERY Move away from DIDACTIC MODE to FACILITATOR MODE WHAT IS EFFECTIVE?

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. THUS, WE NEED TO

AND MORE CAN DO ALL OF THAT THE SYLLABUS SUCCESS

The course plan; The course outline; The course agenda; The course reading list; The course contract between faculty and students. ALL OF THE ABOVE AND MORE THE SYLLABUS

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. THE SYLLABUS – A DEFINITION

LEARNING: FACILITATES SELF-LEARNING AND INTERACTIVE LEARNING FOR STUDENTS TEACHING: FACILITATES SELF-REFLECTION FOR FACULTY THE SYLLABUS CAN ALSO BE……

 COURSE INFORMATION  INSTRUCTOR INFORMATION  COURSE DESCRIPTION AND GOALS  REQUIREMENTS  GRADING POLICY  COURSE POLICIES  ACADEMIC INTEGRITY  ASSIGNMENTS & DUE DATES BASIC SYLLABUS

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

STOP AT ONLY TWO ISSUES  TWO DIFFERENT TYPES OF LEARNING OUTCOMES:  COGNITIVE & AFFECTIVE  TWO DIFFERENT CATEGORIES OF LEARNING OUTCOMES:  GENERIC SKILLS & SUBSTANTIVE KNOWLEDGE LEARNING OUTCOMES

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

 ATTITUDES  BELIEFS  VALUES  VALUE SYSTEMS AFFECTIVE OUTCOMES

RESEARCH & PRESENTATION SKILLS  RESEARCH SKILLS, CRITICAL THINKING SKILLS  COMMUNICATE USING EFFECTIVE WRITING, ORAL AND MULTIMEDIA SKILLS ******  USE CONCEPTS, THEORIES, etc.  ANALYSE CHARACTERISTICS, etc. GENERIC vs SUBSTANTIVE

 What are they?  Interesting, worthwhile activities that relate to learning outcomes and allow students to demonstrate what they know and can do. PERFORMANCE ASSESSMENT TASKS (PTAs)

 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? PTAs: 3 ISSUES TO CONSIDER

 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. GRADING RUBRICS

 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 GRADING RUBRICS: WHY USE THEM?

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 HOW TO DO A GRADING RUBRIC

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 HOW TO DEFINE CATEGORIES

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 GRADING RUBRICS FOR GROUP WORK

ADDITIONAL MARKS TO BE AWARDED Clarity and audibility; Use of multimedia; Use of handouts; Allow time for discussion Complete presentation within allotted time. GRADING RUBRICS FOR PRESENTATIONS

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

ALL OF THE PRECEDING THE SYLLABUS: WHAT IS IT?

IN 10 MINUTES  DESIGN A CHILDREN’S PLAYGROUND TAKING INTO CONSIDERATION SAFETY FOREMOST.  PROVIDE:  WHICH LEARNING OUTCOME?  WHICH PAT?  WHICH GRADING RUBRIC? GROUP EXERCISE

THANK YOU