Developing Common Course Syllabi November 20, 2010 Heather Sass, Education Consultant Preview

Workshop Objectives n Explain the rationale for developing course syllabi n Identify components of a course syllabus and the criteria for a quality syllabus

Course Syllabi What They Are n Whole course reflection n High expectations tool n Communication tool n Grading practices alignment n Literacy and numeracy format n Interdisciplinary tool n Common planning time guide What They Are Not n Curriculum guide n Pacing guide n Lesson plan

HSTW Key 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 n Where are you now? n Where would you like to be? n 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? n Map for planning n Opportunity to reflect on a whole course n Communication of high expectations to students, parents, community n Communication with other teachers or programs in the school

Components of a Course Syllabus n Course Description n Instructional Philosophy n Major Course Goals n Major Course Projects and Instructional Activities n Course Assessment Plan

Sample Syllabi n Find each component on each example. n Identify ways these examples are different from or similar to course syllabi you may have created. n 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 n National and state standards n Challenging Assignments n Quality of Expected Work n Assessment Methods

Link to Standards n District, state, and national n Academic standards that cross all disciplines –Reading –Writing –Oral presentation n General workplace competencies

Challenging Assignments n Projects n Presentations n Writing assignments n Research n Reading and demonstrating understanding n Class discussion n Homework

Quality of Expected Work n Producing high quality work n Redoing work to levels of quality n Extra help

Assessment Methods n Written exams with essay and open-ended response questions n An end-of-course exam n Projects or practical lab experiences n Portfolio of work

Other Criteria for High Expectations n English n Mathematics n Science n Career/Technical n Integrating Academic and Career/Technical Content

Small Group Activity n Review a sample syllabus and compare it to the criteria from the checklist. n Identify strengths of the syllabus in relation to the criteria. n Identify areas for improvement in the syllabus.

Small Group Activity n List items to include in an instructional philosophy. n Be prepared to report your work to the large group.

Small Group Activity n Design major course assignments and projects for a course n Discuss the reflection questions n Be prepared to report your work to the large group

Small Group Activity n Develop a course assessment plan and/or a plan for determining a course grade n Be prepared to share your plan with the large group

Continuing the Work... n Draft a syllabus for a course you teach n Meet with others who teach that course and share ideas n Reach a consensus about high expectations n Communicate to other teachers in the school and compare n Share with students and parents

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