1. FLTA Workshop August 15, 2017 “PEDAGOGICAL PRACTICES” Presenter: Dennis Harrod, Syracuse University (with thanks to Amanda Brown and Connie Dickey)

3. Curriculum Development & Creation of Objectives

4. Definition of Course Objectives
What stakeholders want students to be able to do at the end of the course
Stakeholders
University
Department
Supervisor
Students
Teacher
FLTA Workshop, August : Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

5. Identifying Course Objectives
Content
Method
Level
Articulation
Homework
Assessment
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

6. Identifying Course Objectives
Meet with supervisor
Find out university / department objectives
Meet with students
May conduct “needs analysis” (content and process) to determine student goals
Self-reflect
Select the objectives identified by other stakeholders that you will be able to address given your experience, resources, etc.
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

7. Identifying Course Objectives
ACTFL Proficiency Guidelines/CEFR
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

8. Summaries of ACTFL Proficiency Levels
Novice Low: Identify with lists, produce isolated words, repeat memorized items
Novice Mid: Identify with phrases, combine words, express ideas with simple phrases and expressions
Novice High: Describe with phrases, identify with short sentences in present time frame
Intermediate Low: Describe with sentences, use strings of sentences, express own thoughts in single time frame
Intermediate Mid: Describe with strings of sentences, combine time frames, create with language
Intermediate High: Describe with paragraph-length discourse, combine time frames, use limited idiomatic expressions
Advanced Low: Describe and narrate in paragraph and longer length texts, combine time frames

9. Identifying Course Objectives
ACTFL Proficiency Guidelines/Can-Do Statements
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

10. Sample Course Objectives: French
In French 101, you will learn to interact in French in a variety of basic, everyday situations. You will learn to use and understand the present and past tense forms, to ask and understand questions and write letters and short descriptions; you will read some authentic materials, such as signs, advertising, newspaper articles, and even some brief literary works.
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

11. Sample Course Objectives: Spanish
Communicative objectives include: socializing and greeting, giving and getting autobiographical information, expressing interest and surprise, talking about present and future plans, expressing likes and dislikes, making and understanding simple descriptions, recounting a series of events or recent experiences, discussing daily activities, giving advice and instructions, making requests, and handling simple survival situations. Class activities are in Spanish
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

12. Syllabus Design

13. Definition of Syllabus
Breaking down of course objectives into manageable chunks
Selection, sequencing, and justification of course content - the “what” of FLT
Sometimes items conflated with method - the “how” of FLT
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

14. Functions of a Course Syllabus
Establishes point of contact and connection between students and instructor
Helps set the tone for the course
Describes your beliefs about educational purposes
Acquaints students with the logistics of the course
Defines student responsibilities for successful course work
Explains how student work will be evaluated
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

15. Functions of a Course Syllabus
Helps students to assess their readiness for the course
Describes available learning resources
Communicates the role of technology in the course
Can expand to include handouts, reading materials
Serves as a learning contract
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

16. Checklist for Syllabus Design
Title page
Instructor/class information
Description and objectives of the course
Course calendar
Course requirements
Evaluation and grading procedures
Content information
Academic integrity policies
How to study for and succeed in the course
FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

17. ELEMENTS OF A SYLLABUS
Gives the who, when, where and what

18. Explains policies, requirements

19. Explains course requirements, grading

20. Calendar of assignments

21. Daily assignments

22. Lesson Planning

23. Benefits of Explicit Lesson Planning
Big picture view
Coherence, balance, clarity
Easier execution
Time-saving in long run
Flexible execution
Professional
Easier self-reflection

24. Content of Lesson Plan: Preliminary Information
Timetable fit
Level
Time
Class profile
Lesson objectives
Language / skills - analysis
Assumed knowledge
Anticipated problems
Materials

25. Content of Lesson Plan: Lesson Objectives
“What is it that students should be able to do after lesson?”
Main objectives:
e.g. Introduction and practice of language related to illness - (1) “have/am”, (2) vocabulary of pain and illness
Subsidiary objectives:
e.g. (1) to practice dictionary skills, (2) to practice selective listening, (3) to practice sound linking.

26. Typical Lesson Content
Warm up / review
Introduction of lesson objective
Presentation of language or task
Practice of language or implementation of task—more controlled
Less controlled production of language or repetition of task with alternative materials
(Post) lesson evaluation of students, lesson objectives, self

27. Review: Steps in Lesson Planning
Form objective(s)
Decide on materials
Decide on activities/tasks and plan instructions, class management, etc.
Sequence activities in logical and appropriately paced manner
Write up plan 6

28. Assessment 6

29. ELEMENTS OF EXAMS ORAL COMPREHENSION READING COMPREHENSION STRUCTURES
VOCABULARY
CULTURE
COMPOSITION
ORAL PRODUCTION—SEPARATE ASSESSMENT

30. CONSIDERATIONS
TIME CONSTRAINTS (INDIVIDUAL CLASS & WITHIN SEMESTER/TERM)—number & length of exams
TAKE-HOME VS IN-CLASS
LEVEL OF READINGS; LEVEL OF ORAL PASSAGES
RUBRICS FOR ORAL ASSESSMENT, COMPOSITIONS
PERCENTAGES OUT OF 100/20?; “check” system; conversions and consistency
Electronic grade books

31. Grading System

32. Penalties for Poor Performance
Students earning less than a 2.0 semester GPA will be placed on Academic Warning for the following semester.
Students who earn less than a 2.0 semester GPA a second time will be placed on Academic Probation.
And if they earn less than a 2.0 semester GPA for a third time, they will be placed on Final Probation and they may possibly be suspended from college.

33. Learner-centered teaching: Five key changes to practice
The Role of the Teacher
Currently: Most instructional practice still features teacher action
The Change: Instructional action should focus on students learning
Examples: Approaches that overcome the propensity to tell – not “going over” the syllabus, how-to-study advice
Implications: Facilitative roles are more difficult and no less central in student learning experiences

34. Learner-centered teaching: Five key changes to practice
The Function of Content
Currently: Faculty make the key decisions about learning for students
The Change: In ethically responsible ways, faculty share decision –making about learning with students
Examples: Approaches that overcome the propensity to tell – not “going over” the syllabus, how-to-study advice
Implications: Facilitative roles are more difficult and no less central in student learning experiences