Writing a Syllabus Based on Learning Goals

1. Writing a Syllabus Based on Learning Goals PJ Bennett Ph.D. Interim Assistant Director Graduate Teacher Program January 7, 2010

2. Outline • What are Learning Goals • What is a Syllabus • Syllabus Design • Group Practice • Discussion and Questions

3. What are Learning Goals? A learning goal combines the content, which most teachers refer to as an objective or standard, with a description of what the learner should be able to accomplish with the content.

4. What Makes a Good Learning Goal? • Good learning goals focus on what is being done. • Good learning goals are student centered. • Good learning goals can be evaluated. • Good learning goals are restricted to the topic being covered. • Good learning goals are appropriate for and can be accomplished by their intended audience.

5. Is this a Good Learning Goal? • In my course I will teach my students to understand computer programming. • Students will understand the basics of computer programming by creating and evaluating programs in java.

6. Is this a good learning goal? • Students shall be able to evaluate the financial position of organizations through examination of balance sheets, cash flow statements, and budgets.

7. Is this a good learning goal? • Students will understand the nature of genetic pathways. • Students will understand the nature of genetic pathways and be able to design experiments and evaluate the data to produce them.

8. Is this a good learning Goal? • Audience Provided Learning Goal

9. Is this a good learning Goal? • Audience Provided Learning Goal

10. Is this a good learning Goal? • Audience Provided Learning Goal

11. What is a Syllabus? A syllabus is a binding contract between you and your students that defines the expectations and requirements of your course.

12. A Syllabus Will Cover at a minimum • Course Description • Teacher Information Including: • Name, Office Location and Hours, Contact Information, • Learning Goals • Course Calendar • Assignments • Evaluations (Quizzes/Tests) • Grading Scale • Policies and Procedures

13. We will use Backward Course Design Learning Goal Students will understand the nature of genetic pathways and be able to design experiments and evaluate the data to produce them What I want the students to be able to do Students should be able to design the experiments that will determine the order and effect of a mutation in a molecular pathway.

14. Evaluation Learning Goal Students will understand the nature of genetic pathways and be able to design experiments and evaluate the data to produce them Evaluation One) If the students are given the results from a set of experiments the students will be able to create correct molecular pathways Two) Given a new set of mutations the students will be able to design all the experiments that need to be done to determine the molecular pathways

15. Assignments Learning Goal Students will understand the nature of genetic pathways and be able to design experiments and evaluate the data to produce them Assignments Understanding the skills and concepts Practice building pathways Practice designing and evaluating experiments

16. Course Calendar (Lesson Plan) Learning Goal Students will understand the nature of genetic pathways and be able to design experiments and evaluate the data to produce them Lessons I will need readings and class discussions on the nature of genetic pathways I will need to do in class practices and group work on building pathways I will need to show students how to design and evaluate experiments Each of these points will require approximately two class periods for a total of two weeks

17. What if a Syllabus is Not Consistent Between TA and Professor • Check Professor’s Syllabus before handing out yours • Major conflict talk to professor • Professor’s syllabus trumps TA’s

18. Changing a Syllabus • Include a line allowing you to make changes: • I reserve the right to make changes to the syllabus as needed. • Give as much notice as possible. • Make changes in the students favor. • If possible get student permission/input. • Make sure you clearly layout changes to students.

19. Thank You