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Defining a syllabus by rpc

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The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we ...

The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern.
- Rubin, “Professors, Students, and the Syllabus,” Chronicle of Higher Education

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Defining a syllabus by rpc Defining a syllabus by rpc Presentation Transcript

  • Defining a SyllabusPrepared by RaizzaCorpuzrpc 2013
  • The syllabus is a small place to start bringing students andfaculty members back together... If students could bepersuaded that we are really interested in theirunderstanding the materials we offer, that we supporttheir efforts to master it, and that we take theirintellectual struggles seriously, they might respond bybecoming involved in our courses, by trying to live up toour expectations, and by appreciating our concern.- Rubin, “Professors, Students, and theSyllabus,” Chronicle of Higher Educationrpc 2013
  • ETYMOLOGY• SYLLABUS and DESIGNSyllabus: Ancient Greekσιττύβα (sittyba, "parchment label, table ofcontents") of unknown origin. Medieval Latin, probably alteration(influenced by Greek sullambanein, to puttogether) of Latin sillybus, parchment label,from Greek sillubos.rpc 2013
  • ETYMOLOGY• SYLLABUS and DESIGNDesign:1540s, from Latindesignare "mark out, devise," from de "out" + signare "to mark," from signum "a mark sign.“1580s, from Middle French desseign "purpose,project, design," from Italian disegno,from disegnare "to mark out," fromLatin designare "to mark out" (see design (v.)rpc 2013
  • Definition According to Context ofMeaning• an outline or other brief statement of the mainpoints of a discourse, the subjects of a courseof lectures, the contents of a curriculum, etc.• A compendium containing the heads of adiscourse, and the like; an abstract.• an integrated course of academic studies• a description of the contents of a course ofinstruction and the order in which they are to betaught.rpc 2013
  • Characteristics of Syllabi• A syllabus is a document which consists,essentially, of a list.• The syllabus generally has explicitobjectives• it is a public document• A time schedule• It consists of a comprehensive listof content itemsrpc 2013
  • • Explicit objectives.• It is a public document.• It may indicate a time schedule.• Preferred methodology/approach.• It may recommend materialsrpc 2013
  • • Rhodes defined it as” Syllabus is a wordwhose etymology from the Latin means"label on a book." The contemporarymeaning of the word is something to theeffect of "summary outline of a course ofstudy.rpc 2013
  • • While Widdowson (1984,p. 26) state that“the syllabus is simply a framework withinwhich activities can be carried out: ateaching device to facilitate learning .rpc 2013
  • • However, a syllabus can also be seen asa "summary of the content to whichlearners will be exposed" (Yalden.1987:87).• White (1988:92) A complete syllabusspecification will include all five aspects :structure, function, situation, topic,skills. The difference between syllabuseswill lie in the priority given to each of theseaspects.rpc 2013
  • DAVID NUNAN: SYLLABUSDESIGNrpc 2013
  • • David Nunan (1988, p.159)defined syllabus “as aspecification of what is to betaught in a language programmeand the order in which it is to betaught.• A syllabus may contain all or anyof the following: phonology,grammar, functions, notions,topics, themes, tasks.• syllabus is often associated withparticular subjects (language,mathematics, sciences, etc. )rpc 2013
  • • As for syllabus design there are someapproaches that regard it in a narrowerand broader perspective.1.Narrow view--connected with ‘selectionand grading of content’: Syllabus Design2.Broader --is concerned with the selectionof learning tasks and activities’:Methodologyrpc 2013
  • • Stern (1984) defines syllabus asconnected with content, structure, andorganization.• Yalden (1984) syllabus is connected withlearner’s needs and aimsrpc 2013
  • • Syllabus is also connected with not onlyselection and grading of content but withspecifying and grading learning tasks andactivities. While syllabus design refers tothe ‘what’ of a language programme,‘methodology is concerned with the ‘how’’(p. 7).rpc 2013
  • Three major purposes byParkes and Harris, 2002:rpc 2013
  • Syllabus as a contract—Makesclear what the rules are• Sets forth what is expected to happen during the semester• Delineates the responsibilities of students and of the instructor• Describes appropriate procedures and course policies• Content required for a syllabus to serve as a contract– Clear and accurate course calendar– Grading policies: components and weights– Attendance policy– Late assignment policy, policies on incompletes and revisions– Academic dishonesty and academic freedom policies– Accommodation of disabilities policyrpc 2013
  • Syllabus as a permanent record—Serves accountability anddocumentation functions• Contains information useful for evaluation of instructors, courses,and programs• Documents what was covered in a course, at what level, and forwhat kind of credit (useful in course equivalency transfer situations,accreditation procedures, and articulation)• Content required for a syllabus to be useful as a permanent record– Title and semester of course, department offering the course, credit hoursearned, meeting time and place– Name, title, and rank of instructor(s)– Pre- or co-requisites– Required texts and other materials– Course objectives (linked to professional standards if appropriate)– Description of course content– Description of assessment proceduresrpc 2013
  • Syllabus as a learning tool—Helps students become moreeffective learners in the course• Inform students of the instructor’s beliefs aboutteaching, learning, and the content area• Focuses on students and what they need to beeffective learners• Places the course in context (how it fits in thecurriculum, how it relates to students’ lives)• Content required for a syllabus that serves as alearning tool for studentsrpc 2013
  • – Instructor’s philosophy about the course content,teaching and learning– Relevance and importance of the course to students– Information on how to plan for the semester includingself-management skills, guidance on time to spendoutside of class, tips on how to do well onassessments, common misconceptions or mistakes,and specific study strategies– Prerequisite courses or skills– Availability of instructor(s) and teaching assistants– Campus resources for assistance and offices that aidstudents with disabilitiesrpc 2013
  • • A syllabus is often thought of as “that apparently benigndocument instructors assemble and distribute tostudents at the start of the semester.” Whether it isintended or not, the quality of the syllabus is a fairlyreliable indicator of the quality of teaching and learningthat will take place in a course (Woolcock, 2003).Therefore, it behooves instructors to make the effortto construct a high-quality syllabus. The results of thateffort can benefit the instructor as well as his or herstudents.rpc 2013
  • SYLLABUS According todifferent Scholars in thefield…..rpc 2013
  • The syllabus is, thus, both a professionaldocument and a personal document, onethat reflects the instructor’s feelings,attitudes, and beliefs about the subjectmatter, teaching, learning, and students,as well as setting out the “nuts and bolts”of the course. When so constructed, thesyllabus can serve as a guide to theinstructor as much as a guide to the class(Parkes & Harris, 2002).rpc 2013
  • A syllabus lets students know what thecourse is about, why the course is taught,where it is going, and what will be requiredfor them to be successful in the course(Altman & Cashin, 2003).rpc 2013
  • THUS,• The well-designed syllabus provides asolid beginning to the semester, sets thetone for the course, provides a conceptualframework for the course, serves as a“virtual handshake” between the instructorand students, and becomes a resourcethat is referred to over the course of thesemester. It also shows students that youtake teaching seriously (Davis, 1993).rpc 2013
  • Your syllabus is aliving, creativedocument.rpc 2013
  • RESOURCES:• Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing collegecourses. San Francisco: Jossey-Bass.McKeachie, W. J., & Svinicki, M. 2005. Teaching tips: Strategies, research, and theory for college and universityteachers. Boston: Houghton Mifflin.• Altman, H. B., & Cashin, W. E. (2003, May). Writing a syllabus.Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.Eberly, M. B., Newton, S. E., & Wiggins, R. (2001). The syllabus as a tool for student-centeredlearning. Journal of General Education 50 (1), 56-74.Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50 (2), 55-61.Woolcock, M. J. V. (2003, May). Constructing a syllabus.• http://www.members.tripod.com/zouzou_dodgy/id10.html: Accessed: 04-24-2013• http://scottthornbury.wordpress.com/2010/06/ : Accessed: 04-24-2013• http://www.lac2000.revolta.com/library/syllabus.htm: Accessed: 04-24-2013• http://cte.illinois.edu/resources/topics/syllabus/purpose.html: accessed 04-/24/2013rpc 2013
  • Thank you!Have a NICEday!rpc 2013