Learner Centered Syllabus

A Learner Centred
Syllabus
Curriculum Development and Planning
Bernadett Askey
Saturday, 21 November, 15

Cognitive
psychology
•Important element is the ROLE of the Learner.
•Social Interaction during knowledge creation.
•Active participation.
•Engaging topics and activities.
•Learner initiated topics.

Practical concepts to support
social learning
When writing the course syllabus, the
facilitator should think of:
• group activities,
• think-pair-share activities
• small discussion groups
• review exercises in groups
• charades

Practical concepts to support
active learning
When designing the course, facilitators should
think of active tasks, such as:
• ﬁeld trips
• discussions
• presentations
• activities involving movement in the classroom
• question-answer periods

How to encourage learners in
the learning process?
• The instructor’s choice of pedagogy
• The choice of structure to encourage the
involvement of the student.
• Consider justifying Why the content is
relevant?
• How to best deliver the content- should
be considered.

How to be come effective in teaching by
using the learner centred approach
• Encourage students to use self reﬂection
• Help learners with self improvement skills
• Provide feedback
• Be organized with the content and assessment
activities
• Communicate with the students regularly
• Create a safe, supporting and accepting
learning environment.

The main components of a Lerner
Centred Syllabus
1. Deﬁne Student’s role and responsibility
2. Instructor’s role and responsibility
3. Student’s learning outcomes using goals
4. Evaluation standards and methods
5. Provide resources
6. Establish methods of communication

Role of the Learner
• Faculty needs to know who students
learn: Learning styles are kinesthetic,
visual and Auditory, all learn
differently.
• Faculty to share what active learning
means: Role of participation in group
work, discussions, note taking, asking
questions, sketching, etc..

Role of the Faculty
• Should include the recognition of
teaching quality as a learning process
for the teacher’s skills.
• Faculty to focus on learner centred
activities, which in turn will deﬁne the
role of the facilitator differently each
time.

Student’s learning outcomes
using goals
• Support individual learning style
• Reward higher-order thinking
• Self-regulated learning facilitation
• Create positive relationships
• Deﬁne and support goals by relating
them to industry

Undergraduate
education
• Transfer previous knowledge to new
materials and applying it to solve new
problems
• Maximize prior experiences and
knowledge

Bloom’s Taxonomy
“Verbs expressing what the learning must to do
demonstrate mastery” (Boslaugh,2013) as well, the
“four types of knowledge required
cognition” (Boslaugh,2013). Bloom’s taxonomy
shows the increasing complexity of understanding.
The learners needs to accomplish understanding fully
before moving onto the next level.

Cognitive / Phychomotor /
Affective Domain
• Cognitive: !mental skills (Knowledge)
• Affective: !growth in feelings or
emotional areas (Attitude or self)
• Psychomotor: manual or physical skills
(Skills)

Cognitive DomainSource: Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Cognitive Domain1
Definition Learning Objective Ideas to Teach Garnish
Knowledge Student recalls or recognizes information, ideas, and principles in
the approximate form in which they were learned. Includes such
verbs as write, list, label, name, state, define, and recall.
-Write the definition for garnish found in your textbook.
-List 15 tools that can be used to create garnish with a lab partner.
-Recall ten garnishes that could be made with a tomato from memory.
Comprehension Student translates, comprehends, or
interprets information based on prior
learning. Includes such verbs as explain, summarize, paraphrase,
estimate, convert, and describe.
-Describe the procedure for making an apple swan in a class discussion.
-In a written essay, explain the purpose of a garnish.
-Summarize what was learned about garnish at the end of the lecture and/or demo.
-Estimate the correct number of lemon slices needed to garnish 250 glasses of iced tea using
a calculator.
Application Student applies previously learned information to a new situation
that includes the application of rules, methods, concepts,
principles, laws, and theories. Includes such verbs as apply,
calculate, use, compute, show, solve, and demonstrate.
-Use flowers and citrus fruits to garnish a cheese tray.
-Use a paring knife to demonstrate how to make a tomato and radish rose.
-Use an excel spreadsheet to compute the food and labor cost to make 300 fluted mushrooms
if prep cook earns $6.50/hour.
Analysis Student distinguishes, classifies, and relates assumptions,
evidence, or structure of a statement or question. The ability to
break information down into its component parts so that
organizational structure can be understood. Includes such verbs as
analyze, compare, contrast, separate, deduce, identify, distinguish,
and select.
-Compare and contrast the differences and similarities between garnishes and canapés using
the chapter on garnish.
-Given an assortment of fruiting vegetables, identify one that could be used to garnish five
different ethnic dishes.
Synthesis Student originates, integrates, and
combines ideas into a product, plan or proposal that is new to him
or her. Includes such verbs as compose, create, formulate, design,
invent.
-Based on Internet research, design garnishes for a cold buffet that features Japanese cuisine.
-Work with a team of students to create a video that demonstrates the procedure to make five
basic fruited vegetable garnishes based on knowledge of garnish.
-Based on knowledge of garnish tools, work with a lab partner to invent a garnishing tool
similar to a Swiss-army knife.
Evaluation Student appraises, assesses, or critiques on a basis of specific
standards and criteria. Includes such verbs as evaluate, appraise,
assess, judge, support, critique, and justify.
-Work with a lab partner to develop criteria for judging a mystery basket competition for
garnishes based on knowledge of garnishes.
-Use a student developed rubric to evaluate who finishes first, second, and third in a student
garnish competition.

Affective Domain
Source: Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of
Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc.
Affective Domain2
Definition Miscellaneous Learning Objectives Ideas
Receiving
Phenomena
Awareness, willingness to hear, selected attention. Key
Words: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects,
replies, uses.
- Listen to fellow students with respect while participating in classroom
discussions.
-Follow the code of conduct when working with fellow students in the lab.
-Ask for assistance from other students if struggling to keep up in the sandwich
station during a la minute lunch service.
Responding to
Phenomena
Active participation on the part of the learners. Attends
and reacts to a particular phenomenon. Learning
outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding
(motivation). Key Words: answers, assists, aids,
complies, conforms, discusses, greets, helps, labels,
performs, practices, presents, reads, recites, reports,
selects, tells, writes.
-Help others working the hot line when prepping for service in the lab.
-Practice good manners when participating in off campus field trips.
-Comply with the wishes of others to be treated according to the golden rule.
-Assist other students when performing the role of server when it appears
anyone is scrambling to provide timely service to guests in the restaurant.
Valuing
The worth or value a person attaches to a particular
object, phenomenon, or behavior. Valuing is based on
the internalization of a set of specified values, while
clues to these values are expressed in the learner's overt
behavior and are often identifiable. Key Words:
completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies, works.
-Demonstrate the love of cooking by being prepared for lab and lecture classes
using the practice of mis en place.
-Initiate conversation with guests in the dining room during service to make
them feel at home when approaching the table.
-Study the value set of the chef of their choice and explain how those values
may have contributed to the chefs’ success using an oral presentation.
.
Organization
Organizes values into priorities by contrasting different
values, resolving conflicts between them, and creating a
unique value system. The emphasis is on comparing,
relating, and synthesizing values. Key Words: adheres,
alters, accepts, arranges, combines, compares,
completes, defends, explains, formulates, generalizes,
identifies, integrates, modifies, orders, organizes,
prepares, relates, synthesizes.
-Defend the decision to put the appetizers, entrees, and desserts that were
selected to create a menu for a fine dining restaurant under cross-examination
by fellow students.
-Accept responsibility for their behavior when mistakes are made and identify
ways to avoid repeating them in the future.
-Modify long held views about vegetarian or vegan diets to design a menu that
accommodates those who follow either diet.
Internalizing values
Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Learning
objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
Key Words: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves, verifies.
-Display a positive attitude at all times when in the classroom or laboratory.
-Display a professional commitment to ethical practice on a daily basis in the
classroom and lab.
-Practice active listening when serving guests in the restaurant.

Psychomotor DomainSource: Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators
Press.
PsychomotorDomain3
Definition Miscellaneous Learning Objectives Ideas
Imitation
Observing and patterning behavior after someone else. Performance
may be of low quality. Key Words: copy, follow, mimic, repeat,
replicate, reproduce, trace, etc.
-Replicate the béchamel sauce that was demonstrated by the instructor using proper
equipment, ingredients and cooking techniques.
-Follow a self-selected recipe for making a hot soup using proper equipment,
ingredients and cooking techniques.
Manipulation
Being able to perform certain actions by memory or following
instructions. Key Words: act, execute, perform, etc.
-Execute the proper ways to cook tender and less tender cuts of meat using the correct
equipment and procedures.
-Observe the proper way to fillet a trout and perform it independently using a cutting
board, filleting knife, and trout in 30 minutes.
-Execute the duties, responsibilities and tasks required in the salad station to perfection
during a la minute lunch service.
Precision
Refining, becoming more exact. Performing a skill within a high
degree of precision. Key Words: calibrate, demonstrate, master,
perfectionism, etc.
-Demonstrate how to perform the basic knife cuts to perfection using a potato.
-Demonstrate how to properly debone, roll and tie a pork roast without assistance from
the instructor.
Articulation
Coordinating and adapting a series of actions to achieve harmony
and internal consistency. Key Words: adapt, constructs, creates,
modifies, etc.
-Construct a lunch buffet that incorporates music, color and lighting to create a casual
dining theme ambience during lunch service.
-Recreate a dish prepared by the instructor upon seeing, tasting and smelling it in 40
minutes.
Naturalization
Mastering a high level performance until it becomes second-nature or
natural, without needing to think much about it. Key Words: design,
development, display, maneuver, etc.
-Display the ability to use any ingredient(s) to create a dish using the mystery basket
exercise.
-Maneuver one’s body in the sauté station to effortlessly execute a la minute service
during lunch.

Evaluation strategies
explained
Using Bloom’s Taxonomy:
• Knowledge ➤ Comprehension ➤ Application ➤
Analysis ➤ Synthesis ➤ Evaluation.
Provide students to demonstrate understanding by
utilizing:
• Cognitive,
• phychomotor,
• affective activities.

Motivating participation
• Provide choices of evaluation
• Provide choice of activities
• Provide clear evaluation criteria
• Provide different types of projects ( group work, presentation/
research, self evaluative projects, reﬂective exercises, pair work, and
show different elements of the evaluation, role-plays, essays, journals,
projects, building, creating, sketching, discussing).
• Provide different evaluation techniques within the projects
• Use learner’s skills and knowledge for contribution

Resources
• List of library
resources,
• List of support staff
and technologies,
• professionals to
approach,
• Note taking strategies,
• Learning strategies,
• Learning style
inventories,
• Video resources,
• Recorded books,
• Study groups,
• Digital resources,
• Study questions,
• Sample tests,
• Take home exams,
• Clubs, etc

Communication and Course
Logistics
• Course meeting time
• Instructor’s availability, ofﬁce hours
• Class location
• Contact information, email and phone number
• Contact of other sources for ﬁeld trips
• Class dates, schedules, daily plans, additional
fees, supplies, methods of communications,
style of communication, accepted conduct, etc.

Bibliography
• Peer, K., M. The Learner-Centered Syllabus: From Theory to Practice
in Allied Health Education. The Internet Journal of Allied Health Sciences
and Practice. April 2005. Vol 3 No 2.
• Driscoll, A., & Wood, S. (2007). Developing Outcomes-based
Assessment for Learner-centered Education : A Faculty Introduction.
Sterling, Va: Stylus Publishing.
• Boslaugh, S. P. (2013). Bloom's Taxonomy. Salem Press Encyclopedia,
• http://www.nwlink.com/~donclark/hrd/bloom.html

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