what is the best book for designing a course syllabus

Full Answer

What is the best book on syllabus design?

Birmingham. Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Pica, T ., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction.

What do you like most about the book “design for learning”?

Making effective use of metaphors, graphics and stories, she covers everything from the basics of how to get started, to cognitive foundations of learning, to design strategies. The book is a good example of how to translate theory into practical application.

Why issues in syllabus design?

Teach ers them. Issues in Syllabus Design addresses the major types of syllabuses in language practical aspects of implemen ting syllabuses for use in languag e teaching programs. and discourse syllabus. enables them to critically analyze differ ent syllabus types. international scholars to engage in local in-country language pedagogy research.

Which is the best book for graphic syllabus and outcomes map?

The Graphic Syllabus and the Outcomes Map: Communicating Your Course. San Francisco, Jossey-Bass. Saville, Bryan K., Tracy E. Zinn, Allison R. Brown, and Kimberly A. Marchuk. (2010). “Syllabus Detail and Students’ Perceptions of Teacher Effectiveness.” Teaching of Psychology, 37:3, 186-189. Wasley, Paula. (2008).

How do I create a course syllabus?

General TipsConsider a beginning and an end for your syllabus. At the beginning of your syllabus, use a quotation from a leading expert to capture the major themes and tone of the course. ... Be specific. ... Maintain a friendly tone. ... Review the syllabus on the first day of class. ... Make sure to include these key sections.

How do I design my course?

Design Your CourseConsider timing and logistics.Recognize who your students are.Identify the situational constraints.Articulate your learning objectives.Identify potential assessments.Identify appropriate instructional strategies.Plan your course content and schedule.

What makes a good course syllabus?

A syllabus should make the rules for the course clear. It should set forth what is expected to happen during the semester, delineate the responsibilities of students and of the instructor, and describe appropriate procedures and course policies.

What is a course design plan?

The course design plan serves as a blueprint for development. It includes important course information, design elements, and style choices. The content, curriculum, and structure are identified as well as testing and evaluation methods.

What is the difference between a course and a syllabus?

However, a course description is generally written to help students decide if the course is one they want or need to take. A syllabus lists the specific course requirements a student must complete, once she's actually registered for the class.

What is syllabus design PDF?

Syllabus design is based essentially on a decision about the “units” of classroom. activity, and the “sequence” in which they are to be performed. The syllabus thus. formalizes the content to be learned in a domain of knowledge or behavior, and.

What is the best type of syllabus?

The Notional/Functional Syllabus The notional/functional syllabus is the best known of contemporary language teaching syllabus types.

What should a syllabus look like?

Your syllabus should include the name of the course or section and the course or section number as well as the particular semester and year (e.g., Fall 2008). Include the meeting times and days of the class as well as the building name and room number where you will meet.

How do you design a short course?

Designers of effective short course planning should pay attention to writing outcomes based objectives; conducting needs assessments; determining the optimal content, resources, speakers and format; preparing ancillary materials (handouts and pre- and post-course assessments); and preparing speakers and evaluation.

What makes a good syllabus?

First: a good syllabus relies on thoughtful course design. The strongest syllabi are built on a solid foundation of course design. In course design, the instructor first chooses learning goals that are appropriate for the level of the class and the students in it.

What is the backbone of a syllabus?

First listed are categories that are often seen as a given, the backbone of most syllabuses: Basic Information: Instructor’s name, contact information, and office hours; title of the course, location, and times. Course Description: Prerequisites, overview of the course, student learning objectives.

What is a statement in a syllabus for students with disabilities?

A statement in your syllabus inviting students with disabilities to meet with you privately is a good step in starting a conversation with those students who need accommodations and feel comfortable approaching you about their needs. Please also see our teaching guide on Teaching Students with Disabilities.

What is a space for discussion?

Spaces for discussion and experimentation with ideas and opinions where students, staff, and faculty interact in a variety of ways.

Who wrote the language guide?

1 This guide was originally written by Jessica Riviere, Senior Graduate Teaching Fellow 2013-2014. It was updated in 2016 by Danielle Picard (Senior Graduate Teaching Fellow 2015-2016) and Richard Coble (Graduate Teaching Fellow 2015-2016) to include more examples of language instructors may want to use in their syllabuses.

What is inclusive classroom?

Classroom inclusivity is an umbrella term denoting that the classroom environment will be respectful of differences in background and identity between students and the instructor, including differences in race, gender, ethnicity, sexuality, and class . An inclusive classroom does not mean that differences are ignored, but rather that students can expect that they will not be excluded, stereotyped, or judged based on their differences. In addition, an inclusive classroom will mean that students have space to bring their various identities into conversation with class material as they find helpful, but are not expected to represent or speak for an entire group of people who share aspects of an identity. The following statements are meant to convey expectations for a classroom environment as well as student and teacher expectations that help to create an inclusive classroom.

Creating a Learning-centered Syllabus with BYU Learning Suite

To get started quickly and painlessly, try out the Syllabus feauture in BYU Learning Suite, a step-by-step guide to creating a great syllabus. It will walk you through creating each element with helpful tips, and when you’re done, you’ll have a basic syllabus in a well-formatted online document! View the following links for additional information:

Resources for Designing a Learning-centered Syllabus

Designing a Course Syllabus (PDF) Strategies and examples for constructing an effective syllabus.

Using Your Learning-centered Syllabus

Now that you’ve created a great, learning-centered syllabus, how do you get the students to use it? Here are some suggestions:

How to prepare for a new course?

Begin the process early , giving yourself as much time as you can to plan a new course. Successful courses require careful planning and continual revision. Consult with colleagues who have taught the same or similar courses to learn from their strategies and their general impressions of the students who typically take the course.

What is course planning?

Course planning is a continual process, as illustrated by the diagram below. Each of the steps is necessarily undertaken with the others in mind, and each will necessarily undergo revision each time you teach a particular course. As you plan and revise courses, remember the importance of teaching core concepts and critical-thinking skills.

How to define course goals?

When you define the course goals, focus on student learning. One way to formulate these goals is to determine what students should be learning in terms of content, cognitive development, and personal development. Be as specific as you can and make sure that the goals define learning in ways that can be measured.

What is a syllabus in college?

Twenty years ago, many instructors would have described the syllabus as a “table of contents” or, alternatively, a “contract.” Today’s books on college teaching and course design are likely to draw on different metaphors: the syllabus is a map or travelogue, as it both describes the intended destination and explains why one might want to go in the first place (Nilson, 27).

What are the elements of a syllabus?

Typical elements of a syllabus include: Course information (course title, quarter, your name) Contact information including your office location, phone number, and email address (some instructors also choose to include their pronouns ) Course description and prerequisites. Student learning outcomes. Required materials. Assigned work.

What is the importance of organizing information into a conceptual framework?

In its review of literature on cognition and learning, the National Resource Council found that "organizing information into a conceptual framework allows for greater 'transfer '; that is, it allows the student to apply what was learned in new situations and to learn related information more quickly " (17).

What is rationale in a course?

A rationale for the course stated in the context of the aims of the department and/or division; A statement on the types of instruction (i.e., lecture; lecture-discussion; lab, etc.); Specific materials required for the course (books, pamphlets, library materials, etc.);

Can you text in a classroom?

While in the classroom, internet-enabled devices such as laptops, tablets, smartphones, and smartwatches can ONLY be used for the purpose of learning as required by the instructor. No texting, emailing, or web browsing is allowed in the classroom. Violation will result in losing all of the 10% class performance grade.

What is eLearning by Design?

Like other books on eLearning design and development, e-Learning by Design takes you through the process of designing and creating eLearning. Unlike other books, Mr. Horton also writes about a variety of activities to include in your eLearning. He covers different types of learning activities that fit into three categories: Absorb, Do and Connect. You’ll also find chapters on tests, structure, social learning, games and simulation and much more. Note: Reviewers who read this on a tablet device are disappointed by the poor formatting.

What is Agile for Instructional Designers?

Agile for Instructional Designers is about so much more than project management. In the first section, Kicking Off the Project, Torrance walks readers through what I call Next Generation Instructional Design. She covers the kickoff, personas, user stories/scope, action mapping and the like. It’s a great blend of multidisciplinary techniques applied to L&D work. The second section is Managing the Project. Here, Torrance provides detailed explanations on how to plan, estimate, deliver in iterations and communicate. She even helps you find the rhythm in iteration. Who knew? The book closes with Applying Agile in Your Organization. For more on this approach, listen to my interview with the author, Megan Torrance.

What is the author of Revolutionize?

In Revolutionize, author Clark Quinn answers the question of how Learning and Development teams can be relevant in the information age. He will convince you that many training teams are misaligned with employee and organizational needs. He then provides a path to reaching higher ground by concentrating on performance, creating a learning culture, making organizational change and supporting work. I’ve included it in this list of instructional design books because it’s important to have these contemporary strategies in mind when proposing solutions. Check out this interview with the author regarding the myths of learning.

What is Julie Dirksen's role in the book?

Julie Dirksen helps readers see that it’s possible to make learning meaningful while still being engaging and fun. Making effective use of metaphors, graphics and stories, she covers everything from the basics of how to get started, to cognitive foundations of learning, to design strategies.

What is Clive Shepherd's approach to learning?

In this book (I have the Kindle version), Clive Shepherd empowers designers to take a modern approach to designing learning experiences. He shows how to go beyond the traditional boundaries of blended learning by providing what adult learners actually need on the job to close a skill or knowledge gap. Thus, there is a strong emphasis on support and resources over courses, though formal learning is not excluded. The book details the author’s end-to-end process (called PIAF), which consists of Preparation, Input, Application and Follow-up. There are lots of examples and helpful tips throughout.

What is the book "Multimedia Learning" about?

It answers questions that practitioners often ask themselves, such as how and when to mix pictures and text; when to use audio in animation; and similar issues. Although there is overlap with more basic books, eLearning and the Science of Instruction also covers more advanced topics.

What is SAM in design?

SAM is an acronym for Successive Approximation Method, which entails designing in small iterative steps of ideas and prototypes to continually get feedback until one reaches the best solution. You will find this book valuable if you’re looking for another model and if you think prototyping will help your design process. The book takes you through the full project planning process and includes tables and charts.

Learner-Centered Design

What are the essential features of a course? How can you translate the things that you, as the instructor, wish to teach into a syllabus that is transparent, engaging, and wholly focused on your students' learning?

Putting Evidence at the Center

Can you really say that you have taught something if you can't show that your students have learned it? What kinds of evidence can you collect about your instruction, and what your students still need to learn?

What Should Students Learn?

How should you set goals for your students? How can you draw upon the literature on teaching and learning, your disciplinary identity, your research interests, and your sense of what students need for the future to set the agenda for your teaching?

Start with the Capstone

How will students make sense of the full arc of your course? Are your goals and students' experiences aligned? How can starting the design process with your final assignment (s) help you to bring your goals into greater focus, and guarantee that they permeate the rest of the semester?

How to Write an Effective Assignment Prompt

Are your students' assignments giving you good evidence about what they are (or are not) learning—and, for that matter, about how effectively you are teaching? How can you draft assignment prompts that stand the best chance of eliciting the evidence and feedback that you seek?

Scaffolding: Using Frequency and Sequencing Intentionally

How can escape from the tyranny of the academic calendar, and create the most sensible sequence of assignments that prepare students to undertake their capstone projects or final exams? Will they learn the skills necessary to succeed sequentially, or practice them all repeatedly? When, and how often, should your students receive feedback on their progress?.

Grading and Responding to Student Work

What kind of feedback is most helpful to students as they progress towards mastery of your course material? How can you use rubrics effectively to norm the grading across your teaching staff? If you think a creative assignment is the best way for your students to demonstrate their learning, how can you make sure they are the occasion for substantive feedback? How can you grade them fairly?.

What should be on a syllabus?

First, a syllabus should address the following components of a course or class (items unique to Higher Education are in italics ): Your name (and the way you’d like for students to address you), contact information (email, phone number), office hours. Course name, course number, days + times + location the course meets.

What are the requirements for a syllabus?

The basic requirements of a syllabus are to communicate information clearly and provide students and teachers with a basic contract regarding class content and happenings. This can make for a very dry and impersonal syllabus--but why not leverage this important document into a relationship-building tool?

Why do teachers love sharing their syllabus?

Educators love sharing syllabi because we know that there’s always room for improvement. So in this blog post, we’re going to share some tips on how to make your syllabus the best syllabus ever. For many students, an impassioned syllabus can be both refreshing and groundbreaking. An immediate relationship forms when a student reads a syllabus ...

Is a course schedule a requirement?

Course Schedule. Not a requirement, but definitely a nice to have on the syllabus so that students can have an idea of what’s ahead and so you can set expectations. You may want to write “subject to change” so you can afford yourself some flexibility, as well. There are ways to enrich your course syllabus, too.

Does a syllabus have to end?

A syllabus doesn’t have to end at the above sections. And a syllabus doesn’t have to be cut and dry, even if you’re working within the above structure. Even within the course description, there’s space to supplement with your anecdotes. You may want to share your passion for the subject area you teach.

What is TB syllabus?

no pedagogical protocols), the TB syllabus, grounded in task-based methodology, is. a syllabus that is inseparable from the methodology. In other words, it is a syllabus. that is based on a clear methodology and a clear theory.

What is the importance of grammar syllabus?

learning via a grammar syllabus would call for real-time spontaneity, creative. thinking, an excellent memory, and the ability to take personal risks for the sake. of communication. This is too much to deal with for the average learner, especially.

What are the key points of Wilkins (1976)?

Keypoints from Wilkins (1976) are that (1) the NF syllabus is a communicative. syllabus, (2) it raises motivation because it is communicative, and (3) it covers. “all kinds of language functions” (ibid, p. 19). Let us focus on Wilkins’ first.

Does a syllabus bury grammar?

type of syllabus is a logical step up from the grammatical syllabus, yet it does not . bury grammar. It simply shifts the priority to more meaningful usage (to notions. and functions), with the importance of grammar teaching basically remaining.

How to create a syllabus for a course?

When creating a syllabus for a course, start by first determining what key learnings you want students to take with them at the end of the term. There are two different elements to this:

What is a syllabus?

A syllabus is just the first step in creating a memorable learning experience for students—one that not only underpins your key objectives but that is also interesting and creates the tension necessary for retention . Download my syllabus to further explore these principles and see how this all comes together.

Why is a clear syllabus important?

This is where a clear syllabus is a useful tool to show students how they will learn the techniques—and then actually use the information they gain and understand why it’s important. Students come from different experiences, have taken different past courses, and have different learning styles.

What is the purpose of a syllabus?

Then an arc for the course forms through a series of modules. And then, module by module, a set of topics—a syllabus—is designed. Its primary purpose is to relay a course’s pedagogy.

What is critical in a syllabus?

Critical in this process—and this is true for any syllabus—is how you create links between one class and the next, between one module and the next, and between each case or course assignment. Then, at the end, to know that everything ties together and has a purpose.

What happens as you move through the syllabus?

As you move through the syllabus, two things are happening—you’re developing the technical content while keeping pace with the overall takeaways for each case, each module, and the course as a whole.

What is the common mistake professors make in course building?

A common mistake professors make in course building is to skew more heavily toward quantity at the cost of quality. There is so much to cover in MBA courses, sometimes there is a tendency to pack the syllabus. I used to do that. Eventually, I realized that more is not more. Sometimes, less is much more effective.