Raising Expectations: Through the Course Syllabus

Raising Expectations:Through the Course Syllabus

Gay Burden, Ph.D.

High Schools That Work

Workshop Objectives/Agenda, p. 2

To define what is meant by “high expectations” To determine characteristics of courses that set high

expectations To establish a clear rationale for writing common course

syllabi, including how the syllabi will promote horizontal and vertical articulation and guide the use of common planning time

To incorporate literacy goals into course expectations To examine components of effective course syllabi: a course

description, course standards, an instructional philosophy, major projects and assignments, and a course assessment plan and grading policy

To develop a rough draft syllabus that includes the five recommended components

Why use a course syllabus?

Map for planning Opportunity to reflect on a whole course Communication of expectations to

students, parents, community Communication with other teachers or

programs in the school

What It’s NOT… / What It IS…

Not a prescription for HOW to teach

Not a mandate for “one size fits all” instruction

Not a muzzle for creativity

A road map to a common destination Allows multiple avenues to reach high

expectations A building block for creative expression

Think-a-thon

Characteristics of Learning Environments with High Expectations– School District– High School– Classroom

(p.3)

6 Indicators of High Expectations in a Course(pages 4-5)

1. Clear alignment to standard2. Communication of course expectations to

students and parents3. Assignments and assessments that will

provide evidence that students are proficient in relation to the standards

4. Quality of expected work5. Clear grading practices and communication

of progress6. Opportunities for extra help/intervention

NAEP Proficiency Descriptors

Reading, p. 6 Mathematics, p. 7-8 Science, p. 8-9 Additional criteria, pp. 14-15

What is needed in today’s workplace? Solve problems and

be creative in meeting consumer demands for customization

Retrieve, organize and synthesize information into a plan

Apply algebra, geometry, and statistics

Read, understand, and communicate in the language of the field

Understand technical concepts and principles

Understand, manage, and use technology to complete projects

Construct written and oral responses

Components of a Course SyllabusPage 10-11

Course Description Instructional Philosophy Major Course Goals/Power Standards Major Course Projects and Instructional

Activities Course Assessment Plan

Describe each component on page 1 of the planner

Instructional Philosophy

What kinds of classroom learning activities are typical in your class?

What are your expectations for student participation?

Sample Syllabi

Read the instructional philosophy component on each example, p. 16

Score the sample using the rubric, p. 12 Write your own instructional philosophy

for your course (planner, p. 2) Share with your group.

Instructional Philosophy

Create your own instructional philosophy (Planner, p. 2)

Syllabus Characteristics That Support High Quality Learning

National and State Standards Challenging Assignments Quality of Expected Work Assessment Methods

Power Standards

Those “essential standards” that once mastered will give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives

Why Power Standards?

All standards are not equal in importance!

Make room for the essentials Narrow the voluminous standards by

distinguishing the “essentials” from the “nice to know”

If we have power standards, does it mean we ignore all the other standards?

No!

State and district curriculum remain important guides for instruction

Few teachers actually cover everything

Power standards provide a safety net

Direct development of essential teaching and assessment

Essential Criteria for Identifying Power Standards

What endures? What has leverage? What prepares students for the next

level of learning—in school, in life, and the workplace?

Incorporate National StandardsExample: The National Standards for

Business Education

Because all students will participate in the economic system, all students need to be literate in business and economics.  

Because all students will encounter a business environment that is characterized by diversity—both domestic and international—all students need to practice the interpersonal, teamwork, and leadership skills that will help them function successfully in that environment.  

Because all students will use technology as a tool for managing information, all students need to hone the lifelong learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling.

Technology has accelerated the pace and frequency of change not only in business but also in life. Today, life and work activities tend to overlap. This trend is likely to continue and will require more sophisticated decision-making in all spheres. 

Source: http://www.nbea.org/curriculum/bes.html

Critical Conversations

“What knowledge and skills must this year’s teacher impart to students so that they will enter next year’s class with confidence and a readiness for success?”

Technical Power Standards (Examples)

Plan, connect, assemble and test electronic components

Demonstrate a thorough understanding of body systems, the diseases associated with them, and the treatments and prognoses of those diseases

Technical Literacy Power Standard:

Reading

Read, comprehend, and synthesize information from a wide range of sources within the technical field

Technical Literacy Power Standard: Communication

Write and speak clearly using the language of the field to communicate effectively to a variety of audiences

Technical Literacy Power Standard: Using Information

Gather, evaluate, and

synthesize technical information from a variety of sources

Technical Literacy Power Standard:

Using Technology

Use technology in work-related situations

Technical Literacy Power Standard: Mathematics

Demonstrate mathematical reasoning and numeracy skills, mathematics procedures, and an understanding of major mathematics concepts that underlie a career field

Using Power Standards to Improve Student Performance Visible standards--syllabus and

classroom Exemplary work Student explanations of “proficient” Posted expectations Evaluation according to standards Redoing work that doesn’t meet criteria

Power Standards

Identify those “essential standards” that once mastered will give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives– Planner, p. 3

Major Course Assignments and Projects(Planner, p. 5)

Connected to standards Connected to literacy goals Connected to real world

Authenticity

Real world context Issues that matter to

students Real and

appropriate audience

Applied Learning

Problem-solving Teamwork Communication Collect, organize and

analyze information Product design Event Organization Self-management

skills

Business—The Stock Market Game

Teams of students use $100,000 in “play” money to buy and sell stocks on a weekly basis. They research, record, graph and track all transactions.

Food Science Project

Students work in teams to learn and publicize information about the metal residue that various types of cookware leave in food. Food science students will prepare omelets in a variety of types of cookware. Students take samples to the chemistry lab for analysis. Test results and information will be reported in the school newspaper.

The Physics of Bridge Building and Design Grades 10-12

6-18 Weeks

Integrated with Math, English, Social Studies, Business Technology

Health Science Project

Students team up for a semester-long project in which they learn about the negative effects of tobacco use. Students create a pamphlet for school-wide distribution to students, make presentations during the school’s televised morning announcements and conduct a survey to determine the impact of the information campaign.

Agriculture Project: A “No Pesticide Use” Integrated Project

Students in agriscience and ecology classes will debate a “No Pesticide Use” bill. Ag students will take a stand against the use of pesticides, and ecology students will argue in favor of the bill. Communication students will be the audience for the debate.

Research Paper

Complete a research paper (4-5 pages in length), citing at least five research sources such as professional journal articles, books and Internet readings.

Reflection Paper: Following a Project

One- to two-page paper describing what was learned, how problems were solved, what skills were developed and how the project prepared the student for the workplace.

Assessments in Career/Technical Classrooms

Used More Frequently

Projects

Observation

Attendance

Used Less Frequently External employer

exams Homework Portfolios of student

work Objective tests

Project Assessment Practices

Exhibitions of work Variety of assessment

tools Professional standards

of performance Self-assessment &

reflection Student involvement in

creating criteria for project (rubric)

Assessment and Grading Plan(Planner, p. 6-7)

Tests Projects Homework Class work/participation/effort Other items? Policy for redoing work, extra help

opportunities Overall grading rubric

How Does Your Syllabus Measure Up?

(p. 12-13)

Rate the draft syllabus you have created using the scoring rubric

Q & A

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