How redesigning your syllabus can transform your teaching, your classroom, and the way your students learn Generations of teachers have built their classes around the course syllabus, a semester-long contract that spells out what each class meeting will focus on (readings, problem sets, case studies, experiments), and what the student has to turn in by a given date. But what does that way of thinking about the syllabus leave out—about our teaching and, more importantly, about our students’ learning? In Syllabus, William Germano and Kit Nicholls take a fresh look at this essential but almost invisible bureaucratic document and use it as a starting point for rethinking what students—and teachers—do. What if a teacher built a semester’s worth of teaching and learning backward—starting from what students need to learn to do by the end of the term, and only then selecting and arranging the material students need to study? Thinking through the lived moments of classroom engagement—what the authors call “coursetime”—becomes a way of striking a balance between improv and order. With fresh insights and concrete suggestions, Syllabus shifts the focus away from the teacher to the work and growth of students, moving the classroom closer to the genuinely collaborative learning community we all want to create.
The collection draws from a variety of disciplines—history, sociology, urban studies, law, critical race theory—and includes a selected and annotated bibliography for further reading, drawing from such texts as the Confederate ...
When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based...
The Technical Form of the Curriculum and Improving Outcomes Our view is that the informed prescription, informed professionalism balance cannot be achieved by incrementally more explicit and more detailed prescription within syllabus ...
The subjects to be taught must be as per syllabi given. Before going through the syllabus, the teachers must be well-versed with the strategies given in the initial pages of the curriculum. Therefore, it is desired that the head of the ...
The subjects to be taught must be as per syllabi given. Before going through the syllabus, the teachers must be well-versed with the strategies given in the initial pages of the curriculum. Therefore, it is desired that the head of the ...
The subjects to be taught must be as per syllabi given. Before going through the syllabus, the teachers must be well-versed with the strategies given in the initial pages of the curriculum. Therefore, it is desired that the head of ...
... L Observation 0930Ǧ1120 P Survey Problem 1900Ǧ2100 L&D Document Analysis LǦLecture, RǦReading, PǦPractical, DǦDiscussion While many of the lectures were retained, few syllabi outlining what was covered in a course survived.
Library of Congress Cataloging - in - Publication Data Dinh , Tung Van , 1930 – Syllabus of gynecologic pathology with clinical correlations / Tung Van Dinh ; foreword by J . Donald Woodruff . — 1st ed . p . cm .
(vi) The details of the syllabi are set out in Part B of Section III. General Instructions (Preliminary as well as Main Examination): (i) Candidates must write the papers in their own hand. In no circumstances, will they be allowed the ...
The main emphasis of this book is to give a detailed description and explanation of all the topics as prescribed by the University Grants Commission in its new unified syllabi. Looking at the convenience of the students the book has ...