Transcript Designing Challenging Professional

Raising Expectations:
Through the Course Syllabus
Gay Burden, Ph.D.
High Schools That Work
Workshop Objectives/Agenda, p. 2
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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?
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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…
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Not a prescription
for HOW to teach
Not a mandate for
“one size fits all”
instruction
Not a muzzle for
creativity
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A road map to a
common destination
Allows multiple
avenues to reach
high expectations
A building block for
creative expression
Think-a-thon
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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)
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5.
6.
Clear alignment to standard
Communication of course expectations to
students and parents
Assignments and assessments that will
provide evidence that students are
proficient in relation to the standards
Quality of expected work
Clear grading practices and communication
of progress
Opportunities for extra help/intervention
NAEP Proficiency Descriptors
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Reading, p. 6
Mathematics, p. 7-8
Science, p. 8-9
Additional criteria, pp. 14-15
What is needed in today’s workplace?
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Solve problems and
be creative in
meeting consumer
demands for
customization
Retrieve, organize
and synthesize
information into a
plan
Apply algebra,
geometry, and
statistics
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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 Syllabus
Page 10-11
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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
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What kinds of classroom learning
activities are typical in your class?
What are your expectations for student
participation?
Sample Syllabi
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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
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Create your own instructional
philosophy (Planner, p. 2)
Syllabus Characteristics That Support
High Quality Learning
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National and State Standards
Challenging Assignments
Quality of Expected Work
Assessment Methods
Power Standards
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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?
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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!
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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
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What endures?
What has leverage?
What prepares students for the next
level of learning—in school, in life, and
the workplace?
Incorporate National Standards
Example: The National Standards for
Business Education
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Because all students will participate in the economic system, all students need
to be literate in business and economics.
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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.
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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.
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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
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“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)
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Plan, connect, assemble and test
electronic components
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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
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Read, comprehend, and synthesize
information from a wide range of
sources within the technical field
Technical Literacy Power Standard:
Communication
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Write and speak
clearly using the
language of the field
to communicate
effectively to a variety
of audiences
Technical Literacy Power Standard:
Using Information
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Gather, evaluate, and
synthesize technical
information from a
variety of sources
Technical Literacy Power Standard:
Using Technology
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Use technology in
work-related
situations
Technical Literacy Power Standard:
Mathematics
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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
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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
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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)
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Connected to standards
Connected to literacy goals
Connected to real world
Authenticity
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Real world context
Issues that matter to
students
Real and
appropriate
audience
Applied Learning
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Problem-solving
Teamwork
Communication
Collect, organize
and analyze
information
Product design
Event Organization
Self-management
skills
Business—The Stock Market Game
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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
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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
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Grades 10-12
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6-18 Weeks
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Integrated with
Math, English,
Social Studies,
Business
Technology
Health Science Project
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Students team up for a semester-long
project in which they learn about the
negative effects of tobacco use.
Students create a pamphlet for schoolwide 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
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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
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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
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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
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Projects
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Observation
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Attendance
Used Less Frequently
 External employer
exams
 Homework
 Portfolios of student
work
 Objective tests
Project Assessment Practices
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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)
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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)
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Rate the draft syllabus you have
created using the scoring rubric
Q&A
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