Creating a Learning-Centered Syllabus
SPHIS Faculty
February 3, 2012
Patty Payette, Ph.D.
Executive Director, Ideas to Action (i2a)
Associate Director, Delphi Center for Teaching and Learning
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Session Objectives
• Explore & apply the concept of learningcentered teaching
• Consider how learning-centered teaching can
be reflected in syllabi
• Apply learning-centered concepts to
components of a syllabi
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Operating Assumptions
1. You may or may not be familiar with
learning-centered teaching.
2. You are willing to explore the concept and
apply it with your peers.
3. You are not expected to embrace every
aspect of learning-centered teaching.
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Background: Educational paradigm
shift
Old Instructional Paradigm
 Provide/deliver instruction
 Transfer knowledge
 Offer courses and programs
 Improve instruction
 Provide access for diverse
students
New Instructional Paradigm
 Produce learning
 Elicit students' discovery and construction of knowledge
 Create powerful learning environments
 Improve the quality of learning
 Achieve success for diverse students
From Teaching to Learning (1995), Barr and Tagg: http://ilte.ius.edu/pdf/BarrTagg.pdf
Central Sources
Learner-Center
Teaching by Mary
Ellen Weimer
Developing
Learner-Centered
Teaching by
Phyllis Blumberg
A word about terminology…..
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Learning-centered teaching
Learning-centered teaching is an approach to
teaching that focuses on student learning,
rather than on what the teacher is doing.
Teachingcentered
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Learningcentered
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Paradox of learning-centered
approach
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Example: syllabus policies
1.
2.
3.
4.
You must attend class regularly
Each semester I fail students for not attending class. Don’t test me.
Attendance is mandatory.
Effort and engagement are two of several factors that are part of the
“discretionary” percentage of your final grade. Therefore I will take
attendance daily to monitor your effort and engagement.
5. Attending class regularly is the best way to succeed in this class.
Research has shown that the single most important factor in student
success is attendance. Simply put, going to class greatly increases
your ability to succeed. In order to support your ability to succeed, I
have made attendance a factor in your final grade. This should be
the easiest outcome for you to achieve in this class.
6. As a class we will negotiate an attendance policy for this semester.
(Leading the Learner-Centered Campus, Harris &Cullen)
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Weimers’ 5 components
Learning-Centered Teaching
1. Function of content
2. Balance of Power
3. Role of the teacher
4. Responsibility for learning
5. Processes and purposes of evaluation
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Your role: defining features
matrix
Teaching-centered Learning-centered
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Learning-Centered Teaching
1. Function of content
2. Balance of Power
3. Role of the teacher
4. Responsibility for learning
5. Processes and purposes of evaluation
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Learning-Centered:
Function of Content
In addition to building a knowledge base,
the content facilitates students to:




Practice using inquiry or ways of thinking in the discipline
Relate content to “real world” problems & context
Engage with the content to “make it their own”
Understand significance of content & assignments
(today, tomorrow, career, etc.)
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Function of Content: syllabus
 Course description is not about what we’ll “cover” but
describes the concepts and thinking skills students will
engage in…
 Explains the rationale and disciplinary perspective
 Skills & outcomes are clearly articulated & “mastery” is
made explicit w/ connections to assignments, texts
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Example: course on American Politics
(Governor’s School of North Carolina)
As an integral discipline in the social sciences, the study of politics
allows us to explore human relationships in terms of creating
institutions and the processes involved before, during, and after
creation. This course will focus on the processes, given the political
institutions and concepts that exist in modern America. Rather
than study politics in a normative fashion, opining the way the
process should be, students will explore and analyze the process as
it plays out daily in D.C., on the airwaves, and through the blogs.
By applying political science theories and analysis, students will
confront the industrialization of modern politics, questioning
modern processes and the language that comes from them.
• Topics include:
•
•
How the Reagan Revolution shaped our present paradigm
The War on Terror, War in Iraq
Recent (and past) Elections
•
The immigration compromise bill
media)
Political socialization (family, schools,
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Learning-Centered Teaching
1. Function of content
2. Balance of Power
3. Role of the teacher
4. Responsibility for learning
5. Processes and purposes of evaluation
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Balance of Power
• Students are encouraged to express alternative
opinions when appropriate
• Assignments are open-ended (topic, deadline,
grade weight) & students are encouraged to bring
in additional material
• Policies are negotiated and adhered to, and
revisited as necessary
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Balance of Power: syllabus
 What to do about conflict or uncertainty
 Process for students to propose changes
to syllabus or assignments
 Explicit discussion about climate and “hot
topics”
 Communicate expectations and rationale
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Examples: Balance of Power on
participation policies
1) A note on attendance and class participation: Regular and active
participation is an essential, unmistakably important aspect of this online course.
2) The expectation of the instructor is that students will log on a minimum
of three times every seven days. It is critical that you read all of the
lecture and assignment materials as well as all of the public discussion
materials. Your full participation ON A WEEKLY BASIS is not only a requirement,
it is an essential aspect of the online course process.
All students are expected to do the work assigned, notify the instructor when
emergencies arise, and make up missing assignments no later than four
days after they are due.
3) Using the class-authored participation policy and a set of individually
generated goals, your contributions to class will be assessed.
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Learning-Centered Teaching
1. Function of content
2. Balance of Power
3. Role of the teacher
4. Responsibility for learning
5. Processes and purposes of evaluation
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Role of Teacher
• Designs activities in which students interact with
the material, the teacher, and each other
• Articulates measureable, realistic learning goals
• Utilizes multiple teaching techniques appropriate
to student goals
• Inspires and encourages student ownership of
learning
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Role of Teacher: syllabus
Office hours & beyond: how I will be
available to you…..
Why I chose this structure/these texts…
What you can expect from me & why…
Bottom line: I care about your learning
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Example: Role of Teacher
EDUC 1301 is a required course for all teacher
education majors. As an instructor, I want my
students to be successful. I feel that it is my
responsibility to provide you with knowledge
concerning the field of education, modeling
good teaching strategies, and organizing and
monitoring the field experience that allows you
to connect the information that you learn in
this course to the real world of education.
http://learning.nec.hccs.edu/members/bjones/sample.pdf
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Learning-Centered Teaching
1. Function of content
2. Balance of Power
3. Role of the teacher
4. Responsibility for learning
5. Processes and purposes of evaluation
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Responsibility for Learning
• Responsibility for learning is shared between
students and teacher (from deadlines to assignment
design)
• Students assess their own learning
• Students become proficient with skills or
knowledge, and they can make connections to other
learning contexts
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Responsibility for Learning:
syllabus
 Student expectations for success
 Student expectations when problems
arise
Plagiarism policy
University-wide resources
Check it out: http://louisville.edu/delphi/syllabus
 “How to Succeed in This Course”
http://www.cs.utexas.edu/~eberlein/cs313k/howToSucceed.html
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Example: Responsibility for
Learning
As I believe that engaging the students in the
learning is essential for teaching to be effective,
you will spend the majority of class time
involved in collaborative activities. You will be
involved in discussions with your classmates
and your instructor. As you will want to
contribute to these discussions, you will need to
come to class prepared to discuss, analyze, and
evaluate information from your text and other
assigned readings.
http://learning.nec.hccs.edu/members/bjones/sample.pdf
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Learning-Centered Teaching
1.
2.
3.
4.
5.
Function of content
Balance of Power
Role of the teacher
Responsibility for learning
Processes and purposes of
evaluation/assessment
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Process & Purposes of
Evaluation & Assessment
• Peer assessment and self-assessment is
fostered
• Students are encouraged to justify their
answers
• Students and teachers agree on feedback
time-frame
• Assessment is authentic (what professionals in
the field do)
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Process & Purposes of
Evaluation/Assessment: syllabus
 Be explicit with students about how they can
get feedback, rather than just grades
 Explicit learning outcomes & grading
policies & why they are what they are
 Consistent explanation of how quizzes, tests
and assignments function to support
learning
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Example: Purpose of
Evaluation/Assessment
Assessments will consist of activities designed
to evaluate your knowledge and abilities to
accomplish the intended learning outcomes.
There will be different types of assessments
and not all will be used for grading purposes.
Some assessments will be used formatively as a
means for you to receive feedback and
improve. Please take advantage of all
assessment opportunities you will have in this
course by using the assessments to reflect on
the depth and value of your learning.
http://ctl.byu.edu/teaching-tips/syllabus-design
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Your Checklist
Learning-Centered Syllabus
 Communicate clear goals & outcomes for
students in context
Articulate student responsibilities
Define instructor’s role & responsibilities
Address standards and expectations
Establish communication channels
Include support materials & resources
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What about student
resistance?
Dr. Richard Felder article on attempting new teaching
innovations:
http://cgi.stanford.edu/~dept-ctl/cgi
bin/tomprof/posting.php?ID=1111
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UofL Syllabus Resource
http://louisville.edu/delphi/syllabus
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•
•
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Distribution guidelines
Syllabus content guidelines
Links to important policy statements
Unit-based policies
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What’s next?
Next steps for you…
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