Defining a Syllabus by RPC

7/28/2019 Defining a Syllabus by RPC

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Defining a Syllabus

Prepared by Raizza

Corpuz

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The syllabus is a small place to start bringing students and

faculty members back together... If students could bepersuaded that we are really interested in their

understanding the materials we offer, that we support

their efforts to master it, and that we take their

intellectual struggles seriously, they might respond by

becoming involved in our courses, by trying to live up toour expectations, and by appreciating our concern.

- Rubin, Professors, Students, and the

Syllabus,Chronicle of Higher Education

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ETYMOLOGY

SYLLABUS and DESIGN

Syllabus:

Ancient Greek

(si t tyba, "parchment label, table of

contents") of unknown origin.

Medieval Latin, probably alteration

(influenced by Greek sul lambanein, to put

together) of Latin sillybus, parchment label,from Greek s i l lubos.

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ETYMOLOGY

SYLLABUS and DESIGN

Design:

1540s, from Latin

designare"mark out, devise," from de "out" + signa

re "to mark," from signum "a mark sign.

1580s, from Middle French desseign "purpose,

project, design," from Italian disegno,from disegnare "to mark out," from

Latin designare "to mark out" (see design (v.)

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http://www.etymonline.com/index.php?term=design&allowed_in_frame=0http://www.etymonline.com/index.php?term=design&allowed_in_frame=0


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Definition According to Context of

Meaning

an outline or other brief statement of the mainpoints of a discourse, the subjects of a course

of lectures, the contents of a curriculum, etc.

A compendium containing the heads of adiscourse, and the like; an abstract.

an integrated course of academic studies

a description of the contents of a course of

instruction and the order in which they are to be

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Characteristics of Syllabi

A syllabus is a document which consists,essentially, of a list.

The syllabus generally has explicit

objectives it is a public document

A time schedule

It consists of a comprehensive listof content items

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Explicit objectives.

It is a public document.

It may indicate a time schedule. Preferred methodology/approach.

It may recommend materials

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Rhodes defined it as Syllabus is a word

whose etymology from the Latin means

"label on a book." The contemporary

meaning of the word is something to theeffect of "summary outline of a course of

study.

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While Widdowson (1984,p. 26) state that

the syllabus is simply a framework within

which activities can be carried out: a

teaching device to facilitate learning .

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However, a syllabus can also be seen as a"summary of the content to which learners

will be exposed" (Yalden.1987: 87).

White (1988:92) A complete syllabus

specification will include all five aspects :

structure, function, situation, topic,skills. The difference between syllabuses

will lie in the priority given to each of these

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DAVID NUNAN: SYLLABUSDESIGN

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David Nunan (1988, p.159)

defined syllabus as a

specification of what is to betaught in a language programme

and the order in which it is to be

taught.

A syllabus may contain all or anyof the following: phonology,

grammar, functions, notions,

topics, themes, tasks.

syllabus is often associated with

particular subjects (language,

mathematics, sciences, etc. )

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As for syllabus design there are some

approaches that regard it in a narrower

and broader perspective.

1. Narrow view--connected with selection

and grading ofcontent: Syllabus Design

2. Broader --is concerned with the selection

of learning tasks and activities:

Methodology

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Stern (1984) defines syllabus as

connected with content, structure, and

organization.

Yalden (1984) syllabus is connected with

learners needs and aims

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Syllabus is also connected with not only

selection and grading of content but with

specifying and grading learning tasks and

activities. While syllabus design refers tothe what of a language programme,

methodology is concerned with the how

(p. 7).

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Three major purposes by

Parkes and Harris, 2002:Syllabus as a contract

Syllabus as a permanentrecord

Syllabus as a learning tool

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Syllabus as a contractMakes

clear what the rules are Sets forth what is expected to happen during the semester Delineates the responsibilities of students and of the instructor

Describes appropriate procedures and course policies

Content required for a syllabus to serve as a contract

Clear and accurate course calendar

Grading policies: components and weights

Attendance policy

Late assignment policy, policies on incompletes and revisions

Academic dishonesty and academic freedom policies Accommodation of disabilities policy

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Syllabus as a permanent

recordServes accountability

and documentation functions Contains information useful for evaluation of instructors, courses,

and programs

Documents what was covered in a course, at what level, and for

what kind of credit (useful in course equivalency transfer situations,accreditation procedures, and articulation)

Content required for a syllabus to be useful as a permanent record

Title and semester of course, department offering the course, credit hours

earned, meeting time and place

Name, title, and rank of instructor(s) Pre- or co-requisites

Required texts and other materials

Course objectives (linked to professional standards if appropriate)

Description of course content

Description of assessment proceduresrpc 2013


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Syllabus as a learning tool

Helps students become more

effective learners in the course Inform students of the instructors beliefs about

teaching, learning, and the content area Focuses on students and what they need to be

effective learners

Places the course in context (how it fits in the

curriculum, how it relates to students lives)

Content required for a syllabus that serves as a

learning tool for students

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Instructors philosophy about the course content,

teaching and learning

Relevance and importance of the course to students Information on how to plan for the semester including

self-management skills, guidance on time to spend

outside of class, tips on how to do well on

assessments, common misconceptions or mistakes,

and specific study strategies

Prerequisite courses or skills

Availability of instructor(s) and teaching assistants

Campus resources for assistance and offices that aidstudents with disabilities

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A syllabus is often thought of as that apparently benign

document instructors assemble and distribute to

students at the start of the semester. Whether it is

intended or not, the quality of the syllabus is a fairly

reliable indicator of the quality of teaching and learningthat will take place in a course (Woolcock, 2003).

Therefore, it behooves instructors to make the effort

to construct a high-quality syllabus. The results of thateffort can benefit the instructor as well as his or her

students.

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SYLLABUS Acco rd ing to

d i f feren t Scholars in the

field..

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A syllabus lets students know what the

course is about, why the course is taught,

where it is going, and what will be required

for them to be successful in the course(Altman & Cashin, 2003).

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THUS,

The well-designed syllabus provides a

solid beginning to the semester, sets the

tone for the course, provides a conceptual

framework for the course, serves as avirtualhandshake between the instructor

and students, and becomes a resource

that is referred to over the course of thesemester. It also shows students that you

take teaching seriously (Davis, 1993).

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Your sy l labus is a

l iv ing , creat ivedocument .

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RESOURCES:

Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college

courses. San Francisco: Jossey-Bass.

McKeachie, W. J., & Svinicki, M. 2005. Teaching tips: Strategies, research, and theory for college and university

teachers. Boston: Houghton Mifflin.

Altman, H. B., & Cashin, W. E. (2003, May). Writing a syllabus.

Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.

Eberly, M. B., Newton, S. E., & Wiggins, R. (2001). The syllabus as a tool for student-centeredlearning.Journal of General Education 50 (1), 56-74.

Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.

Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50 (2), 55-61.

Woolcock, M. J. V. (2003, May). Constructing a syllabus.

http://www.members.tripod.com/zouzou_dodgy/id10.html: Accessed: 04-24-2013

http://scottthornbury.wordpress.com/2010/06/ : Accessed: 04-24-2013

http://www.lac2000.revolta.com/library/syllabus.htm: Accessed: 04-24-2013

http://cte.illinois.edu/resources/topics/syllabus/purpose.html: accessed 04-/24/2013

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http://muse.jhu.edu/journals/journal_of_general_education/v050/50.1eberly.htmlhttp://muse.jhu.edu/journals/journal_of_general_education/v050/50.1eberly.htmlhttp://ctlt.jhsph.edu/resources/views/content/files/69/Purpose%20of%20a%20syllabus.pdfhttp://www.members.tripod.com/zouzou_dodgy/id10.htmlhttp://scottthornbury.wordpress.com/2010/06/http://www.lac2000.revolta.com/library/syllabus.htmhttp://cte.illinois.edu/resources/topics/syllabus/purpose.htmlhttp://cte.illinois.edu/resources/topics/syllabus/purpose.htmlhttp://www.lac2000.revolta.com/library/syllabus.htmhttp://scottthornbury.wordpress.com/2010/06/http://www.members.tripod.com/zouzou_dodgy/id10.htmlhttp://ctlt.jhsph.edu/resources/views/content/files/69/Purpose%20of%20a%20syllabus.pdfhttp://muse.jhu.edu/journals/journal_of_general_education/v050/50.1eberly.htmlhttp://muse.jhu.edu/journals/journal_of_general_education/v050/50.1eberly.htmlhttp://muse.jhu.edu/journals/journal_of_general_education/v050/50.1eberly.htmlhttp://muse.jhu.edu/journals/journal_of_general_education/v050/50.1eberly.html


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Thank you!Have a NICE

day!

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Defining a Syllabus by RPC

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