raising expectations: through the course syllabus gay burden, ph.d. high schools that work
TRANSCRIPT
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Raising Expectations:Through the Course Syllabus
Gay Burden, Ph.D.
High Schools That Work
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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
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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
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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
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Think-a-thon
Characteristics of Learning Environments with High Expectations– School District– High School– Classroom
(p.3)
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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
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NAEP Proficiency Descriptors
Reading, p. 6 Mathematics, p. 7-8 Science, p. 8-9 Additional criteria, pp. 14-15
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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
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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
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Instructional Philosophy
What kinds of classroom learning activities are typical in your class?
What are your expectations for student participation?
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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.
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Instructional Philosophy
Create your own instructional philosophy (Planner, p. 2)
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Syllabus Characteristics That Support High Quality Learning
National and State Standards Challenging Assignments Quality of Expected Work Assessment Methods
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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
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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”
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If we have power standards, does it mean we ignore all the other standards?
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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
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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?
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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
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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?”
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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
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Technical Literacy Power Standard:
Reading
Read, comprehend, and synthesize information from a wide range of sources within the technical field
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Technical Literacy Power Standard: Communication
Write and speak clearly using the language of the field to communicate effectively to a variety of audiences
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Technical Literacy Power Standard: Using Information
Gather, evaluate, and
synthesize technical information from a variety of sources
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Technical Literacy Power Standard:
Using Technology
Use technology in work-related situations
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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
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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
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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
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Major Course Assignments and Projects(Planner, p. 5)
Connected to standards Connected to literacy goals Connected to real world
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Authenticity
Real world context Issues that matter to
students Real and
appropriate audience
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Applied Learning
Problem-solving Teamwork Communication Collect, organize and
analyze information Product design Event Organization Self-management
skills
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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.
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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.
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The Physics of Bridge Building and Design Grades 10-12
6-18 Weeks
Integrated with Math, English, Social Studies, Business Technology
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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.
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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.
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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.
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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.
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Assessments in Career/Technical Classrooms
Used More Frequently
Projects
Observation
Attendance
Used Less Frequently External employer
exams Homework Portfolios of student
work Objective tests
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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)
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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
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How Does Your Syllabus Measure Up?
(p. 12-13)
Rate the draft syllabus you have created using the scoring rubric