{"id":392,"date":"2014-04-24T18:54:44","date_gmt":"2014-04-24T18:54:44","guid":{"rendered":"http:\/\/onlineteachered.mit.edu\/?page_id=392"},"modified":"2024-12-12T00:05:43","modified_gmt":"2024-12-12T00:05:43","slug":"session-2","status":"publish","type":"page","link":"https:\/\/onlineteachered.mit.edu\/courses\/best-practices\/session-2\/","title":{"rendered":"Designing a Course and Constructing a Syllabus, Best Practices for Teaching and Learning, Session 2"},"content":{"rendered":"<div id=\"tocs\"><\/div>\n<div>\n<p>Thoughtful course design begins with the articulation of goals and intended learning objectives. When preparing to teach a course, you should ask:<\/p>\n<ul>\n<li>What do I want the students to know and what skills do I want them to have when they finish my course?<\/li>\n<\/ul>\n<p>Once those questions are answered, the next step is to identify the specific ways in which students will achieve those goals.<\/p>\n<ul>\n<li>What\u00a0big ideas\u00a0should students understand?<\/li>\n<li>What topics will be covered?<\/li>\n<li>What pedagogies will you employ?<\/li>\n<\/ul>\n<p>Finally, think about assignments and exams that will further student learning and help you determine whether you have achieved the desired learning goals. With these ideas in mind, it becomes straightforward to write a syllabus that clearly describes your expectations and the requirements of the course.<\/p>\n<\/div>\n<hr \/>\n<h2>1. In this session&#8230;<\/h2>\n<p>You will first read articles and prepare ideas that will be discussed in the videos. Next, you will watch video lectures where you will be instructed to pause and engage in a variety of activities, as well as think about the questions posed.<\/p>\n<p>The outline is provided to serve as a guide to the session and serve as a support for note taking.<\/p>\n<ul>\n<li>Download Session 2 Outline [\u00a0<a href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Session-2-Designing-a-Course-Outline.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0\/\u00a0<a href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Session-2-Designing-a-Course-Outline.docx\" target=\"_blank\" rel=\"noopener\">DOC<\/a>\u00a0]<\/li>\n<li><a href=\"https:\/\/youtu.be\/MBjb7L8Owbs\" target=\"_blank\" rel=\"noopener\">Watch Full Session 2 Video<\/a><\/li>\n<\/ul>\n<hr \/>\n<h2>2. Learning Objectives<\/h2>\n<p>After completing this session, the participant will be able to:<\/p>\n<ul>\n<li><strong>State<\/strong>\u00a0the components of a syllabus.<\/li>\n<li><strong>Identify<\/strong>\u00a0the components of Backward Course Design.<\/li>\n<li><strong>Evaluate<\/strong>\u00a0content for a course you would like to teach based on content priorities.<\/li>\n<li><strong>Define<\/strong>\u00a0and\u00a0<strong>develop<\/strong>\u00a0learning objectives for a course you would like to teach.<\/li>\n<\/ul>\n<hr \/>\n<h2>3. Pre-Session Activity<\/h2>\n<div class=\"shaded\">\n<h4>Read<\/h4>\n<ul>\n<li>Wiggins, G. P., &amp; McTighe, J. (2005). Chapter 1: Backward design. In\u00a0<em>Understanding by Design<\/em>\u00a0(Expanded 2nd ed., p. 13-64). Alexandria, VA: Association for Supervision and Curriculum Development.<\/li>\n<li>Wiggins, G. P., &amp; McTighe, J. (2005). Chapter 2: Clarifying content priorities. In\u00a0<em>Understanding by Design<\/em>\u00a0(Expanded 2nd ed., p. 65-73). Alexandria, VA: Association for Supervision and Curriculum Development.<\/li>\n<li>Munzenmaier, C. (2013). Bloom\u2019s taxonomy: What\u2019s old is new again.\u00a0<em>The Learning Guild Research<\/em>, 3\u201325.<\/li>\n<\/ul>\n<h4>Prepare<\/h4>\n<ul>\n<li>Generate a list of topics for a course that you teach or would like to teach.<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<h2>4. Session Introduction<\/h2>\n<p>Welcome to the second of five sessions included in our\u00a0<em>Best Practices for Teaching and Learning<\/em>\u00a0course.<\/p>\n<p><iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/5h5BzVy3sBo?si=c5R3o6AKVTFOBJqK\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><br \/>\nTranscript [\u00a0<a title=\"Transcript for Session 2-Introduction\" href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Session-2-Introduction-Transcript.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0]<\/p>\n<hr \/>\n<h2>5. Constructing a Syllabus<\/h2>\n<p>In this segment of the video, we discuss how to construct an effective syllabus for a course. We will refer to the example syllabus here: Example Syllabus [\u00a0<a href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Handout-Example-Syllabus.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0].<\/p>\n<p><iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/BFJX-BTVFl0?si=c5R3o6AKVTFOBJqK\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><br \/>\nTranscript [\u00a0<a title=\"Transcript for Session 2-Constructing a Syllabus\" href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Session-2-Constructing-a-Syllabus-Transcript.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0]<\/p>\n<hr \/>\n<h2>6. Designing a Course Through Backward Design<\/h2>\n<p>The third video segment of Session 2 focuses on the use of backward course design to create courses that will help students better understand course material and enhance their ability to transfer knowledge to new situations.<\/p>\n<p><iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/Tdkv6qOwOxE?si=c5R3o6AKVTFOBJqK\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><br \/>\nTranscript [\u00a0<a title=\"Transcript for Session 2-Designing a Course Through Backward Design\" href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Session-2-Designing-a-Course-Through-Backward-Design-Transcript.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0]<\/p>\n<div class=\"shaded\">\n<h4>Think About<\/h4>\n<ol>\n<li>What are the <strong>big ideas<\/strong> within your discipline?<\/li>\n<li><b>Identify<\/b> the underlying concepts of a topic within a course you teach or would like to teach.<\/li>\n<li><strong>Prioritize<\/strong> the content into these 3 categories:\n<ul>\n<li>Big Ideas &amp; Core Tasks<\/li>\n<li>Important to Know and Do<\/li>\n<li>Worth Being Familiar With<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<hr \/>\n<h2>7. Developing Learning Objectives<\/h2>\n<p>In the last video segment of Session 2, we will focus on the creation of learning objectives that accurately reflect the knowledge, skills, and attitudes you would like your students to obtain.<\/p>\n<p><iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/zrlnp3TKbdI?si=c5R3o6AKVTFOBJqK\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><br \/>\nTranscript [\u00a0<a title=\"Transcript for Session 2-Developing Learning Objectives\" href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Session-2-Developing-Learning-Objectives-Transcript.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0]<\/p>\n<p>Revised Bloom&#8217;s Taxonomy Handout [\u00a0<a href=\"http:\/\/onlineteachered.mit.edu\\/files\/best-practices\/session-2\/Handout-Blooms-Taxonomy.pdf\" target=\"_blank\" rel=\"noopener\">PDF<\/a>\u00a0]<\/p>\n<div class=\"shaded\">\n<h4>Think About<\/h4>\n<p>Based on the topics you identified in the pre-session activity, consider these questions for the course that you teach or would like to teach:<\/p>\n<ul>\n<li><b>Identify<\/b> the underlying concepts and skills<\/li>\n<li><b>Define<\/b> intended learning objectives<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<h2>8. Post-Session Activity<\/h2>\n<div class=\"shaded\">\n<h4>Exercise<\/h4>\n<p>Create 5-10 learning objectives for a course you teach or would like to teach. Make sure that your learning objectives are observable, specific, and measurable.\n<\/p><\/div>\n<hr \/>\n<p>These materials are Copyright \u00a9 2013, Massachusetts Institute of Technology and unless otherwise specified are licensed under a <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported<\/a> license.<\/p>\n<hr \/>\n<div class=\"prev-page-container\"><a href=\"http:\/\/onlineteachered.mit.edu\/courses\/best-practices\/session-1\/\"><em class=\"fa fa-hand-o-left\"><\/em> Session 1 &#8211; The Science of Learning<\/a><\/div>\n<div class=\"next-page-container\"><a href=\"http:\/\/onlineteachered.mit.edu\/courses\/best-practices\/session-3\">Session 3 &#8211; Constructing Effective Assignments, Problem Sets and Exam Questions <em class=\"fa fa-hand-o-right\"><\/em><\/a><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Thoughtful course design begins with the articulation of goals and intended learning objectives. When preparing to teach a course, you should ask: What do I want the students to know and what skills do I want them to have when they finish my course? Once those questions are answered, the next step is to identify &hellip; <a href=\"https:\/\/onlineteachered.mit.edu\/courses\/best-practices\/session-2\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Designing a Course and Constructing a Syllabus, Best Practices for Teaching and Learning, Session 2<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":32,"featured_media":0,"parent":415,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"footnotes":""},"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P4sx5t-6k","_links":{"self":[{"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/pages\/392"}],"collection":[{"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/users\/32"}],"replies":[{"embeddable":true,"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/comments?post=392"}],"version-history":[{"count":75,"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/pages\/392\/revisions"}],"predecessor-version":[{"id":2259,"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/pages\/392\/revisions\/2259"}],"up":[{"embeddable":true,"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/pages\/415"}],"wp:attachment":[{"href":"https:\/\/onlineteachered.mit.edu\/wp-json\/wp\/v2\/media?parent=392"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}