The Syllabus and Course Teaching

Listing topics in your syllabus has a form of value; however, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible, an instructor should consider utilizing learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.

Tips for writing learning objectives:

• Begin each objective with the phrase, “After participating in this session, students should be able to…”
  • This is not how it may be phrased in your syllabus, but will hopefully provide an effective brainstorming session on how to transform topics into objectives.
• Choose verbs that are indicative of specific, measurable, and observable behaviors which match the desired level of knowledge or skill:
  • “Recall…”
  • “Describe…”
  • “Evaluate…”
  • “Create…”
• Write them as an outcome, not as a task.
  • Your objective should describe what students should be able to do/know as a result of the course/unit.
  • For example: “Write a reflection on ______ .” is a task, not an outcome.
     

Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.

• Lecture-based learning: Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.
   
• Discussion-Based Learning: Common for encouraging critical thinking, covering literature, philosophy, or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.
   
• Inquiry-Based Learning: Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning; however, it relies heavily on student motivation, so it requires heavy facilitation and planning.
   
• Problem-Based Learning: Common in applied fields such as medicine or engineering, which rely on problem-solving capabilities. This type of learning strongly develops analytical skills and problem-solving, but can be extremely challenging for students not used to open-ended tasks and is often associated with burnout.
   
• Flipped Classroom: Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally, this will increase active learning and engagement during class, but requires access to technology and relies on student motivation outside of class.
   
• Differentiated Instruction: Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.
   
• Montessori Method: While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.
   

Take some time to explain your strategy and the reasoning behind your assessments.
 

Be reflective of how you manage and support students in your class:

• What implicit biases are built into your class and syllabus?
  • What is your stance on ableism?
  • Are there social/political motivations embedded in the syllabus?
• Does your syllabus benefit one student over another?
  • If students are struggling financially, would that impact their ability to access resources for your class?
  • If students had a form of neurodivergence, how would that affect their performance in your class?
  • Do you favor one type of student over another?
• What accommodations are you providing for students?
  • Here are some to consider:
    • Notes? Recorded lectures? Audio recordings? Online attendance options?
    • Physical copies of materials? Electronic ones?
    • Extended test time? Alternate test locations?
    • Links to additional resources?
    • Assistive technology? Preferential seating?

This is the time to demonstrate how you teach, set clear expectations for students, and explain what it means for them to be in your class.