Tài liệu Thiết kế đề cương môn học doc

Thiết kế đề cương môn học
Phương pháp giảng dạy
đại học theo học chế tín chỉ
Phần 5

Copyright © 2009 Trung tâm nghiên cứu cải tiến
phương pháp dạy và học đại học – ĐH KHTN TP HCM

Phương pháp giảng dạy đại học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học

Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM
www.cee.hcmuns.edu.vn
ĐỀ CƢƠNG
CHỦ ĐỀ: THIẾT KẾ ĐỀ CƢƠNG CHI TIẾT MÔN HỌC
 Giảng viên:
o TS. Phùng Thúy Phượng
 Số tiết: 12 tiết (3 buổi)
 Mục tiêu:
Sau phần này, học viên có thể
o Xác định tầm quan trọng/ vai trò của đề cương
o Liệt kê những nội dung cần phải có trong một đề cương
o Thiết kế đề cương môn học
o Đánh giá một đề cương môn học
 Đánh giá:
o Thảo luận
o Bài tập
 Tài liệu tham khảo:

o Preparing a course: course design
o Preparing a course: building a syllabus
o Example course syllabus-guide for course outlines in the Faculty of Science
o Syllabus components - What you might include in your syllabi
o Write the syllabus
o Evaluation Rubric for Peer Review of Course syllabi
o Fink’s Five Principles of Good Course Design
o Syllabus rubric
o Rubric to Evaluate Syllabus
 Tài liệu tham khảo đọc thêm:
o
o />cors.htm
o />s5.htm
o />pln1.htm
o />us.htm
o
o Creating a syllabus
Phương pháp giảng dạy đại học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học

Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM
www.cee.hcmuns.edu.vn
Các hoạt động và nội dung chính:

Nội dung Hoạt động Thời lƣợng
Thiết kế đề cƣơng môn học

Các câu hỏi

- Tầm quan trọng của việc
thiết kế đề cương;
- Các nội dung chính của đề cương
- Làm thế nào để thiết kế một đề cương môn học

Giới thiệu 5’
Động não (Brainstorming) 2’
Làm việc theo cặp 3’
Bản đồ tư duy 10’
Trình bày bản đồ tư duy 30’
Đọc tài liệu
Preparing a course: course design

Preparing a course: building a
syllabus

Example course syllabus-guide for
course outlines in the Faculty of
Science

Syllabus components- What you
might include in your syllabi

Write the syllabus

45’

Thảo luận 30’
Trình bày 40’
Bài tập về nhà
Viết đề cương một môn học ( mỗi
nhóm chọn một môn học để viết
đề cương)









Nội dung Hoạt động Thời lƣợng

Thiết kế đề cƣơng môn học

Câu hỏi

Trình tự thiết kế đề cương môn học


Đánh gía đề cƣơng môn học

Trình bày đề cương 25’
Trình tự thiết kế đề cương môn học 10’

Backward design
5’
Các tiêu chí đánh gía đề cương
10’
Đọc tài liệu
Fink’s Five Principles of good course
design

Evaluation Rubric for Peer Review of
Course syllabi
45’
Mục tiêu:
 Học viên xác định tầm quan trọng của việc thiết kế đề cương;
 Học viên liệt kê được các nội dung chính của đề cương
Mục tiêu:
 Học viên có thể thiết kế đề cương môn học
 Học viên có thể xây dựng các tiêu chí đánh gíá một đề cương môn
học





- Sử dụng và quản lý thời gian trên lớp có hiệu quả.

Buổi 1:
Buổi 2:
Phương pháp giảng dạy đại học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học

Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM

www.cee.hcmuns.edu.vn
Câu hỏi

Những tiêu chí đánh gía đề cương môn học?


Bài tập: Xây dựng tiêu chí đánh giá đề cương

Syllabus rubric

Rubric to Evaluate Syllabus

Thảo luận 30’
Trình bày 40’









Nội dung Hoạt động Thời lƣợng

Đánh giá đề cƣơng môn học
Tổng kết các tiêu chí đánh giá 45’
Đánh giá chéo đề cương 30’
Hoàn chỉnh đề cương 45’
Trình bày 45’

Mục tiêu:
 Học viên có thể đánh giá đề cương môn học








- Sử dụng và quản lý thời gian trên lớp có hiệu quả.

Buổi 3:
Phương pháp dạy và học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học

PREPARING A COURSE: COURSE DESIGN

Course design involves the planning of curriculum, assessments, and opportunities for
learning which attempt to meet the goals of the course and evaluate whether those
goals are indeed being met. The designing of a course can be adeptly performed
through the use of backwards design, which is based on the principle of working first
from the material and concepts you want students to master, in order to plan how you
will assess whether this learning has occurred, and this information thus guides which
resources and methods of teaching are employed in order to enact learning of this
material.
Four questions from Wiggins & McTighe (1998) are suggested as a guide for
condensing the course’s material into a few key topics:
• To what extent does the idea, topic, or process represent a “big idea” having

enduring value beyond the classroom?
• To what extent does the idea, topic, or process reside at the heart of the discipline?
• To what extent does the idea, topic, or process require uncoverage?
• To what extent does the idea, topic, or process offer potential for engaging
students?

Also consider the goals and characteristics of your future students. Some reasons that
students may be taking your course include: to develop a philosophy of life, to learn
to interpret numerical data, to understand scientific principles or concepts, to learn to
effectively communicate, to learn to organize ideas, or to understand how researchers
gain knowledge. As the instructor, you can use this information, along with your own
goals for the course, to guide your course structure and teaching pace.
After having determined which material will guide the course design, the next step in
backwards design is to establish the criteria you will employ to evidence student
learning. Instead of using a lone cumulative exam to assess learning, however,
backwards design is guided by the concept that understanding increases across time,
as students process, reassess, and connect information. Therefore, assessments to
measure this increasing level of understanding should be conducted throughout the
semester, using a variety of methodologies such as discussions, tests and quizzes,
projects, and assessments in which students analyze their own level of understanding.
Once key concepts and assessment criteria have been decided upon, you can then
focus on which teaching methodologies and activities you will use to help students
reach these course goals. In this manner, teaching is driven by the concepts that are
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crucial to the course, rather than the course being driven by the teaching methodology
itself.
Resources: Wiggins, G. & McTighe, J. (1998). Understanding by Design. Merrill
Prentice Hall: Upper Saddle River, New Jersey

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PREPARING A COURSE: BUILDING A SYLLABUS
Start with the basic information of the course, including the year and semester of the
course, the course title and number, number of credits, and the meeting time/place.
Provide your name, office address (and a map if it’s hard to find), and your contact
information. Indicate whether students need to make appointments or may just stop in.
If you list a home number, be specific about any restrictions for its use. Next, clarify
what prerequisites, knowledge, skills, or experience you expect students to have or
courses they should have completed. Suggest ways they might refresh skills if they’re
uncertain about their readiness.
When discussing the course, outline the course purpose(s); what is the course about and
why would students want to learn the material? Outline the three to five general goals or
objectives for the course (see Course design for more information), and explain why
you’ve arranged topics in a given order and the logic of themes or concepts you’ve
selected. When discussing the course format and activities, tell students whether the
class involves fieldwork, research projects, lectures, and/or discussion, and indicate
which activities are optional, if any.
In regard to the textbooks & readings, include information about why the readings were
selected. Show the relationship between the readings and the course objectives. Let
students know whether they are required to read before class meetings. Also detail any
additional materials or equipment that will be needed.
Specify the nature and format of the assignments, and their deadlines. Give the exam
dates and indicate the nature of the tests (essay, short–answer, take–home, other).
Explain how the assignments relate to the course objectives. Describe the grading
procedures, including the components of the final grade and weights for each
component. Explain whether you will grade on a curve or use an absolute scale, if you
accept extra credit work, and if any of the grades can be dropped. Also explain any other

course requirements, such as study groups or office hour attendance. Clearly state your
policies regarding class attendance, late work, missing homework, tests or exams,
makeups, extra credit, requesting extensions, reporting illnesses, cheating and
plagiarism. You might also list acceptable and unacceptable classroom behavior. Let
students know that if they need an accommodation for any type of disability, they should
meet with you to discuss what modifications are necessary.
Include a course calendar with the sequence of course topics, readings, and assignments.
Exam dates should be firmly fixed, while dates for topics and activities may be tentative.
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Also list on the course calendar the last day students can withdraw without penalty. Give
students a sense of how much preparation and work the course will take.
Finally, a syllabus is a written contract between you and your students. End with a caveat
to protect yourself if changes must be made once the course begins; e.g., “The schedule
and procedures in this course are subject to change in the event of extenuating
circumstances.” For more information, please see Ombud’s Website.
Resources: Appleby, Drew C. “How to improve your teaching with the course
syllabus.” APS Observer, May/June 1994.Davis, Barbara Gross. Tools for teaching.
San Francisco: Jossey–Bass, 1993. “Syllabus Checklist.” (2002). Teaching Matters, 6
(1), 8. This material is drawn from Eddy, Judy. (2001). Creating a Syllabus. Handout.

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Example Course Syllabus
Guide for Course Outlines in the Faculty of
Science
Introduction
A typical, informative course outline will range anywhere from 3 to 6 pages, or
perhaps more in some cases, for example where week-by-week or lecture-by-lecture
descriptions are included.

Course outlines may be provided on the web (e.g., ACE) or in hard copy. Note that if
a course outline is made available only on-line and a student requests a hard copy, an
instructor is obliged to provide the hard copy.
A good course outline should include most or all of the following elements. Note that
some items below marked with an asterix (*) indicate that specific types of
information are mandatory – these are related to student assessment, discipline and
grievances.
Course description
Include an informative course description. Minimally, this could be the official
calendar description, or an enhanced version (preferred). Other details that might be
presented are where the course fits into a discipline, who the course might appeal to,
how or where knowledge gained from the course may be applied, or how the course
draws from and relates to other courses in the program/plan.
Also be sure to indicate how the course is delivered – lectures with chalkboard,
PowerPoint, or seminars, etc. If this course has a web presence, include relevant
details.
You might also consider indicating the nature of teaching and learning activities
students might expect – will there be small group discussions, collaborative labs, or
special projects? Is there anything else that is especially unique about your course?
Course learning objectives
Describe these from the students’ perspective – what will they learn, be able to do, or
better appreciate.
Learning objectives can be broad or they can be narrow and focused on course details.
A course may have several learning objectives that reflect one or more overarching
institutional philosophies like learning to think critically, communicating clearly or
looking at issues in a global context.
Objectives should be measurable, where possible, and specific. More focused learning
objectives could be at the departmental or discipline-level. Examples include:
x For a course in molecular biology – “Explain techniques used to
monitor DNA, RNA or protein abundance, recognizing the benefits

and limitations of each technique”;
x For a course in computational chemistry – “Calculate potential energy
surfaces for chemical reactions”;
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x For a course in solid state physics – “Explain the operation and use of
several modern electronic devices, including the p-n junction,
transistors, opto-electronic devices, etc.”;
x For a course in Earth history – “Examine the concepts and approaches
used in the stratigraphic analysis of rocks and sediments”.
Contact information
Identify instructor(s), teaching assistants; indicate office or help locations, telephone
numbers, email addresses. Some of these details, particularly those pertaining to TAs,
might not be available if the outline is prepared far ahead of time, of course. Also
include office hours (if any), and the preferred way for students to contact either
instructor(s) or TAs. If you have a preference for how students should contact you by
email, provide a clear example (e.g., using course-identifying subject lines such as
“BIOL 130 query”).
You may also want to indicate what kinds of email will be responded to. If your class
is large and email communication concerning course material could be overwhelming,
you may decide to emphasize that no emails about course content will be answered
via email and students must instead must use office hours, class or tutorial time.
Also useful is an indication whether you will respond to emails on weekends. You
might want to provide an indication of when a student might expect to hear back (e.g.,
mornings) or the expected length of time that students might wait for a response (e.g.,
within 24 hours).
Resources
Include full details regarding course texts (required, recommended), course notes,
laboratory manuals, other materials required (e.g., clickers, calculators –
programmable or not), library reserves, relevant URLs, etc.

Course topics
Provide the full list of primary and secondary topics – more detailed outlines may do
this on a week-by-week or lecture-by-lecture basis.
Expectation of student commitment to the course
Estimate the number of hours, on average, that a student should devote to your course
each week. Consider all aspects – lectures, labs, tutorial, reading, assignments, etc.
and break them out individually if this might be useful. If there is an uneven work
load, indicate when those times are.
*Student assessment
Indicate clearly how grade assessment will be done – this information must be
included in any course outline (see section below for other mandatory statements).
What are the values of exams, assignments, essays and other tools used for grade
assessment? If there is a participation element, including attendance, to the grading
scheme, explain precisely the expectation.
Indicate unambiguously the penalties for late submissions and course policy for
missed course elements, including exams. Indicate if accommodations of any sort will
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be considered and whether this will occur only with verified Verification of Illness
Forms (VIF), counseling letters, etc. Indicate if there is opportunity to make up
missed grading elements, such as mid-terms, or whether the grading scheme will be
modified, for example the missing assignment or mid-term weight assigned to the
final exam instead. You might also include a statement encouraging students to bring
their VIFs to the Science Undergraduate Office for verification and filing.
Also be sure to include due dates for their assignments and essays, as well as the
scheduled dates for quizzes and mid-terms. Indicate that students are expected to
check the appropriate UW websites for details concerning final examinations and
various course drop deadlines.
Statement for students with disabilities
Although not mandatory, instructors should consider incorporating the following

statement into their course outlines:
“Note for students with disabilities: The Office for Persons with Disabilities
(OPD), located in Needles Hall, Room 1132, collaborates with all academic
departments to arrange appropriate accommodations for students with
disabilities without compromising the academic integrity of the curriculum. If
you require academic accommodations to lessen the impact of your disability,
please register with the OPD at the beginning of each academic term.”
Statement regarding travel and the final examination period
It may be useful to include the statement that “Student travel plans are not considered
acceptable grounds for granting an alternative examination time.” (see
Instructors should include
here the exact dates of the exam period for that term. The final exam schedule is
usually posted about 5 or 6 weeks into the term, so a reminder in the outline
encouraging students when to check may be useful:
x for Fall exams “…start checking toward the end of October”
x for Winter exams “…start checking in the middle of February”
x for Spring exams “…start checking in the middle of June”.
Changes to Course Outlines
If appropriate, include a statement that some types of course details may be revised
(e.g., topics treated, emphasis on certain topics, etc.).
When circumstances do arise such that it becomes necessary to change some aspect of
a course, students need to be informed of this as soon as possible so they have ample
opportunity to respond. This applies to outlines in hard copy as well as on-line.
While it is reasonable in some situations that certain elements of a course outline
might “evolve” over the term (e.g., range of topics to be treated in course), the grading
scheme and other elements related to evaluation cannot change. If minor changes
are made to non-grading elements of the outline, the new outline should draw
attention to these changes. If changes are made, an instructor has to be able to show
an archive of the outline from the time it was first made available to students at the
beginning of a course.

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Other special considerations or rules
If there are other rules or policies that you want your students to know about (e.g.,
protocols for participating in course chat rooms or e-submission of assignments),
explain clearly what they need to know. If a student has a concern related to how a lab
assignment was graded, who should be contacted – the TA? Lab instructor? Course
instructor? If you have a policy about recording (audio, video) lectures, indicate it. If
there you have a preference for a particular citation style for assignments or essays,
this should also be conveyed, and perhaps you could point to a source of guidance for
this information.
Also consider how you wish to handle unclaimed student submissions (e.g.,
assignments, quizzes). You must hold on to these for a year, unless you notify
students otherwise that you intend to keep them only for a shorter length of time and
after that time the material in question will be securely destroyed.
*Expectation of Academic Integrity
Instructors should be very clear about their expectation of Academic Integrity in their
courses. You are encouraged to include the following optional statement in your
course outline:
“To create and promote a culture of academic integrity, the behaviour of all
members of the University of Waterloo should be based on honesty, trust,
fairness, respect and responsibility.”
The statement below regarding Academic Integrity must be included in course
outlines.
“Note on avoidance of academic offences:
All students registered in the courses of the Faculty of Science are expected to
know what constitutes academic integrity, to avoid committing academic
offences, and to take responsibility for their actions. When the commission of
an offence is established, disciplinary penalties will be imposed in accord with
Policy #71 (Student Discipline). For information on categories of offences and

types of penalties, students are directed to consult Policy #71
( If you need help
in learning what constitutes an academic offence; how to avoid offences such
as plagiarism, cheating, and unauthorized resubmission of work; how to
follow appropriate rules with respect to “group work” and collaboration; or
if you need clarification of aspects of the discipline policy, ask your TA and/or
your course instructor for guidance. Other resources regarding the discipline
policy are your academic advisor and the Undergraduate Associate Dean.”
Courses that include group work should have clear statements of what an acceptable
amount of collaboration is and what is unacceptable; relevant examples might help
student avoid problems. It might also be a good idea to remind students that the same
level of academic integrity is expected on an assignment worth 2% as one worth 50%.
The Faculty of Arts has an excellent website on “Avoiding Academic Offences” –
( Refer students to
this site as most of it is very applicable to Science students as well, regardless of the
courses they are in.
The following URL is a useful one to refer students to concerning citation styles:

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*Student Grievances
Another statement that must be included in course outlines concerns student
grievances:
“Students who believe that they have been wrongfully or unjustly penalized
have the right to grieve; refer to Policy #70, Student Petitions and Grievances,
/>Student Appeals
Although not mandatory, another useful statement to include in light of earlier
statements on Policy 70 and Policy 71 is the following:
“Concerning a decision made under Policy 33 (Ethical Behaviour), Policy 70
(Student Petitions and Grieveances) or Policy 71 (Student Discipline), a

student may appeal the finding, the penalty, or both.
Students who believe that
they have grounds for an appeal should refer to Policy 72 (Student Appeals)
/>March 3, 2008
Mario Coniglio, Ph.D.
Associate Dean of Science, Undergraduate Studies
Faculty of Science
University of Waterloo
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SYLLABUS COMPONENTS
WHAT YOU MIGHT INCLUDE IN YOUR SYLLABI
Basic Identifying Information
x Course title and number, section number, crn, number of units
x Term (e.g., Fall 2001)
x Meeting time and location
x Your name, office address, telephone number, fax number, email address
x URLs for course and faculty member
x Your office hours
x Teaching assistant and hours
Prerequisites
x Prerequisite courses, knowledge, skills, etc.
x Suggestions for refreshing knowledge, skills, etc.
Course Purpose and Objectives
x Overview of course purpose
x Explanation of what course is about and why students would want to learn the
material
x List of student learning goals or objectives
x Ties to program learning goals or objectives
Course Structure

x Conceptual structure used to organize the course
x Format of activities for the course
x Readings and Web assignments
x Projects, papers, exams, etc.
x Nature and format of assignments, expected lengths, deadlines
x Nature of tests
x Relationship of assignments to learning objectives
x Expectations for written work (e.g., style, length, word processing
requirements, etc.)
x Role of technology in the course
Required Purchases
x Texts/Workbooks/ and supplies (required/optional/suggested)
Where they can be purchased
Grading Procedures
x Grading components and weights
x Grading criteria
x Extra credit policy
x Exam dates and coverage
Other Course Policies
x Attendance
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x Late work
x Missing homework
x Test make-ups
x Requesting extensions
x Reporting illnesses
x Academic honesty: cheating and plagiarism [see college catalog or schedule of
classes]
x Student and faculty responsibilities in the learning process

x Accommodations for physical or learning disabilities
x Classroom civility guidelines
Course Calendar
x Topics
x Readings
x Assignment deadlines
x Important drop dates
Supplementary Information
x Estimated student workload
x Study hints or guides
x Glossary
x References, recommended readings or URLs, library materials on reserve
x Campus resources (e.g., tutors)
x Handouts, lecture outlines, etc.
Campus Expectations for Syllabi
The University Handbook (Section 303.1) states that:
Faculty members shall provide a course syllabus to students in each of their
classes which, in addition to standard information (e.g., instructor name, course
name, date, etc.) contains at least the following information:
a) course objectives
b) assignment and exam due dates
c) grading policy
d) campus policy on academic dishonesty
e) other - in accordance with departmental guidelines.
CSUB Catalog and Class Schedule Information
Academic Freedom. Page 53 of the 1999-2001 Catalog or page 47 of the Fall
schedule.
Academic Honesty. Page 53 of the 1999-2001 Catalog or page 47 of the Fall
schedule.
Classroom Conduct. Page 53 of the 1999-2001 Catalog or page 47 of the Fall

schedule.
Nondiscrimination Policy. Pages 76-77 of the 1999-2001 Catalogy or page 47 of the
Fall schedule.
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