Who are your students? What curricular needs do they and/or your department have? What would you like students to have achieved by the end of the course?
Demonstrate the ability to read, evaluate and interpret general economic information. Apply research methods in psychology, including design, data analysis, and interpretation to a research project. Communicate effectively in an oral presentation. Formulate a well-organized argument supported by evidence. Identify major figures and ideas in peace movements from around the world.
Quizzes and exams Learning activities (fill in the blank, practice equations, etc. ) Presentations Writing assignments (essays, research papers, etc. ) Portfolios that gather and introduce a collection of finished work Self-reflective exercises (ask students to describe what they have learned from the course)
A description of the task. This should be a clear set of instructions about what you are asking students to do, such as write an analytical essay or conduct a scientific experiment. Characteristics you will be rating. These are the skills, knowledge, or behavior that you will be observing and grading. For example, you might measure clarity of language for an essay or use of the scientific method for an experiment. Usually, these are listed in rows on the left of the rubric sheet. Levels of mastery. These levels measure how well the student displays the rated characteristics. You can use names (e. g. , Exceeds expectations/Meets expectations/Below expectations) or grades (A, B, C, etc). Usually, these are listed in columns across the rubric sheet. Description of each characteristic at each level of mastery. This will explain what each characteristic looks like at each level of mastery. For example, you might say something like “Student has fewer than 5 grammatical errors” for an “A” level of mastery in “clarity of language. " You can find many samples of rubrics online,[3] X Research source or you can ask fellow instructors in your department to share theirs with you.
Will students be required to purchase textbooks or other materials? Or will they be optional? How will you ensure that course materials are affordable? Will students have to purchase materials all at once, or can they stagger the purchases throughout the term? What will your grading policy be? Your institution, department, or supervisor might require a certain grading policy. If not, you will have to determine how different components of a course will factor into a student’s overall grade or evaluation. Will you accept late or incomplete assignments? Will you allow students to resubmit assignments on which they did not perform well? Is attendance required in your course? If so, how will you keep track of it, and evaluate it? If it is not required, how will you ensure that students are meeting your learning goals? Will you allow students to use electronic devices (laptops, tablets, smartphones, etc. ) in class? Not at all? Only at certain times? How will you accommodate students who may have special needs? Many institutions have an office dedicated to this concern; if you are not sure if yours has one, ask your supervisor about it. This office may even require that you include an accommodation statement on your syllabus, so check with your department.
For instance, you might plan to cover more complex topics and assignments later in the term. Likewise, you might schedule activities early in the term that help you see how prepared students are for the course, and to identify any areas that might need special attention. Think about scheduling assignments and activities at a pace students can handle. For instance, you might not want to assign a major assignment immediately before or after a major examination. Remember to block out holidays or other days on which your school is closed. Nothing is worse than working out a beautiful syllabus only to find out that you have scheduled an exam for a holiday.
Basic information (course title and/or number, meeting times, office hours, contact information) A course description Learning goals Materials (books or other supplies required for the course, and/or a list of helpful resources) Requirements (examinations, writing assignments, presentations, participation, etc. ) Grading/evaluation policy Course management policies (attendance, use of technology, etc. ) Statement on accommodation Statement of honor code (describing expectations to combat plagiarism, for instance) Schedule of class meetings, examinations, assignments, and other significant dates.
What is the day’s topic? (reading, concept, method, etc. ) What do you want students to learn? What do you want students to be able to do or understand at the end of class?
Some find it helpful to write out a rough timeline for each lesson. For instance: “We will spend 10 minutes on activity A, then 20 minutes on activity B…. ” Prioritize activities and/or learning objectives. Place those that you definitely want to cover with students early on in the lesson. If there are others that are optional or could be omitted if you are pressed for time, place them near the end of the lesson plan.
Try giving students a brief introduction at the start of class that explains what you will cover that day (activities, key points, concepts, etc. ). After covering the material of a lesson in the middle of a class, close by summarizing what you have done in the session. This helps students retain information. You can also ask students to self-reflect on what they have learned in a discussion or written form.
You can ask students to fill out a brief survey at the beginning of a course that describes any of the following: their background, reason for choosing the course, similar courses taken, interests, etc. You can also meet with students individually in office hours to get to know them. Model diversity and inclusiveness for students by accounting for multiple points of view on a given topic. For instance, if you are teaching “American Literature,” make sure that the course acknowledges a range of perspectives, including those of Native American, European, African, and Asian descent as well as other heritages and perspectives, such as LGBTQ writers. You could do this by including a wide variety of readings, for instance. Don’t assume that students will contact you if they have problems or questions about a course. They might be busy with other courses or work obligations, or be unsure of how to approach you. Be proactive and ask students frequently if they have questions or concerns. Have high expectations for all your students. If you expect that they can and will succeed, they are more likely to. Identify those students that need more assistance, and work to provide it. Don’t assume that a student from a certain background will or will not succeed just because of that background. Don’t assume that all members of a group will share the same opinion. Respect your students as individuals. Have a reasonable policy for accommodating students who will be absent for religious or cultural events, services, and holidays. Don’t assume that students who don’t participate much don’t care about your course. Some students are shy or unaware of how to participate. Identify these students and work with them to develop ways they can be engaged in your course.
If you are teaching an online course, you can either keep office hours (if you have a physical office students can easily visit), or virtual office hours via video conference, email, a forum, etc. Instructors teaching traditional courses can also make use of virtual office hours, if they like.
