PHY 310 -- Readings for Teaching High School Physics
Illinois State University Physics Teacher Education
Carl J. Wenning, Education Specialist
Spring Semester 2010
(Last updated May 3, 2010, cjw)
Teacher candidates will employ a curriculum planning process to generate a one semester syllabus for an introductory physics course that might be taught during the first year. Teacher candidates may work cooperatively in small groups to complete this task, but each teacher candidate must submit his or her own personalized course syllabus.
Follow the steps below as you prepare your syllabus. Note that the curriculum planning process is recursive. That is, it is not a linear process. You might have to repeat earlier stages as you move through the processes. Prepare each section in written form using the headers below. Before you begin, however, review the commentary contained within the executive summary of A Splintered Vision. Pay particular attention to the concerns and solutions presented in this summary, and incorporate an explanation of how your syllabus addresses these concerns.
REQUIRED ELEMENTS OF YOUR SYLLABUS
(Adapted by Carl Wenning from an article by the same name by Denton Rhodes, Illinois State University, 8/94)
"Syllabus" is a word whose etymology from the Latin means "label
on a book." The contemporary meaning of the word is something to the effect
of "summary outline of a course of study." A course syllabus is to
a great extent a contract between a student and a teacher. It is expected to
be an accurate description of the course, including content, organization, methodology,
and a great many other factors. Which ever elements the teacher wants to include
in the syllabus will be pretty much up to that teacher. Nonetheless, there is
certain expected minimum. The following ideas, may be helpful to you as you
develop your first course syllabus. The elements represent elements the list
of things that most instructors have found valuable; they are not presented
in any particular order. See any of the PTE course syllabi as an example of
what a good syllabus should look like.
Course Name:
a) if the course has a number, be certain to include it
b) if honors, advanced, APB, APC, or IB, make note of it
Instructor Contact Information:
a) phone & e-mail
b) contact policy including days, dates, and times
c) include day-time office hours for parents as well
Class Meeting Days, Times, and Locations as appropriate
Course Overview/Introduction:
a) aim of the course, how students will benefit from this course
b) general overview of course (methodology, subject matter, etc.)
c) prerequisites, if any
Note: the introduction should summarize the principal features of the course in no more than two or three paragraphs.
Course Goals:
a) knowledge to be obtained
b) intellectual and physical process skills to be acquired
c) dispositions to be exhibited
Note: these should reference the Illinois Learning Standards' Applications of Learning
Assessment Alignment:
a) Align your course goals with your assessments (remember the sequence - goals, activities, assessments - all must be linked)
b) Be certain to use a variety of appropriate traditional and alternative assessments
Note: see how the course instructor has done the for PTE courses
Course Alignment (to be merged with below):
a) show how course goals are aligned with Illinois Learning Standards, sections 11, 12, and 13.
b) showing relationship within Content outline (see below).
Content Outline:
a) topics to be considered
b) problems to be addressed
c) week-by-week, or day-by-day schedule (aligned with textbook readings?)
Note: the length and detail of the outline is a matter of individual judgment. Two to three pages are usually sufficient, although some instructors prefer to go into considerable detail. Use the following format:
| Date | Subject Matter (with text pages if appropriate) | Alignment with Illinois Learning Standards, Sections 11, 12, 13 |
Course Schedule (to be merged with above):
a) dates (daily/weekly) when topics will be covered
b) dates when assessments will be due/conducted
Note: some instructors do not wish to be constrained by a schedule distributed in advance; students, on the other hand, generally want to be able to plan their work load and do not like surprises. A course schedule can be included in the syllabus or distributed separately.
Required/Optional Text(s):
a) full bibliographical reference(s)
b) status: optional/required
Textbook and Required Readings:
a) type, number, status: required/optional
b) source, e.g., library reserve/stacks, individual purchase
Note: expectations and requirements regarding required and optional readings in texts and other sources should be explicitly stated.
Student Performance Assessments - Project/Papers/Products:
a) types, e.g., tests, quizzes, examinations, exercises, discussions, lectures, labs
b) expectations for participation
c) type, number, length, content
d) manner and form for reporting, e.g., written, visual, oral
e) "professional quality" standards
f) deadlines and due dates as appropriate
Note: Expectations regarding spelling, grammar, typewritten or computer-generated papers, and other details should be explicitly stated. Requirements for individual projects should be explicitly stated as well.
Note: Assessments should be carefully aligned with Student Performance Objectives.
Student Performance Assessments - Tests/Quizzes/Lab Practicals/Special Projects:
a) number & type, e.g., essay, multiple choice, skill performance
b) content, e.g., materials from text, lectures, readings, etc.
c) time & place, e.g., during class time, unannounced
e) make-up policy for absentees
Attendance/Tardy Policy:
a) status: required/optional
b) penalties for non-compliance, if any
Note: the relationship between class activities (especially those involving experiential, "hands on" learning) and attendance should be explicitly stated
Basic Classroom Management Policies:
a) Rely on general policies - not on specific rules - so that you can be prepared for any situation.
b) Keep policies simple so that they are readily understood.
Other Responsibilities, if any:
a) laboratory practica
b) field work
c) all assignments not specified elsewhere
Grading:
a) statement on criterion-referenced versus norm-referenced grading
b) grading scale to be used (e.g., A = 90-100, B = 80-89 if criterion referenced or top 10% = A, next 20% = B if norm referenced)
c) weight given to components in final grade, e.g., tests = 35%, papers = 40%, attendance = 10%, labs = 15%
d) policy on "curving" grades if criterion-referenced grading is used
Note: in general, grading standards and procedures are matters of individual discretion; if not, consult the appropriate faculty committee or administrator.
Academic Dishonesty Statement:
a) general institutional policy enforced
b) special considerations, if any
Note: if your institution has a stated policy on plagiarism and related matters, stating it will avoid possible misunderstanding; if it does have such a policy, you may wish to state your own.
In addition, your essay must satisfy the following general criteria:
SEE THE SYLLABUS PROJECT Scoring Rubric FOR DEFINITIVE SPECIFIC CRITERIA.