PHY 310 -- Readings for Teaching High School Physics
Illinois State University Physics Teacher Education
Carl J. Wenning, Program Coordinator
Spring Semester 2020
Teacher candidates will employ a curriculum development and mapping 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 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 development and mapping processes are recursive. That is, neither is a linear process. You might have to repeat earlier stages as you move through the syllabus development processes.
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
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
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 specific rules, so that you can be prepared
for any situation.
b) Keep it simple so that it is 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 RUBRIC FOR DEFINITIVE SPECIFIC CRITERIA.