The syllabus and course addendum that I have are very detailed. Anything that the syllabus does not cover, I make sure that the information is in the addendum. Students know exactly what is expected of them from course participation, missing a class, late assignments, major assignments, etcetera. I don't want them to leave the first class session not knowing what the expectations are!
I pretend that I am the student and as myself "are there any confusing components of this syllabus?" I also have one other person read it over to make sure that they understand what I am expecting of my students.
I teach online only. I have developed a short extra credit quiz that requires them to read the class expectations and grading criteria in order to get the answers correct.
I also have students refer to their syllibi on a regular basis to get them used to looking ahaed and know whaty is comming. The syllibi refers to what the lesson for the day is, any graded material or compitencies. and the weight of the two. This should encourage them to study ahead to be more prepared.
I utilize a syllabus addendum in addition to the overall course syllabus provided by the school. Because the course is graded as a pass/fail and there are specific passing requirements set by the school, I feel it is important to lay out the entire quarter so students know what they will be expected to do each week and how what they learn meets the overall objectives of the course.
Each course period I also write out wha is due for the day, what the next readings are, and what is coming up in next week's session. This way they they have the overall information from the addendum and specific information on what is required of them. Both methods are helpful for students who like the big picture and those who may feel overwhelmed if they get too much at once.
I teach mainly online courses right now and one thing that I use is a syllabus quiz. This helps ensure the students have read the syllabus and know what is expected. In a real classroom setting, you can go over the syllabus piece by piece and ask if they have any questions.
When I teach residentially, I make sure to fully go through the syllabus. I think this helps students understand the course a lot better. I also touch on any special assignments (group work, papers, tests, etc) and what my expectations are for those. I like to give justification to help students understand the importance and how it relates to their future career choice.
Hi Bev,
You are right about them being responsible for their future. They have to assume this part of their lives and their future. If they don't they aren't going to be successful. We know it but they have to learn it. We can be supportive but they are the ones on the edge of the nest and the ones that have to use their wings for success.
Gary
Hi Thomas,
Way to follow up with your students on Blackboard. This way they can't say they didn't know and be accurate about it.
Gary
Hi Don,
This is a good idea. Student when given a grading rubric or tracking form get a better sense of where and how the points/grades will be given. They can see what they need to work on to make sure they get the grade they want to receive.
Gary
Hi Colleen,
Great approach! The advice to the next students is a great. The current students get to use their experiences to guide the next group. Also, I like the way you use your syllabus over and over. This keeps your students focused on what they are accomplishing during the course.
Gary
Hi John,
Clear and delivered is the concept with your approach. This way no one can say they haven't been informed, even when they say it. Many schools require that the students sign that they have been given a syllabus and it has been reviewed with them. This really helps to reduce the "I didn't know" problem. Plus this way they really do know what is going to be covered in the coming weeks.
Gary
One technique is to ask students how they interpreted the information about a variety of expectations that you have briefly outlined. Another is to stop and provide students the opportunity to ask questions about each of the expectations as they are presented. In either case, the instructor gets a feeling for the listening abilities of the students and can also pinpoint specific learning expectations that may be unclear and will require additional explanation. An instructor's 'audience' can provide valuable feedback to how clearly the instructor has presented the information. If students don't "get it," it's important to go back and explain, perhaps using a different example.
Gary,
Yes I have finished Unit 3.
I give my students a detailed addendum at the beginning of the course which outlines each week and the assignments and readings which are due. We go through this addendum along with the syllabus so they know what the objectives are for the course and how I plan to assure they meet them.
Then each week I post a word document in the blackboard unit content the homework assignment problems, readings they are expected to do and all details regarding the assignments due on that date.
I remind the students the week before that their assignment for the next week has been posted in Blackboard and if they have any questions or need clarification after reading it, they can contact me by phone or email.
So although I give them several reminders of what the assginment is and when due, ultimately it is up to them to be responsible for handing in the correct assignments on the correct due dates.
Bev
KISS METHOD (Keep it Simple and Sweet)
I used the following and it hasn't failed me yet:
I cover the syllabyus front to back. Each student receives a copy in hand in class.
I then go over the class addendum, and provide a copy.
The class schedule is included with the addendum.
I then go one step further. Since we have black board at as one of our "other tools" I ensure that the Addendum and Syllabus is posted in black board. I can tell if they have accessed it or not and it gives me one more way of reaching each one of my students.
I send out a similar email the first day of class and also send out emails at the start of most units just to check in and mention any information that I may be seeing a need for.
Because I teach in the online classroom, I make sure all of the relevant documents are available on the first day of class. This includes the syllabus, course calendar, welcome announcement (which is also e-mailed), and the course expectations document (which is part of everyone online course at my school).
I also modify and clarify assignments each quarter based on the things that students seem to struggle with. I find that sometimes I assume students a) can read my mind, and 2) retain everything they read in the text.
For more complex assignments, I sometimes will provide them with a sample assignment so they can better understand the type of content and format that I'm after.
I give my students a written grade tracking form so they not only can track their grade but better understand the grading format of the course.
To ensure that students have a clear understanding of my expectations I go over my syllabus addendum and give them a quiz on my rules the next class period. They also sign their copy of the addendum. When a student asks a question such as "Does this have to be typed?" Instead of saying "Yes" I refer them to the syllabus addendum #13 which states that all homework must be typed. That way they will likely refer to the addendum on their own as well. Lastly, at the end of a term I have my students give advice on how to be successful in my class to the next students the following term. The first day of the next term I read the advice to the incoming students. This seems to be appreciated.
Colleen
In online classes, I send out an email the first week with some of the key information on due dates for discussions and assignments. A suggestion to print out the Course Calendar is also included. In the area where I have information about myself, I also include some of the expectations, since students will be reading that even if they have taken online courses before. I also mention when the quarter ends, and suggest that they write the date in their planner so that they are prepared for that.
