FLLT622
Spring 2003
http://www1.umn.edu/ohr/teachlearn/syllabus/index.html
This address takes the
user to a Syllabus Tutorial provided by the
In their welcoming
statement the authors state that a syllabus is a document that should bring
students and faculty members together in the sense that a syllabus is a
showcase of how well faculty manages to communicate the material, their
interest in it and in the students' intellectual struggles.
Students in return
should be enticed to become more involved in the courses.
Strengths:
- The tutorial has 8
sections arranged in the typical sequence that appear on one's syllabus (goals,
expectations, texts and material, grading, ect.).
- The site showcases
many examples of high quality allowing the user to get a hands-on experience
while learning.
- Through this site,
the user can get feedback for his/her own syllabus. In
fact, one can arrange for a teaching consultation with their staff.
- The site provides
a syllabus checklist for one's final product.
Reviewed by Iris
Busch
Aspects of Task-Based Syllabus Design, by David Nunan
http://www3.telus.net/linguisticsissues/syllabusdesign.html
I chose this site
because of its specialized content. As I
read more of the page, I realized that it doesn't actually give a detailed
account of "how to" create a syllabus such as providing a template or
a check list, it deals mainly with what is important to focus on in the ESL/EFL
classroom as a teacher using a task-based approach. It doesn't exactly teach me how to write a
task-based syllabus but it does give me some more insight into ESL/EFL
task-based teaching.
Reviewed by Jonathon
Constantine
https://courses.worldcampus.psu.edu/public/atb3/syllabustemplate/syllabus.html
This is a very useful website to consult when designing a syllabus for the following reasons:
1) It enumerates important factors for designing a syllabus. For that reason, it is very good for those people who do not have any or enough knowledge of designing a syllabus.
2) With the information of the necessary factors for the syllabus, this website makes us think about what we should consider to organize these factors, such as how to select materials, what to consider when thinking about assignments, etc.
3) This website offers specific and practical examples for each factor such as course description, course objectives, course schedule etc.
4) In addition, it offers other extra information such as classroom assessment techniques, technologies for teaching and learning, and management and assessment tools.
5) It is easy to access the items that we want to know.
However, this website failed to provide two important elements such as instructor information and additional learning resources for designing a syllabus when considering Dr. Cubillos’s 9 important elements for a syllabus, which are instructor information, course description, course objectives, course policies, course requirements, required materials, additional learning resources, grading and evaluation, and course calendar. In addition, this website is not meant to serve foreign language courses. In spite of those two limitations mentioned above, the information in this website is still useful to employ.
Reviewed by Myengju Ahn
http://www.acu.edu/academics/adamscenter/resources/coursedev/syllabus.html
The reason that I
liked this website so much is because there is an excellent checklist that
teachers can use when they are designing their syllabi. The checklist is very
thorough and has the most important elements listed. Another even better characteristic about the
website is that the checklist has links about each of the components. This is wonderful because it gives the
readers a more in-depth understanding for each element.
Reviewed by Tina
George
This website
provides comprehensive information regarding the proper and recommended design
of a syllabus. It has abundant resources
for understanding the philosophy, utility, and various functions for each part
of a syllabus. This site also gives ample
guidance for course design and instruction as pertaining to syllabus design. Lastly, it offers a template to facilitate
syllabus design. Overall this site has
all of the key functions necessary to enlighten anyone on the precepts for
designing the proper and correct syllabus for any course.
Reviewed by Stephen
Lee
This website is a
very useful resource on syllabus design. Here, you can find definitions,
checklists, templates and deep insights about general course development.
Reviewed by Doran
Marin
How to design a language and culture
learning program
The reason I chose
this site is first of all, because I knew culture would be big component in
designing a syllabus. I also liked it
because not only did it give me advice on creating a syllabus, but also how to
make unit plans, prepare language learning materials, make daily lesson plans,
and decide what kind of language learning syllabus to develop. It also explained the different language
ability levels and listed the kinds of things a student should be able to say
at that stage.
Reviewed by Shannon
Breedlove
FLLT422/622
Spring 2002
Syllabus Handbook: Brown University
http://sheridan-center.stg.brown.edu/publications/SyllabusHandbook/
This web site is a great resource to use to help design any kind of
syllabus. First it gives the reader an explanation of the importance of
designing a syllabus. It discusses how a well-written syllabus enhances
student learning and helps students make appropriate course selections.
Next the viewer has a chance to explore some sample syllabi from four different
areas. They can look at a syllabus in the area of Humanities, Social
Sciences, Physical Sciences and Life Sciences. At the end of each of
those syllabi there are some questions that evaluate the effectiveness of each
of those syllabi. At this point the viewer is ready to design his or her
own syllabus. This web site has a template on it to help organize the
information that should be on any syllabus.
By clicking on “Master Syllabus Form” you are ready to begin. This form
has the titles of the sections set and all the designer has to do is follow the
directions and input their own information. This template is not only
helpful in helping you set up how your syllabus looks, but it also gives
examples and hints for each part of the syllabus to ensure that you produce a
well-written syllabus. Someone who has had experience
designing syllabi and knows what works and does not work from their own
experience gives the hints. This is a great resource to use for
any one designing a syllabus, but especially for beginners.
Reviewed by Christine DeSantis
Syllabus Design: Stanford University
http://ctl.stanford.edu/teach/handbook/design.html
This is site offers: suggested steps for planning your syllabus, suggested principles for designing a course that fosters critical thinking, what type of role the syllabus plays, and what is needed to design a learning-centered syllabus. This site also offers a small passage written by William H. Johnson Jr. about inserting learning objectives into a syllabus. Some other perks to this site are: electronic syllabus templates, a link to additional hints when designing a syllabus, and various titles of books, which would help, assist when designing a syllabus.
Reviewed by Chantel M Dreher
Syllabus Design: University of Hawaii
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/develsyl.htm
This website by University of Hawaii offers practical explanations about how to
develop a course syllabus or what we should keep in mind in writing a syllabus
or what the core components are (showing examples in the syllabus suggested
form), and so much more. These are well explained in the link of "preparing a
course syllabus". Originally, this site is made for the purpose of faculty
members' syllabus preparation. However, this site is worthwhile for us,
soon-to-be teachers, to investigate. It also contains other interesting
and useful links on teaching tips in general.
Reviewed by Kyung-ja Lee.
Designing a Learning Centered Syllabus: Michigan
http://www.emich.edu/public/fcie/syllabus/index.htm
This site provides a better understanding to what a syllabus represents and gives an extensive outline of its major components. Sample syllabi and course websites are possible links from this site as well as numerous online resources for understanding and creating both paper and electronic syllabi.
Reviewed by Melissa M. Probst
Faculty Development and Instructional Design Center: Northern Illinois
http://www3.niu.edu/facdev/teaching/teaching-resources.html
This website was developed at Northern Illinois University. I believe it to particularly helpful because it provides a well organized set of links to websites covering a wide variety of questions encountered by teachers. The topics include the preparation of teaching assistants, designing the syllabus, lesson plans, advice to those who are teaching for the first time, teaching strategies, learning styles, grading, multiculturalism, portfolios. In short, this websites covers almost any topic that an instructor could wish to research. The section on Syllabus Design is particularly useful because of its links to websites at seven universities, including University of Delaware, SUNY - Buffalo, and Penn State. These sites in turn provide links to more useful information.
Reviewed by Karen Konyk Purdy
English Teaching Forum Online Magazine
http://exchanges.state.gov/forum/vols/vol36/no2/p43.htm
This publication is the online version of a quarterly journal published
since 1963 which is compiled by foreign language teachers outside of the United
States and Britain that teach English in their classrooms. Generally, the
magazine publishes articles that discuss methods, ideas for classrooms and
updates on American culture.
The article I reviewed “Towards more Reality and Realism in ESP Syllabuses” was
written by a Slovakian teacher on the transition from structural-based to
learner based syllabi in the school curriculum. I think that this is an
excellent place to start for some general advice and observations on designing
or reconstructing a new syllabus. The article briefly reviews the
historical lineage of theoretical approaches to the approaches implemented
today on syllabus design. The article stresses the need for a syllabus to
be based in the reality of the needs of the learner with emphasis also on the
importance of practice. The article also considers time a restriction in
the classroom that the syllabus shouldn’t neglect.
Since this is my first experience in being on the creation side of a syllabus
instead of the receiving end, I thought that the advice Anna Jureckov offers from the symbiosis of both the old theories
and the new ones were both relevant and informative.
Reviewed by Sarah Rose Vieni
Helpful Sites for Syllabus Designers
http://www.udel.edu/cte/syllabus.htm
This website provides an overview of how to design a learning-centered
syllabus. It gives suggestions for planning and designing a syllabus, and
includes a checklist of all the things a syllabus should contain. The site has
an email and telephone number to get in touch with Center for Teaching
Effectiveness at the
http://depts.washington.edu/cidrweb/DesignTools.htm
This page helps you design a syllabus using hyperlinks that specialize in different aspects of a course. Many of the links provide step by step instructions along with templates, recommended readings and useful ideas to create your course.
http://humanities.byu.edu/elc/teacher/syllabus
This page contains ideas for constructing an ESL syllabus. It helps teachers decide what things needs to be taught. Also has tips on what to include in the syllabus.
http://www.sil.org/lingualinks/LANGUAGELEARNING/MangngYrLnggPrgrm/HowToDesignALanguageLearningSy.htm
This site provides examples of different types of syllabi and what to include in each of them. It also includes different ideas of how to manage a language learning program. Gives step by step strategies on how to plan the course and syllabus.
Sites reviewed by Fran O'Brien
Support for Syllabus Designing
http://www.stedwards.edu/cte/constructing.htm
The first topic is Components and Content areas of a Syllabus.
This section lists all the key components and content areas a syllabus should
contain, as well as gives advice to keep in mind while creating a
syllabus. Such advice includes, being as specific as possible without
intimidating the students, discussing the syllabus during the first class
period, making sure that your syllabus is a reflection of your educational
philosophy, etc
The next two sections are entitled Writing a Syllabus and Checklist for
Developing your Syllabus. These sections give a more detailed description
of the key components of a syllabus as well as providing an actual checklist to
make sure you have included everything.
The last topic discussed on this web site is Motivating with the Course
Syllabus. This section was extremely interesting to us because it shows
how to word everything on a syllabus positively and to make goal(s) of a course
obtainable.
Reviewed by Erica Kleinman, Aimee Chippie
Helpful Syllabus Design Links
http://www.center.iupui.edu/syllabus_construction.html
http://www.fsu.edu/~pie/syllabus.html
http://www3.bc.sympatico.ca/linguisticsissues/syllabusdesign.html
The last one's Nunan's; no doubt you're already familiar with it. The first two provide "content checklists" with little theoretical background, but I think they're helpful nonetheless, at least for people who are putting their syllabi together for the first time.
Reviewed by Jack Chen
Syllabus Design Handbook:
http://www.msu.edu/~taprog/ch3.htm
This is a web site of the Michigan State University TA Handbook. The page explains what syllabi are ("the syllabus is the tool used to enhance of the process of learning and clarify the teacher's expectations, a contract between the teacher and students"). It has a list of hallmarks of an acceptable syllabus:
- Name of Instructor
- Where Instructor can be reached/office hours
- Course Number; Section Number; Days, times, and classroom the class meets in
- Required Text(s) and other class materials
- Course Objectives
- Grading Procedure, including Attendance Policy, Class Participation, and the
like
-Course Outline, by weeks at least
Then, the site lists hints for preparing an effective syllabus.
1. Relevant information about the course and instructor. The
information should include the current year and semester, the name and number
of the course and the meeting time (with days of the week and meeting times),
and location. It should also include the instructor's name, phone number, the
location of the instructor's office, and the times of his or her office hours.
These facts are normally placed at the beginning of the syllabus.
2. A list of the resources to be obtained by the students. Most important
here are the required text(s) and reading assignments. Their role in the class
and where they are available for purchase or loan should be included. (It is
important to check that the bookstore or library will have the materials on the
shelves before students are sent to find them!) It might also explain what, if
any, materials other than text(s) are required of students. Any supplemental
materials (such as lecture tapes, sample projects, or past tests) that are
available can appropriately be mentioned.
3. A clear statement of course objectives. The course objectives should be as clear as possible and should describe what the students will be expected to know-and at what level of competency-at the end of the semester, rather than what the instructor plans to do. Note that the use of vague terminology (such as "students will develop a clear understanding") can result in arguments over degrees of understanding. It is generally better to use specific, measurable behaviors as objectives. Arguments over degrees of understanding. It is generally better to use specific, measurable behaviors as objectives.
4. A description of the means (or activities) by which the course objectives will be met. Possible items include field trips, guest lecturers, discussions with active participation, problem-solving groups, assignments, use of audiovisual materials, etc. The amount of student time required for each activity may be estimated.
5. A statement of grading criteria. This will explain the grading criteria, the components of the final grade, the weighing of various components, the impact of class participation and attendance to the final grade, and other relevant information. The number of tests each semester should be included, along with a brief description of what each test will cover. The numerical equivalent of letter grades or the "range" for each grade can be provided.
6. A statement of course policies. This is best expressed in a clear, non-threatening form. Policies should be set for such events as missing an exam, turning in a late assignment, missing class, requesting an extension for an assignment, and reporting illness. It is a good idea to go on record with a fairly stringent policy that can be informally softened at a later date, if and where circumstances so warrant. The Ombudsman's Office recommends avoiding absolutes on the grounds that they are always more trouble than they are worth.
7. Schedule. If each class hour is mapped out in detail, this will become the longest and most time-consuming segment of the syllabus to prepare, although it will be a good investment in a well-organized class. The syllabus should, at a minimum, contain dates and corresponding lecture or lab topics, the preparations that are required or suggested, and due dates for projects, papers, and major assignments.
At last, the web site presents an example of well-developed syllabus.
This web site is not very interactive (no links, no templates etc.), but can be
used as an introductory guideline for somebody who creates a syllabus for the
first time (like myself) or who intends to evaluate others' syllabi.
Reviewed by Mutsuko Sato
WWW Resources for syllabus and materials designers
1. Information:
a. Learn about the language
i. The more one knows, the better
prepared
ii. i.e. cognates (Dulay
& Burt)
b. Learn about language acquisition
i. Theories about language acquisition
ii. i.e. comprehensible Input/ Output (Krashen, Swain)
c. Learn about learning styles and attitudes
i. Understanding yourself leads to understanding
learning styles
ii. i.e. brain dominance, learning type, personality,
etc.
2. Creating a syllabus:
a. Set language goals
i. Situations & activities
ii. Skills required (L, S, R, W)
iii. Proficiency level
b. Check resources (available and possible)
i. Expertise, materials, training
(instructors, books, etc., workshop for future)
ii. Technology (trend)
(what, when, who, where, how)
c. Compare and research
i. Variety of existing syllabi
ii. Goals and resources
d. Create strategy plan
i. What gets taught in what order
ii. How does it get taught
(method and material/ technology)
e. Design syllabus
i. Decide what syllabus to design
3. References:
a. Eric Digest: http://www.ed.gov/databases/ERIC_Digests/ed295460.html
b. Syllabus Magazine: http://www.syllabus.com
c. SIL International: http://www.sil.org/lingualinks/LANGUAGELEARNING/MangngYrLnggLrnngPrgrm/ChoosingWhatKindOfLanguageLear.htm
d. http://www.cortland.edu/fllteach/mm-course/mm-syl.html
Reviewed by by Claire Renaud & Peter van Leusen
FLLT422/622
Spring 2001
SYLLABUS MAGAZINE
Reviewed by Emma Bricker
http://coe.cedu.niu.edu/~bailey/leit535/syllabus.htm
Reviewed by Carolyn Becker
http://www.ohiou.edu/esl/teacher/index.html
Reviewed by Greg Knott
I find this web-sit very useful. When you click onto this site, you'll find the title page reads "Syllabus Design". There is a well-written definition of what a SYLLABUS is.Also, this site introduces many other interesting and useful sites (links).Such as...
1)There are sites about
"Creating a Syllabus" (UC Berkeley) and "Designing a
Syllabus" (
2)There are lists and links to
"Sample Syllabi" on various subjects developed by University at
3)There is a link to "World Lecture Hall".This site contains links to pages created by faculty worldwide who are using the Web to deliver class material, including course syllabi. Personally, I strongly recommend a visit to this "World Lecture Hall". No matter what your major or interest is, you'll find something that will help you with creating a related course syllabus.And what's more, you'll get to meet with some of the world lecturers (professors).
However, some of the sites introduced at this web site have errors in them.Links to "Writing a Syllabus" (University of Louisville and Kansas State University), "Components and Content Areas of a Syllabus" and "Voice of the Shuttle: Web Page for Humanities Research" do not work. Thus, I think the webmaster of this site should check and update these links.
Overall, I think people will find this web site very pleasant and helpful.
Reviewed by Sun Ah SON
This is a general web page about syllabus design. A definition of the word "syllabus" is provided.According to the author, a syllabus should be designed while keeping in mind the three following questions:
1- What does the teacher expect from me?
2- What will I need to do to get a good grade?
3- How will I juggle the workload for this course with the workload from other courses?
This page has a lot of links to other web pages, two of which are about how to design a syllabus.While one focuses on the main components of a syllabus, the other provides samples of syllabi. Even though the samples are not all about second language, they are still informative.
Reviewed by Isabel Alijo
I found a good syllabus design web site, "syllabus design". Visit and check it out! They explain how to create and design a syllabus simply but appropriately, and there are also several good sample Syllabi developed by University at Buffalo Faculty.
Reviewed by Young-jin Jeon
This site is interesting insofar as it mostly provides links to other syllabus design web sites or articles. For example: writing a syllabus, components and content areas of a syllabus, creating a syllabus or even an annotated list of resources to help faculty write clear objectives. I found interesting for the syllabus critique we will soon do because there are samples of syllabi provided in several areas of study.As a conclusion, I recommend it for the resources and to have a basic knowledge of what a syllabus is. Those who want to go further on the subject can check the sites mentioned.
Reviewed by Fatima MHINAT
This web shows the definition of a Syllabus and emphasizes the components in order to design a Syllabus, therefore, you have a very detailed information of seven components of the syllabus and it explains step by step every point. This web provides you with different ways of designing a Syllabus and it gives advises about each point content in a Syllabus.
As I'm interested in teaching a second language I would like also to tell you about this other web: http://www.ed.gov/databases/ERIC_Digests/ed295460.html
In this web you also find an approach to Syllabus design focusing in Foreign Language. I think is a very interesting web because it offers further readings in order to complete the information about Syllabus design.
Reviewed by Maria Jose Perez Contreras
I found this website by the Arizona State University that offers pretty practical explanations about how to design or create a syllabus.It contains links to all syllabus components and further and clear explanations of those components as well as samples on how to present them in different ways. Such is the case of the link to "instructional approaches", where different items are provided as samples . From this link there is also another link to examples of how other instructors and professors have created their syllabus.
Reviewed by Yolanda Martinez.
This is a journal article:
Schulz, R. A. (1984). Language acquisition and syllabus
design: The need for a broad perspective. ADFL Bulletin, 15 (3), 1-7.
However, the author sees weaknesses in taking an entirely communicative approach.If grammar is not taught or if errors are not corrected, this can lead to severe fossilization.The author seems to be advocating a balanced approach to language teaching, which incorporates the best elements of each type of syllabus.
Though the article is dated and the theoretical framework is highly dependent upon Krashen's work, the author makes some basic, valid points.For this reason I believe that the website is worth visiting.
Reviewed by Erik Schaubach