Question+2


 * On the topic of**

//Using and Building a Good Syllabus//

1. What did we hear and in what ways is this current practice at GBS? 2. If this became an instructional tool as part of the RtI process,

a. How could that look at GBS? b. How would this engage more students in class? c. What kind of potential obstacles do you anticipate?

1. Syllabus is good for teachers, parents, administrators, students, and faculty/staff supporting students (tutors, aides, counselors, etc). Not done systematically at GBS, but teacher do use them. Certain elements should be included. ​ We agree with this comment. Moodle is a good resource for this. Be cautious of technology as a means to implement instruction as it widens the gap between the "haves and the have nots" However, less than 3% of the student body said that they did not have access to a computer in a survey conducted last year. Need to be sure to include computer/technology use to avoid widening the gap between the "haves" and the "have nots". Laptops available in the IMC and through computer labs. It is a real life skill!

2a. Make it more consistent. Technology/Moodle will make this much more accessible/doable. We need to have discussion as departments on what we value and then develop consistency. Common but not cookie cutter. Common communication with parents and support roles--everyone is on the same page when this is explicit. Better coordination of technology strategies. Perhaps a chart indicating technology instruction in various coursework. b. Depends how it would be used. IF it's an explicit learning tool, it could increase learning. Would create self-monitoring and planning tool for students. Support systems can make use of them in study support, TLC, etc. c. What about translations of syllabus for parents who don't speak English.. Do translations where necessary! Teachers who have a hard time being organized and planned from start will need help with this.

Some general comments from Mark's presentation: · Includes the things we want to have visible. · Explicitly communicate key information. · To teach, model and support organizational skills. · Moodle and Curriculum Map are parts of this puzzle. · When is it due? How much is it worth? What is expected? The syllabus includes it all. · It is for the teacher and the student and for the parent (what if I had 20% more parents and students organized and aware) – continuous access to key information. · Reflect good pedagogy. · Includes: o Contact information o Course goals (he called them broad goals) and big ideas o Instructions and directions as to how to get help o Course materials o Behavior expectations and consequences o Detailed information about grading system o Assignment calendar with due dates o Self-monitoring checklists <span style="font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Access to models for papers, projects and tests <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Possibly have student and parent sign it <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Rem: High performing kids know how to get help; low performing kids don’t. They syllabus needs to reinforce this.