The Learning Process
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Writing A Course Syllabus

What is the definition of a -
Learning task - Description used to justify including case studies, projects, problems and so forth.
Compartmentalization - The tendency of proponents of traditional education to teach knowledge, skills, and attitudes separately;

Tools to Measure What Students Learn in Class is an Essential Consideration
      Each course syllabus should include student learning outcomes (SLOs) that describe the knowledge, skills, and abilities students can expect to attain during the course. Progress is measured through the use of the tools usually include:
  • Written Research Papers
  • Quizzes
  • Mid term test
  • Final test
      A syllabus may include what projects may be performed for extra credit.

      Every Course SLOs should be related to the Program SLOs that is described in the approved Learning Program or Learning Plan. For clarifications, review the following links:

Components Expected for all Syllabi
Sample Syllabus
Quick Guide to Syllabus Construction
Sample of a Statement on Classroom Behavior
Rubric for Self-Evaluation of a Syllabus

The Key to Excellence in Writing a Course Syllabus is Clear and Concise Concepts
      A syllabus is a descriptive outline that summarizes the topics to be covered in an educational or training course.  A curriculum is a collection of courses required to earn a degree at a university, college, or junior college/community college.

      Universities and colleges require a syllabus for all courses. When the institution prepares for an accreditation review, course syllabuses are reviewed and revised. The following is a discussion of why a detailed syllabus is beneficial to students and instructors.

      Group ice skating classes and team activities such as Synchronized Skating, Showcase ensembles, and Theater on Ice Teams should have a prepared syllabus and Goals and Objectives that are given to skater at the beginning of the skating season or group classes. Coaches should develop Lesson Plans for all of the activities their are involved in to allow another qualified individual to fill in for them in case of an illness, personal emergency or personal time off.

      There are two site specific ways to communicate course materials:

  • Brick and Mortar.
  • Distance Learning.
      Classes can be delivered by two principle methods:
  • Linear- predefined by instructor
  • Knowledge Index self directed choices by interest/importance to learner,
Benefits of Writing a Syllabus:
  • A Syllabus is a Contract with students - It allows the instructor to spell out course expectations and assignments for the entire series of classes, semester, or term. A syllabus helps to reduce the opportunities for ambiguities compared to a spoken presentation at the first class.
  • Central Reference for Students - A syllabus provides one source that contains detailed assignments, readings, and schedules for the entire course. Ideally this should be posted online.
  • Effective Planning Document - A detailed syllabus states course goals and methods that  instructors use to plan the course content - class by class. A poorly written syllabus can affect student attitude, performance, and attendance.
  • Repository for Other Courses - A strong syllabus can be used as a starting point to plan more advanced courses and related topics.  Such a syllabus can  the basis of being a prerequisite course for other offerings.

General Tips in Writing a Syllabus:

  • Be specific - Specify specific details about upcoming assignments, readings, grading policies, attendance, course goals and other information and expectations. The instructor or presenter may provide additional details later, but the syllabus allows the student to prepare for the start of the first class. In addition, students may lookup the materials that were covered when it is impossible to attend a class.
  • Maintain a Friendly Tone - A syllabus should clearly lay out policy in a friendly tone that makes students more comfortable prior to starting the first class.
  • Present the syllabus to students in advance of the first day of class - Post the syllabus online. Provide an e-mail address if a student/parents should wish to discuss the syllabus. Even though your policies are carefully stated, they may need clarification, and students appreciate your openness in discussing the rationale behind them. In some cases their questions may lead to a beneficial exchange about course goals and philosophies.
  • Announce Changes by E-Mail - If for some reason, a date or other item in the syllabus must be changed, you should send a general e-mail message to your students so that they have a "written" record, as well as announcing it in class. Some instructor develop a web page exclusively for the course that they use as an official site and update frequently. The materials covered in each class are posted for the semester.  Prepared notes can be posted after each class session.
      A syllabus should answer questions about the course such as "Information about teacher, What is the course about, What does the student need to know, and What does the teacher expect the student to bring to class?".

Typical Course Syllabus Outline:
  • Course Title
  • Prerequisite:
    • Courses
    • Skills
    • Knowledge
  • Instructor
    • Full Name
    • Credentials
    • On-line web site
    • Office Phone, Email, Office Fax
    • Home Phone (optional)

  • Course Goals and Objectives
  • Course Philosophy
  • Grading Policy
    • Grading Scale - Define Minimum, Good, Very Good, Excellent
    • Method of Determining an Overall Course Performance
    • How are Assignments Graded?
    • Grading Criteria For Each Assignment
    • Late/Missed/Incomplete Assignments Policy
    • Exam Policy
    • Extra Credit?
    • Attendance Policy
    • Participation Policy

  • On and Off-Ice Classes 
    • Days, Times 
    • Location
      • Days, Times
      • Safety and Health Issues

  • Required and supplemental - Texts, Readings, Materials, Online Sites
    • Titles
    • Authors
    • Edition
    • URLs

  • Skating and Off-Ice Related Equipment
Recommended Reading:

Instructional Design:

Training Principles:

Principles of Sports Training:

Developing Course Materials:

Developing Training Plans

What are the goals and objectives?

What will is the subject content (message)?

What teaching methods and technology (media) will be used?

How will learners be assessed?

How will a course or lesson's instructional design be evaluated and improved?


Team Sports Syllabus  The purpose of this course is to provide learning experiences that will lead to the development of basic skills in team sports.

Soc. of Sport Syllabus Longest - UNC  The organization of the sports we play and the sports we love is a reflection of the ... What role does sport play in the creation of adolescent culture?

Syllabus   This course examines sports using the sociological perspective. The course will focus upon important, enduring issues within the sociology of sport.

Sports Officiating Syllabus   Sports Officiating is a three hour credit Health & Human Performance course meeting once a week. This course will provide the student with the knowledge and ...

First Aid Sample Syllabus   A consideration of first aid practices to the injured; designed to lead to Red Cross certification in first aid.

Weight Training Sample Syllabus

Ice Skating I Sample Syllabus   Fundamentals of balance, movement, and safety on the ice; forward, backward, and stopping. Guidance in choice, use and care of equipment. 2 lab hours arr. Open only to beginners. This course is graded.

Ice Skating II Sample Syllabus   Elementary skating with emphasis on correct technique for basic skills. 2 lab hours arr. Perquisites: 162.01 or ability to skate forward, backward, and stop with no balance problems.

Ice Skating III Sample Syllabus  Power skating: designed for persons having had more than 30 hours on ice and who can execute the basic strokes (including back crossovers) with correct techniques. 4 lab hours. Prerequisite: 162.02 or 162.04 or equiv. skill level.

Sample Syllabus 163.01    Lectures: survey of figure skating includes history, types of competition, judging, recreational, and show skating. Lab: introduction to free skating, compulsory figures, and dance skating.  1 cl, 3 lab hours. Prerequisite: 162.03 or permission of instructor.

Sample Syllabus 163.02  Intermediate and advanced freestyle; intermediate: all single jumps, basic spins, and advanced footwork; advanced: jump combinations, spin combinations, and double jumps.
3 lab hours arr. Perquisite: 163.01 or permission of instructor.

164.01 Ice Hockey I Sample Syllabus  Introductory skills and techniques of ice hockey Prerequisites: 162.02 or equiv. Open only to beginners.

164.03 Ice Hockey II Sample Syllabus  Intermediate to advanced play. Perquisite: 164.01 or previous playing experience.

Instructional Design Models and Components   Several models of instructional design exist. One of the most famous is Dick and Carey's Model for designing instruction.

Instructional Design Models - University of Windsor   Models for instructional design provide procedural frameworks for the ... how combinations of instructional strategy components should be integrated to produce a course of instruction.

There are five eLearning Components that are essential for all successful online courses. Understanding these components will help you design and develop a course that meets computer based training objectives.

Dick and Carey's Instructional Design Model

Kemp's Model Instructional Design Model

The following internet links have been gleaned from personal communications
combined with information from public institutions and athletic organizations/
associations that have a web presence with information concerning team and
individual sports programs:

Instructional Design
PDF  Writing Objectives Instructional Design Models
Instructional Design Components
Student Learning Outcomes (SLOs)
Evaluating Learning Outcomes

All materials are copy protected. 
The limited use of the materials for education purposes is allowed providing
credit is given for the source of the materials.

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