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How redesigning your syllabus can transform your teaching, your
classroom, and the way your students learn Generations of teachers
have built their classes around the course syllabus, a
semester-long contract that spells out what each class meeting will
focus on (readings, problem sets, case studies, experiments), and
what the student has to turn in by a given date. But what does that
way of thinking about the syllabus leave out-about our teaching
and, more importantly, about our students' learning? In Syllabus,
William Germano and Kit Nicholls take a fresh look at this
essential but almost invisible bureaucratic document and use it as
a starting point for rethinking what students-and teachers-do. What
if a teacher built a semester's worth of teaching and learning
backward-starting from what students need to learn to do by the end
of the term, and only then selecting and arranging the material
students need to study? Thinking through the lived moments of
classroom engagement-what the authors call "coursetime"-becomes a
way of striking a balance between improv and order. With fresh
insights and concrete suggestions, Syllabus shifts the focus away
from the teacher to the work and growth of students, moving the
classroom closer to the genuinely collaborative learning community
we all want to create.
How redesigning your syllabus can transform your teaching, your
classroom, and the way your students learn Generations of teachers
have built their classes around the course syllabus, a
semester-long contract that spells out what each class meeting will
focus on (readings, problem sets, case studies, experiments), and
what the student has to turn in by a given date. But what does that
way of thinking about the syllabus leave out-about our teaching
and, more importantly, about our students' learning? In Syllabus,
William Germano and Kit Nicholls take a fresh look at this
essential but almost invisible bureaucratic document and use it as
a starting point for rethinking what students-and teachers-do. What
if a teacher built a semester's worth of teaching and learning
backward-starting from what students need to learn to do by the end
of the term, and only then selecting and arranging the material
students need to study? Thinking through the lived moments of
classroom engagement-what the authors call "coursetime"-becomes a
way of striking a balance between improv and order. With fresh
insights and concrete suggestions, Syllabus shifts the focus away
from the teacher to the work and growth of students, moving the
classroom closer to the genuinely collaborative learning community
we all want to create.
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