Sample Syllabus Sample Syllabus Template City
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CCC Adult Education Program ABE/GED• SAMPLE SYLLABUS• SAMPLE SYLLABUS TEMPLATE 1 City Colleges of Chicago ADULT EDUCATION PROGRAM Your Course Number and Title Here Course Syllabus TemplateCourse Title: Course Number: Section Number:Class Schedule:First Day of Class: Last Day of Class: Adult Educator InformationFirst Name: Last Name:Mailbox Location:Office:Office Phone:E-mail Address: MaterialsTextbook Information: CCC Core TextTechnology and Software:Supplies and Supplementary Materials: Classroom Polices and ProceduresGeneral Information: Information about the college, the program and/or the class 2 Course Description: Use CCC course description, which is available in your AE office
Attendance Policy: Programmatic attendance policy (ICCB rules) as well as any additional Adult Educator preferencesHomework Policy:Grading System: Requirements to pass the courseCourse Calendar: Course Student Learning Outcomes and Objective StrandsStudent Learning Outcomes: From CCC AE CurriculumCourse Strands: Description of curriculum strands and samples of curriculum objectives Topical Outline/Course CalendarWeek-by-Week Schedule:Week 1 As you type, spaces will expand
Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9 Delete or ignore weeks 9-16 if an 8-week course
Week 10Week 11Week 12Week 13Week 14Week 15Week 16 3 Methods of Evaluation Projects Group Participation and/or Activity Objective Test Essay Oral Report Comprehensive Mid-term and/or Final Exam Research Paper Portfolio Pre- and Post- TestAdditional Information: Methods of AssessmentClassroom Assessment Techniques (CATs) Muddiest Point Minute Paper One Sentence Summary Defining Features Matrix Prior Knowledge Survey Student-Generated Test Questions Memory Matrix Application Cards Chain Notes Other(s) ______________________, ______________________, ______________________Additional Information: 4 Methods of InstructionActive Learning Strategies Think-Pair-Share Drill Review Pairs Structured Academic Controversies Guided Reciprocal Peer Questioning Send-a-problem Structured Problem Solving Think Aloud Other (s):Project-Based LearningProjects:ContextualizationContextualized Learning Activities: College Resources(AEs can add information related to available college resources for adult education students) 5 City Colleges of Chicago ADULT EDUCATION PROGRAM Visit us online at http://www.ccc.edu/ Beginning ABE (2.0 – 3.9) – Math Course SyllabusInstructor: Sharon Bryant [email protected] (312) 553-3309Course Title: Beginning ABE Math Course Number: 0123 Section Number: 001Term: Fall 2009 (August 31, 2009 – December 19, 2009)Class Schedule: Tuesday, Wednesday & Thursday 9 am – 12 pmLab: Tuesday & Thursday 12:05 pm – 1:05 pmCourse Description: This 8-week Adult Basic Education Math course is designed to reinforce addition, subtraction, and estimation competencies, simple decimals and fractionsare also introduced during the course. Mathematical lessons reflect real-life situations and usage in which sound knowledge of vocabulary, critical thinking, and mathematicalconcepts are needed. Pre-requisites: Successful completion of Beginning Literacy Math or TABE score of 2.0 or higher
Course Objectives:1. Recognize even (e.g. 0, 2, 4, 6, and 8 etc) and odd (e.g. 1, 3, 5, 7, and 9, etc) number endings
2. Know that the position of a digit signifies its value (ones, tens, hundreds, etc), including the use of zero
3. Associate whole numbers to their respective spoken names, written, and numerals
4. Memorize timetables 6 – 12
5. Add or subtract 2 through 4-digit numbers with or without regrouping numbers, apply rules if necessary
6. Multiply and divide 2 and 3 digit numbers
7. Identify dimensional shapes (e.g. a square, circle, rectangle, and a triangle) and use in simple word problems
8. Define: metrics and solve basic metric conversion problems
9. Solve two-step word problems applying appropriate operations (addition, subtraction, multiplication and or division)
10. Distinguish how mode, mean, and median are used in simple word problems
11. Define: fractions and distinguish proper fractions, improper fractions and mixed fractions
12. Divide the whole into parts (e.g. dividing a pizza into equal parts)
13. Define: decimals and compare decimals according to size (e.g. difference between .07 & .7)
14. Identify place values to the right and left of the decimal point
15. Illustrate and demonstrate the connection between decimals and money
Student Learning Outcomes: Apply understanding of ways numbers are represented and used in the real world (Use fractions ½ or ¼, classify as even or odd)
Perform the four basic mathematical operations using whole numbers up to three digits (add, subtract, multiplication and division)
Use beginning estimation knowledge and units of measurement skills to solve mathematical problems
Apply mathematical vocabulary and concepts to solve specific word problems
6 Student Expectations:1. Students are encouraged to attend every class with the desire to gain, grow, and develop the necessary concepts, skills and understanding needed to successfully pass the GED tests
2. Students are expected to be in class on time ready to work and participate in activities and provide input
3. Students are expected to complete all assignments and homework
4. The Adult Education Department follows CCC & ICCB rules regarding attendance. Students who are absent for six consecutive days will be dropped from the class immediately
Evaluation Methods:1. Skills Inventory Pre- & Post tests2. Quizzes3. *Mid-term exam4. Final exam (TABE or Skills)* Makeup quizzes and Mid-term exam must be taken prior to the next class meeting
Textbook Information: Contemporary’s Number Power 1 & 2, Achieving TABE Success Math, Math Notebook/journal, (Casio FX—260 Solar Calculator is recommended, notrequired)
Web based resources:http://www.ntlf.com/htm/lib/bib/91-9ig.htmhttp://icarus.ubetc.buffalo.edu/etc/tlr/whatis.htmlhttp://www.wcer.wisc.edu/archive/cl1/cl/doingcl/sndprob.htmhttp://slincs.coe.utk.edu/gtelab/learning_activities/34chec.htmlhttp://slincs.coe.utk.edu/gtelab/learning_activities/74bowk.htmlSupplies and Supplementary Materials: Handouts, TV/VCR, computer lab, and other math manipulatives, as needed
7 Topical Outline/Course Calendar (Week-by-Week Schedule)Math Tutoring in the Math Computer Lab meets directly after class
Week 1 Introduction to course content, overview of Syllabus, and Course expectations Skills Inventory Pre-test Video tape “Passing the GED Math Tests” How to Make Sense of Numbers What is the purpose of the Progress Chart & Math JournalWeek 2 Mad Math Drills (Tables 1-5) Review of Skills Inventory Pre-test & Number sense Introduction: Addition & Subtraction Properties Journal: In your journal, describe what images come to mind when you think about jobs involving math Share journal with class Cooperative Group Activity – Identify and match math propertiesWeek 3 Mad Math Drill (Tables 6-7) Review of Addition & Subtraction Properties Mental math Addition & Subtraction problems Introduce/Review Mode, Mean & Median Journal: In your journal, describe how you might teach someone to add or subtract Share Journal with class Review strategies for Quiz One (Number Sense, Mode, Median, and Mean, Addition & Subtraction) Quiz one & review results from quiz one Introduction: Understanding Multiplication Video tape “Understanding Multiplication” * Makeup quizzes and Mid-term exam must be taken prior to the next class meeting
Week 4 Mad Math Drills (Tables 6-9) Mental Math (Cooperative Group Activity) Mental Math Challenge (multiplication) Journal: In your journal, complete sentences: Share journal with class Review strategies for mid-term exam (Number Sense, mode, median and mean, addition, subtraction & multiplication) Mid-term exam, review mid-term results and distribute mid-point progress charts Introduction: Understanding Division & Video “ Understanding Division” * Makeup quizzes and Mid-term exam must be taken prior to the next class meeting
Week 5 Mad Math Drills (Tables 6-11) Review of Division strategies and Order of Operations Mental math (Simple-one step word problems) Journal: In your journal, describe how you used math this week outside of class Review strategies for quiz two (Number Sense, addition, subtraction, multiplication, division, mode, median and mean) Introduce dimensional shapes & basic metric conversions 8 Week 6 Quiz two & review results from quiz two Journal: In your journal, create a short word problem that a student could solve Cooperative Group Activity –create 4-6 short simple word problems; problems should incorporate dimensional shapes, * Makeup quizzes and Mid-term exam must be taken prior to the next class meeting basic metric conversions, the four operations, mode, median and the mean Mental math: Simple-one and two-step word problems. These problems will incorporate dimensional shapes, basic metric conversions, the four operations, mode, median and the mean Introduction: Simple decimals and fractions and video tape “Simple Decimals and Fractions”Week 7 Mad Math Drills (Tables 6-12) Journal: In your journal, explain how you feel about math now as compared to the first week of class, share journal in class Cooperative Group Activity –create simple one & two-step word problems (see above & include simple decimals and fractions). Each group will submit 2 one-step word problems and 2 two-step word problems/w steps to compute and answers Review for quiz – Work-out word problems submitted by each group on the board Review strategies for final exam Review will focus on: Number sense, simple conversions, dimensional shapes, four operations, simple decimals & fractionsWeek 8 Final exam: Skills Inventory Post test – Tuesday only Review final exam during Individual student-progress conferences (Wednesday – Friday)Methods of Instruction:1. Discussions & Lectures: Contextualization & Active learning strategies are used throughout instruction. Strategies are designed to meet the adult learners’ needs based on ability levels
2. Cooperative learning groups, independent study, and technology are incorporated in assignments, depending on the student- learning activities assigned
College Resources: Each CCC provides a variety of services to assist students achieve their academic goal(s). Please visit the following depts.: Academic Resources, AdvisingResources, and Technology Services or visit the CCC website at www.ccc.edu
Students with disabilities who believe they may need accommodations are encouraged to contact the Dean of Adult Education or the College’s Special Needs Office at (312) 553-xxxx, as soon aspossible to determine eligibility
: This 8-week Adult Basic Education Math course is designed to reinforce addition, subtraction, and estimation competencies, simple decimals and fractions are also introduced during the …
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What is a syllabus template?
A syllabus template is a document which contains the elements, goals, and content of an entire course. Through it, the students find out about the type of learning and teaching they can expect from a class.
Should you include your credentials and qualifications in your syllabus?
While it may sound like you’re boasting, emphasizing your credentials and qualifications in a syllabus can be helpful for students who seek assurance. It’s also an opportunity for you to discuss your teaching philosophy, so students get an idea of your approach to teaching. Course Goals: We come to school for a reason—to learn.
How does the syllabus influence your teaching?
Policies & Values: This part of the syllabus can significantly influence your teaching methods, along with your relationship with each student. Some instructors like to establish a sense of inclusivity by welcoming students with diverse backgrounds, beliefs, and points of view.