{"id":8911,"date":"2012-01-31t08:00:38","date_gmt":"2012-01-31t14:00:38","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=8911"},"modified":"2012-02-07t09:02:30","modified_gmt":"2012-02-07t15:02:30","slug":"gradstep-recap-syllabus-construction","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2012\/01\/gradstep-recap-syllabus-construction\/","title":{"rendered":"gradstep recap: syllabus construction"},"content":{"rendered":"
this blog post is written by dan morrison, a cft graduate teaching fellow. dan led the course & syllabus design session at gradstep on january 21, 2012.\u00a0you can download the\u00a0powerpoint<\/a> andhandouts<\/a> from this session.<\/strong><\/em><\/p>\n <\/strong><\/p>\n <\/a>after reviewing the basics of course design<\/a> in the first half of my gradstep session, i led the group in a process of structuring a course on paper. the major steps are:<\/p>\n to help you think about teaching and learning activities, you may employ the \u201ccastle top\u201d diagram. this diagram provides you spaces to think about what should happen in class, and what can be done outside that setting. remember to add variety to the types of learning activities throughout each segment of the course. activities and work should gain complexity throughout the course.<\/p>\nsyllabus design: blueprints for learning instead of contracts<\/strong><\/h4>\n
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