Extra A

Read the article from Center for Teaching and Learning’s booklet “Designing a Course
Syllabus: A Learning-Centered Approach”
(http://ndl.ethernet.edu.et/bitstream/123456789/79488/16/designing-a-course-syllabus%20%
28for%20syllabus%29.pdf) for tips for a learner-centered syllabus development.
A. Answer the following questions:

● What does the tone of a syllabus depend on?

- The tone of a syllabus is influenced by the initial interaction between the instructor and the
students. It sets the course's atmosphere. The syllabus can be written in the first person for a
more casual tone or in the third person for a more formal tone, depending on the desired tone
of the course.

● Should a syllabus contain answers to the most typical students’ questions about the
course? Why?

- Yes, a syllabus should ideally provide answers to the most common questions students have
about the course. This is because it can quickly address these queries and establish clear
expectations. Questions like the relevance of the course to the general education program or
its practical benefits can be addressed in the syllabus.

● What is better: a detailed syllabus or a brief one? Explain your point of view.

I- A detailed syllabus is generally more beneficial. It can serve as a comprehensive learning

tool for students and can alleviate their initial anxieties about the course. By including
detailed descriptions of assignments and the criteria for evaluating quality in student work, it
can save time throughout the course. However, it's crucial to focus on the most important
knowledge, skills, and values, and categorize the content accordingly.

● Why is it important to keep a syllabus flexible?

- Flexibility in a syllabus is crucial because the pace and direction of classes can vary. To
accommodate changes, instructors can either issue a new syllabus midway through the
semester or include a disclaimer in the syllabus to account for potential changes.