Syllabus Jurisprudence in the Algerian EFL Classroom
While the concept of the syllabus has long ago developed to include mainly the course description, the instructor’s contact information, the course objectives, approach, and methodology, the required or recommended materials and readings, the course outline, the grading system, and the course policy, Algerian teachers are still stuck at the raw etymological definition of the syllabus as derived from Greek “syllibos,” meaning the course outline. To remedy for the pedagogical sin of depriving students from an invaluable pedagogical document, this article outlines steps to crafting effective course syllabi with a sample syllabus and practical recommendations for the benefit of faculty.
Designing a Great Syllabus
At the very least, the syllabus sends a symbolic message to the students regarding your personality as a teacher and the amount of investment you have made in the course (McKeachie 1986). First impressions are so important that it would be foolhardy to ignore the opportunity to make that impression fa vorable. Because the syllabus is a trans parent statement of the preliminary work you put into the course, it is a manageable, profound first impression. The word syllabus originates from the Greek word syllibos and is defined by Webster as "an outline of a course of
Perceptual style and ball skill acquisition.
Abstract The purpose of this study was to determine the relationship between perceptual style (field dependence-independence) as measured by the portable rod and frame test and the learning of a ball catching task for three viewing time treatments. Two groups of subjects (N = 45) who satisfied the criteria for field dependence-independence were subdivided and randomly assigned to one of the three viewing time treatments. There were 15 subjects from each of the perceptual style classifications in each of the 150, 250, and 350 millisecond viewing time treatments. The hypothesis of a relationship between perceptual style and learning on the ball catching task was upheld for two of the viewing time treatments (150 and 250 milliseconds). The field independent subjects demonstrated a significantly greater rate and amount of learning than the field dependent subjects for these viewing time treatments. Both field dependent and field independent subjects demonstrated statistically significant improvements in learn...