Name : Desfindah Ranita R

Nim : 11414206169

Class : PBI 5G

What is a Syllabus?

Functionally, a syllabus is a contract between the Department

for which you act as proxyand your students. The Department
makes decisions about how to best educate students in its
discipline and subdisciplines. A curriculum is designed by the
Department and qualified instructors (thats you) are hired to
teach that curriculum using their best judgment about the
specific content to be included in individual courses and best
pedagogical approaches for each course. Each course syllabus
constitutes an agreement between the instructor and her
students as to course content, requirements, course policies
including grading, and the course calendar. Each instructor
enjoys academic freedom with regard to the design of the
courses they teach. Attending academic freedom are certain
rights as well as responsibilities. You have the right to design and
teach courses as you see fit and the responsibility to design and
teach those courses according to their titles and catalog
descriptions as well as the most current knowledge and best
pedagogical practices associated with your field or discipline. To
the best of your ability, you should design your courses in ways
that are responsive to your students abilities, prior knowledge,
and preparation.

There is plenty of room for variability between syllabi designed

by different instructors within multiple sections of the same
course as well as across different courses. There are, however,
common elements that each syllabus really should include in
some form, as well as some policy information that the University
requires its instructors to include.

Syllabus Elements
1. General course information that tells students what the course
is about, why the course is important, and, generally, what they
can expect from the course. This section will include:

Course title, instruction name, contact information, office

hours
Course description
Course learning outcomes or objectives

2. Specific course information that tells students exactly what will

be required of them throughout the course, when in the term
they will be required to do what, and how their work in the
course will be evaluated. This section will include:

Required and recommended texts

Required assignments and assignment descriptions
Required examinations
Grading overview and criteria
Course calendar

3. Course and university policy information that tells students

any rules by which they must abide and provides information
about support systems on campus. This section will include:

Course policies on cell phone and laptop usage in class

Course policies on tardiness, as well as on participation and
absences if those are not part of the grading system for the
course
Information about tutorial support for students (e.g. the
University Writing Centre about which information may be
found here: https://uwaterloo.ca/writing-centre/)
University policies on academic integrity, appeals, and on
support for students with disabilities

Designing a Syllabus

1. Look for models. The Department archives past syllabi and you
may access these by Look at how previous instructors have
described their version of the course you will be teaching, the
texts they have assigned, and the writing assignments they have
designed. Examine how they have organized grading. Not every
choice a previous instructor has made will be right for you, but
looking at how others have approached teaching a course as well
as differences between approaches will help you gain clarity
about what you want to do and why.

2. Every syllabus must be accessible to all students. A good

guide to designing and creating accessible text may be found
here: http://webaccess.msu.edu/accessible-courses/text.html

3. Draft a course description that reflects the course you are

designing. You may choose to come back to this and revise after
you have done more work on your syllabus, but get your first
ideas out on paper before you proceed further. Aim for accessible
language for your students. Remember you are describing the
course you will teach and not concepts with which they are
already familiar or texts they have already read. When you have
written a draft, ask a friend or family member to read it and say
back to you what they think the course is about. Ask them if
there are places where they feel confused or if they find terms or
jargon they dont understand. You may also send a draft to xxx
for review and feedback.

4. Think about what you want students to have learned by the

end of the term and write learning outcomes for your course.
These should be active, concise, and clear. Here is a website with
helpful information for crafting effective learning outcomes:
http://www.teaching.utoronto.ca/topics/coursedesign/learningout
comes/characteristics.htm

5. Once you have learning outcomes for your course that seem to
you to be responsible and accomplishable, you may use them to
guide you as you choose texts, prepare lesson plans, design
formative assignments for learning as well as forms of
evaluation. Plan to test or evaluate students on material you
have taught to them (not material with which you assume they
are or should be familiar).

6. Design assignments that you believe will best help students

achieve the learning outcomes for the course as a whole.
Develop learning goals for each assignment so that each
assignment builds toward the course learning outcomes. In an
ideal world, should anyone ask you why you are asking students
to read, or write, or discuss, or do anything in your course and at
the time you ask, you would have an answer immediately at
hand and that answer would pertain to the learning outcomes for
the course as a whole. You might think of this practice as
scaffolded learning. Similarly, you can scaffold assignments by
designing each in a sequence such that each new assignment
builds on learning required and supported by the previous
assignments.

7. Consider how you will evaluate students work on each

assignment and what value you will assign to each piece of work
students complete. Some basic principles for grading include:

The greater the weight attached to any single assignment,

generally speaking, the more time and attention students
will pay to its successful completion. If you assign too much
weight to any one assignment or examination, however,
students may well experience high degrees of stress or
perceive your grading scheme to be unfair.
Design assignments that require smaller and greater
amounts of labour and, accordingly, have smaller weights,
medium weights, as well as one or, at most, two that are
more highly weighted. These varying weights work well
with scaffolded assignments. For example, you might
assign a short written response to a scholarly essay, then a
written summary of that essay, then an annotated
bibliography entry while, in class, you discuss the essay
itself, the practice of annotation, of citation, and principles
for writing from research or the production of scholarly
writing.
Writing assignments are some of the most powerful
opportunities for learning that students will encounter.
Recognize the value of writing to the quality and depth of
learning and avoid using writing assignments merely for
the purposes of evaluation. Design writing assignments so
that students have opportunities to draft, receive feedback,
and revise their work prior to grading. Remember to grade
student writing using your course learning objectives as
your guide.

8. Develop a course calendar. You may want to build in some

flexibility so that you have not programmed every class period in
 advance. Generally speaking, you will want to avoid changing up
the calendar once you have distributed the syllabus. If you much
change your course calendar, you should never move up due
dates or examination dates. Similarly, you should not add
significant assignments to the course calendar. You may assign a
short writing, for example, in order for students to prepare for an
upcoming class discussion or activity, but nothing should be
added to your syllabus after the start of term that carries
significant grading weight.

9. Be sure to include all University-required policy language in

your syllabus. You may find that information here:
https://uwaterloo.ca/secretariatgeneral-counsel/committees-and-
councils/senate-undergraduatecouncil/course-outline-
requirements

10. Reread and revise your syllabus draft to ensure that you have
represented as fully and fairly as possible what the course is
about; what students will be expected to have learned and
accomplished by the course completion date; what students will
be asked to read, write, and do for the course during the term
and by what dates, how students will be graded, any policies or
rules by which students must abide in order to succeed in the
course, and support systems available for students as they
proceed through the course.

STANDARD COURSE OF STUDY

North Carolina's Standard Course of Study defines the appropriate content standards for each
grade level and each high school course to provide a uniform set of learning standards for every
public school in North Carolina. These standards define what students know and should be able to
do.

create a standard course

You can create a standard course by:

Creating a new preloaded course.

Copying an existing standard or member course.

 Converting an existing coordinator or member course to a standard
course.

When you have created your standard course, it appears with the
preloaded icon in front of its name on the Create/Manage
Coursespage, indicating that it is a preloaded course.

Create a new preloaded course

Copy an existing standard course or member section

Convert an existing coordinator course or member section

Competency: the proven ability to use knowledge, skills and personal, social
and/ or methodological abilities, in work or study situations and in
professional and personal development.
Standard Competence / Standar Kompetensi (SK) are an industry-
determined specification of performance that sets out the skills, knowledge
and attitudes required to operate effectively in employment. It is the aim of
learning process in general. For example: in this semester you want to teach
your student COREL DRAW as the design graphic software. What are your
expectations from the student after they studied this program? The
expectation is the students can use this COREL program. So, its Standard
Competence is Use the design graphic software program.

What is lesson plan?

A lesson plan is a teacher's plan for teaching a lesson. It can exist

in the teacher's mind, on the back of an envelope, or on one or
more beautifully formatted sheets of A4 paper. Its purpose is to
outline the "programme" for a single lesson. That's why it's called a
lesson plan. It helps the teacher in both planning and executing the
lesson. And it helps the students, unbeknownst to them, by
ensuring that they receive an actual lesson with a beginning, a
middle and an end, that aims to help them learn some specific thing
that they didn't know at the beginning of the lesson (or practise and
make progress in that specific thing).
To summarize, and in very basic terms: a lesson plan is the
teacher's guide for running a particular lesson, and it includes the
goal (what the students are supposed to learn), how the goal will
be reached (the method, procedure) and a way of measuring how
well the goal was reached (test, worksheet, homework etc).

What are the components of a lesson plan?

Components of lesson plans

Lesson plans must include these components:

1. Information about the learners.

2. Objectives:
Lesson plans must involve a unifying theme, an
overall general purpose to accomplish by the end of
the lesson period. They must include clear statements
of what learners will be able to do by the end of the
lesson. For example:
o Enable learners to
o or by the end of the lesson students will be
able to
Procedure
o Logical sequencing
o Who does what?
o How much time?
o How to do?
o What to do?
Aids
Realia, data show, audio-visual aid
Anticipated difficulties and reserve tasks
o What might go wrong?
o How to deal with it?
Follow up and assignment.
o Prepare a follow-up that help students
personalise their new knowledge.
o Assign a homework whenever possible to keep
learners busy at home.
o Include an evaluation to get feedback at the
end of each unit.
How to Write a Lesson Plan

A lesson plan is a written description to teach academic content. A

lesson plan helps teachers organize their objectives and methodologies
A lesson plan determines the purpose, aim, and rational of your class
time activity. It also provides focus for the lesson you are presenting. A
lesson plan is a fairly detailed plan of instruction. It helps you think
through the best way to present the information to the students. You
will need to develop clear and specific objectives. The following
important components must be included in all lesson plans:

Preplanning

It is important to know the subject matter you will be teaching.

List the important facts, key concepts, skills, or vocabulary terms
that you intend to cover.
Indicate what you intend to teach.
Identify the aims or outcomes you want the students to achieve.
Have a clear idea of what you want the students to learn.

The objective must contain a behavior, the content, the

condition, and the criterion, so that you can write, in detail, what
is learned and how well the students learn it.
The objective of a lesson is that the students demonstrate a
specific skill. e.g., how to add 2 +2.
Make sure you will be able to tell if the objective was met.
Must include broad and narrow objectives. The broad objective is
the overall goal of the lesson plan. The narrow or specific
objective would be what it teaches the students to accomplish,
e.g., teach the students to add.
Indicate what is to be learned.
Objectives demonstrate how well the students have learned or
understood the lesson presented.
Objectives should also be directly measurable. Gather evidence
that the students did the task, e.g. quizzes or assignments.
 Write objectives that describe learning outcomes. List all the
equipment to be used by the student and the teacher.
Describe how the equipment will be used.

Lesson Setup

Decide on the signal for attention, e.g., Good Morning. Lets

get started or eyes on me
Explain the rules and procedures, .e.g. raising hands or not
talking at once.
The statement of behavior expectations should be written in
positive language.
Language must be age appropriate, specific, and clear.
Explain your expectations for learning at each transition of the
lesson, rather than stating them all at the beginning.
It shows the students how this lesson connects with yesterdays
lesson.

Lesson Opening

Review what has already been learned.

State the objective of the lesson.
Motivate and get students focused on the lesson.

Lesson Body

Provide a detailed, step-by-step description of everything you

will do.
Include a description of how you will introduce the lesson.
Tell the actual techniques you will use.
Plan frequent and varied opportunities for the students to be
involved.
Include specific things that the student will do during the lesson.
Check for student understanding.
Use multiple methods to check for student understanding.
Describe how can this material be presented to ensure each
student will have a good learning experience?

Extended Practice

Provide practice opportunities prior to evaluation.

Monitor this practice session and give the students feedback.
 Describe how to provide opportunities to practice during and
following the lesson.
Extended practice often takes two forms:

1. Homework

2. Follow-up practice at school.

Provide a great deal of additional practice in real-world

applications.
Make sure the student can use the lesson learned in various
settings.

Lesson Closing

Review the key points of the lesson.

Give students opportunities to draw conclusions from the lesson.
Describe when the students can use this new information.
Preview future lessons.
Have students describe their problem-solving process.
It should be a meaningful end to the lesson.
This is a time for students to show their work.
The closing can create a smooth transition from one lesson to
the next lesson.

Assessment/Evaluation

You must evaluate the objectives that were identified.

Provide students with the opportunity to practice the activity you
will be assessing them on.
Describe the ways you will provide opportunities for the students
to practice.
A clear description of the method that will help you accurately
determine whether or not the students have mastered the
lesson objective.

Remedial Education Program (REP)

The Remedial Education Program is an instructional program designed for

students in grades 6-12 who have identified deficiencies in reading,
writing, and math. This program provides individualized basic skills
instruction as mandated by Georgia Law in the areas of reading,
mathematics, and writing. All REP teachers must meet certification
requirements as defined by the Professional Standards Commission and
be fully qualified to teach reading, writing, or mathematics.

1. Pengertian Program Tahunan

Program adalah sederetan kegiatan yang akan dilakukan untuk

mencapai suatu tujuantertentu.[1]Dalam pengertian program tahunan
terdapat beberapa pendapat yang menjelaskan tentang pengertian
tersebut.Program tahunan adalah rencana penetapan alokasi waktu
satu tahun ajaran untuk mencapai tujuan(standar kompetensi dan
kompetensi dasar) yang telah ditetapkan. Penetapan alokasi waktu
diperlukanagar seluruh kompetensi dasar yang ada dalam kurikulum
seluruhnya dapat dicapai oleh siswa.[2] Program tahunan merupakan
program umum setiap mata pelajaran untuk setiap kelas,
yangdikembangkan oleh guru mata pelajaran yang bersangkutan.
Program ini perlu dipersiapkan dandikembangkan oleh guru sebelum
tahun ajaran, karena merupakan pedoman bagi
pengembangan program-program
berikutnya, seperti program semester, program mingguan,
dan program harian atau program pembelajaran setiap pokok bahasan,
yang dalam KBK dikenal modul.[3] Dalam program perencanaan
menetapkan alokasi waktu untuk setiap kompetensi dasar yang
harusdicapai, disusun dalam program tahunan. Dengan demikian,
penyusunan program tahunan padadasarnya adalah menetapkan
jumlah waktu yang tersedia untuk setiap kompetensi dasar .[4]

2. Pengertian Program Semester

Semester adalah satuan waktu yang digunakan untuk

penyelenggaraan program pendidikan.Kegiatan yang dilaksanakan
dalam semester itu ialah kegiatan tatap muka, praktikum, keraja
lapangan,mid semester, ujian semester dan berbagai kegiatan lainya
yang diberi penilaian keberhasilan.[5] Dalam program pendidikan
semester dipakai satuan waktu terkecil, yaitu satuan semester
 untukmenyatakan lamanya satu program pendidikan.Masing-masing
program semester sifatnya lengkap danmerupakan satu kebulatan dan
berdiri sendiri. Pada setiap akhir semester segenap bahan
kegiatan program semester yang disajikan harus sudah selesai dilaksa
nakan dan mahasiswa yang mengambil program tersebut sudah dapat
ditentukan lulus atau tidak.Program semester berisikan garis-garis
besar mengenai hal-hal yang hendak dilaksanakan dandicapai dalam
semester tersebut. Program semester ini merupakan penjabaran dari
program tahunan.[6]

. Langkah-Langkah Menyusun Program Tahunan Dan

Program Semester
Dalam penyusunan program tahunan ada beberapa langkah
yang perlu untuk di perhatikan
1. Langkah-langkah Penyusunan Program Tahunan[10]
a) Menelaah kalender pendidikan, dan ciri khas sekolah/madrasah
berdasarkan kebutuhan tingkat satuan pendidikan.
b) Menandai hari-hari libur, permulaan tahun pelajaran, minggu
efektif,belajar, waktu pembelajaran efektif (per minggu). Hari-
hari libur meliputi
a. Jeda tengah semester
b. Jeda antar semester
c. Libur akhir tahun pelajara
d. Hari libur keagaman
e. Hari libur umum termasuk hari-hari besar nasional
f. Hari libur khusus
c) Menghitung jumlah minggu efektif setiap bulan dan semester
dalam satu tahun dan memasukkan dalam format matrik yang
tersedia.
d) Medistribusikan olokasi waktu yang disediakan untuk suatu
mata pelajaran, pada setiap KD dan topik bahasannya pada
minggu efektif, sesuai ruang lingkup cakupan maeri, tingkat
kesulitan dan pentingnya materi tersebut, serta
mempertimbangkan waktu untuk ulangan serta review materi.
 2. Langkah-langkah Penyusunan Program Semester[11]
a) Memasukkan KD, topik dan sub topik bahasan dalam format
Program Semester
b) Menentukan jumlah jam pada setiap kolom minggu dan jumlah
tatap muka per minggu untuk mata pelajaran
c) Mengalokasikan waktu sesuai kebutuhan bahasan topik dan sub
topik pada kolom minggu dan bulan.
d) Membuat catatan atau keterangan untuk bagian-bagian yang
membutuhkan penjelasan