CALUMET COLLEGE OF SAINT JOSEPH

Education Program

Semester 2001-1 ED 342 Curriculum Development

Syllabus

Elaine T. Kisisel, Ph.D.

Professor in Education

Office: Room 513

Hours: By appointment

Telephone: (219) 473-4271

(312) 721-0202 x271

E-mail: ekisisel@ccsj.edu

COURSE DESCRIPTION: The teacher candidate will examine and compare five theoretical perspectives that have influenced curriculum development in the United States and other countries. These five perspectives will be used to analyze curricula and make informed choices when planning instruction, selecting instructional materials and assessing individual and group progress. Field experience required.

PRE-REQUISITES: ED 100, ED 200, ED 300, ED 311

PRINCIPAL OBJECTIVE: The teacher candidate will demonstrate his/her understanding and reflections about the following:

• The relationship between educational theory and practice;
• The major historical developments in educational thought and practices with respect to curriculum development;
• Current curriculum theories, issues and trends as they relate to curriculum design, development, implementation and evaluation;
• Public and private educational curricula;
• Identification of learning needs, development of learning objectives based on identified needs, and development/assessment/revision of unit/lesson plans addressing identified learner needs.

RELATED INTASC PRINCIPLES:

#1: The teacher understands the central concepts, tools of inquiry and the structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

#2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

#3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

#4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

#5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

#6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

#7: The teacher plans instruction based upon knowledge of subject matter, the community and curriculum goals.

#8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

#9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others…and who actively seeks out opportunities to grow professionally.

#10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.

TEXTBOOK: Posner, George J. (1995) Analyzing the Curriculum. (2^nd Edition) New York: McGraw Hill.

ADDITIONAL BOOKS:

Zemelman, Steven. (1998) Best Practice. Portsmouth, NH: Heineman.

ATTENDANCE: Attendance is mandatory. Student missing more than two classes may not pass the course.

GRADES: Grades will be determined as follows: Assignments 75%

Discussion 10%

Final Exam 15%

ASSIGNMENTS: These assignments are due as scheduled. There will be no substitutions.

Assignment #1: Standards

Due date: September 20, 2001

Assignment #2: Theories

Due date: September 27, 2001

Assignment #3: Observation/Curriculum Development

Due date: October 11, 2001

Assignment #4: Learning Objectives

Due date: October 25, 2001

Assignment #5: Best Practice

Due date: November 8, 2001

Assignment #6: Assessment

Due date: November 29, 2001

Assignment #7: Unit Plan Presentation

Due date: December 6, 2001

CLASSES AND TEXTBOOK READINGS:

September 20, 2001

Topic: Curriculum Concepts/ Purposes & Situating the Curriculum

Text: Chapters 1 & 2

September 27, 2001

Topic: Theoretical Perspectives on Curriculum

Text: Chapter 3

October 4, 2001

Topics: Curriculum Purpose and Content

Text: Chapters 4 & 5

October 11, 2001

Topic: Curriculum Purpose and Content (con’t.)

Text: Chapters 4 & 5

October 18, 2001

Topic: Curriculum Organization

Text: Chapters 6 & 7

October 25, 2001

Topic: Curriculum Organization (con’t.)

Text: Chapters 6 & 7

November 1, 2001

Topic: Frame Factors

Text: Chapter 8

November 8, 2001

Topic: Curriculum Implementation

Text: Chapter 9

November 15, 2001

Topic: Assessment of Curriculum

Text: Chapters 10 and 11

November 29, 2001

Topic: Assessment of Curriculum (con’t.)

December 5, 2001

Topic: Presentations

December 12, 2001

Topic: Final Examination