CALUMET COLLEGE OF SAINT JOSEPH

Education Program

Semester Fall 2002

ED 342 Curriculum Development

Syllabus

Bruce Wisowaty

Instructor in Education

Office: Room 510

Hours: M,T,W 9:00 a.m. – 1:00p.m.

Telephone: (219) 473-4264

E-mail: bwisowaty@ccsj.edu

COURSE DESCRIPTION: The teacher candidate will examine and compare theoretical perspectives that have influenced curriculum development in the United States and other countries. These 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. More than 2 absences will result in lowering of final grade by one letter grade.

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

Assignment #1: Case Study THE CASE OF THE UNREALISTIC EXPECTATIONS 15 pts. Due Sept. 24

Assignment #2 Case Study THE CASE OF THE CONTENT IGNORANCE 10 pts. Due Oct. 15

Assignment #3 INTERVIEW/OBSERVATION (curriculum director, curriculum meeting, teacher) 30 pts. Due Nov. 12

Assignment #4 Case Study THE CASE OF THE COGNITIVE SOUP 20 pts. Due Nov. 12

Assignment #5 Case Study THE CASE OF THE UNSUCCESSFUL INTEGRATION 20 pts. Due Nov. 26

Assignment#6 Lesson Plan Presentations 40 pts. Due Dec. 3

Assignment #7 Class Final 50 pts. Dec. 10

GRADING SCALE

A 207-230 pts.

B 198- 206 pts.

C 180 – 197 pts.

D 160 – 179 pts.

F 0 – 159 pts.

TOPICAL OUTL INE

September 3 Introduction

September 10 Chapter 1 Concepts of Curriculum

September 17 Chapter 2 Situating the Curriculum

September 24 Best Practices in Reading

October 1 Chapter 3 Theoretical Perspectives in Curriculum

October 8 Best Practices in Math and Science

October 15 Chapter 4 Curriculum Purpose

October 22 Chapter 5 Curriculum Purpose

October 29 Best Practices in Writing, Visual Arts, Music, Dance

November 5 Chapters 6and 7 Curriculum Organization

November 12 Chapter 9 Curriculum Implementation

November 19 Best Practices in Social Studies and Classroom Structures

November 26 Instruction in the Middle School

December 3 Lesson Plan Presentations

December 10 Class Final