SYLLABUS FOR CURRICULUM DEVELOPMENT

1

 

 

Transition to Teaching; April 5, 11, and 20th  (2002- 2003)

Course Number: Education TE342—Curriculum Development

Instructor:    Kevin T. Zajdel, Ed.D.                     

Office:     tba

 

Instructor Background:    B.A. in English (St. Meinrad College);  M.S.Ed. in Secondary Education (Indiana University Northwest);  Graduate coursework in counseling and administration (Purdue University Calumet); Ed.D. in Instructional Leadership (National-Louis University).  Experience teaching middle school, high school, and higher education; administrative experience at the elementary, high school, college, and district levels.

 

Office Phone:    CCSJ Switchboard—219.473.7770  or  773.721.0202

Work Phone:   219.836.9151 x 322

E-mail:    KTZajdel@aol.com       (In the RE: section, indicate “ED 342 and YOUR NAME”)                   !!!!!

Office Hours:   Before class, during break/lunch, and after class; and by appointment

Course Time:   Saturdays, 8:00 am to 4:30 pm

Course Description:   This comprehensive course, including historical, sociological, philosophical, and psychological analyses of school curriculum as well as an examination of theories, trends, and methods of curriculum construction, prepares the teacher candidate to work with individual students and groups through the study of the teaching/learning process, evaluation of learning needs, lesson planning for both individuals and groups, and choice and use of instructional media.  Field experiences required.

Prerequisites:   ED 200 (Introduction to Teaching); ED 300 (Educational Psychology), and ED 311 (Foundations of Education).

Learning Outcomes/Competencies:   Teacher candidates will demonstrate reflection and understanding about the following:

 

Textbook (required):    Posner, G. J. (1995). Analyzing the curriculum (2nd Ed).  New York: McGraw Hill.

 

Learning Strategies:   Professional literature analysis, student discussions, small group activities, professional consultation (interviewing), professional observation (classroom), personal reflection. 

Major assignments include

1.   Reading assignments from the textbook, Blackboard materials, and class handouts are necessary for class discussion and participation; students should be prepared for the topics to be covered in class that day. 

2.   Students are required to participate in Blackboard activities each week. 

3.   Students will engage in the progressive lesson plan process following patterns established by the Education Program of Calumet College of St. Joseph.  These will be critiqued by peers and then revised as part of the process of developing curriculum documentation. 

4.   Students will observe a class in an elementary, middle school, or high school and document the objectives, instructional strategies, and assessment procedures used as well as the educational perspective or paradigm the teacher appears to be using.

5.   Students will interview a classroom teacher and a curriculum director (or administrator, if no curriculum director is available) regarding curriculum perspectives and/or paradigms, curriculum development approach, curriculum implementation, and curriculum assessment. 

6.   Students will reflect on their progress meeting the INTASC standards.

7.   Students will develop a “philosophy of education” based on class discussions, professional observations and interviews, and personal convictions (this will be part of the final exam). 

8.   An exit exam will cover the entire course.  (There is no make-up exam.).

9.  Class participation (students will take an active part in ongoing classroom activities, discussions, debates, and so on) will be linked to attendance.  Teacher candidates are expected to be present for the entire class sessions.  Class interaction is invaluable--and cannot be "made up" individually.

 

Assessment:   In order to demonstrate the relative importance of these requirements as they comprise a course grade, the following percentages are provided:

20%                Participation in Blackboard activities each week

20%                Development of various stages of lesson plan creation (curriculum, instruction, and assessment)

15%                Observation of classroom instruction, followed by reflection and documentation

15%                Professional consultation (interviews), reflection, and documentation

20%        Exit exam will include an objective item section and an essay section (completed outside of class)

10%        Class participation and attendance (for entire class periods)

 

Class Policy for Missed Quizzes and Late Assignments:   There are no make-up quizzes and no make-up exams; these are given once.  Assignments need to be completed as scheduled since one assignment builds on another.  Late assignments incur a grade reduction.  Please note the timetable for the deadline for late assignments.  In addition, scheduled presentations need to be made during the scheduled class to avoid disrupting the educational process for the entire class.

 

Format for Written Assignments:  The professional Education community has adopted the standards delineated in the Pub­li­ca­tion Manual of the American Psychological Asso­ciation, 4th edition (1994).  The professional standards described therein are those ex­pected in the professional education com­munity; as future pro­fes­sional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community.  [This is not a required text.  It is available, however, in the bookstore and in the reference section of the Specker Library (REF. BF/76.7/.P82/1994)].   In addition, staple papers together; do not use paper clips.

 

Statement of Plagiarism:   If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2002-2003)

 

Citation Guidelines:   Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e.,  APA).  All of these guidelines are available in the Calumet College of St. Joseph library or bookstore.  These texts outline how to cite references from a variety of sources, including electronic media.

 

Grading Scale:

A: 92-100               A-: 90-91                  B+:  88-89     B: 82-87         B-:  80-81    C+: 78-79

C: 72-77                 C-: 70-71                 D+:  68-69     D: 62-67         D-:  60-61    F:  59 & below

 

Class Policy on Attendance:   Teacher candidates are expected to be present and on time for all classes.  Class interaction is invaluable--and cannot be "made up" individually. 

 

Class Policy on Electronic Devices:  Cell phones, beepers, and pagers are considered a distraction from the educational process and are, therefore, discouraged.

 

Center for Academic Excellence:    Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

Withdrawal from Classes Policy:    After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed.

                An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

 

Course Outline, Dates, and Topics:

 

For Day One

1.   Teacher candidates should come to class with the following documents, all of which are on Blackboard

(website addresses are given should you have difficulty downloading or want more information).

a.   Syllabus

b.   INTASC Core Standards (www.ccsso.org/intascst.html)

c.   IPSB Preface (www.ai.org/psb/standards/preface.html)

d.   IPSB Developmental Standards (www.ai.org/psb/standards/teacherindex.html)

      Note:  Just acquire the set of developmental standards that apply to you from the following:

* Teachers of Early Childhood (www.ai.org/psb/standards/EarlyChildDevStds.html)

* Teacher of Middle Childhood (www.ai.org/psb/standards/MiddleChildDevStds.html)

* Early Adolescent Generalist

(www.ai.org/psb/standards/EarlyAdolGeneralistDevStds.html)

* Adolescence and Young Adulthood 

(www.ai.org/psb/standards/YoungAdultDevStds.html)

e.   Behavior Objective

f.    The Cognitive Domain

g.   Classroom Observation Form

h.   Sample Lesson Plan

i.    Lesson Plan Template

j.    Lesson Plan Template:  One Day

k.   Lesson Plan Evaluation

2.   Teacher candidates are responsible to acquire the Content Standards applicable to their future teaching

(and licensing). 

a.   Indiana Academic Standards on CD-ROM (called Curriculum Frameworks) for Kindergarten through Grade 5 for English/Language Arts, Mathematics, and Science are available from the Indiana Department of Education; these have arrived at CCSJ and will be distributed on April 5, 2003. 

b.   Indiana Academic Standards on CD-ROM (called Curriculum Frameworks) for Grade 6 through Grade 12 for English/Language Arts, Mathematics, and Science are available from the Indiana Department of Education; these have not yet arrived at CCSJ; teacher candidates should download them from this site--www.ai.org/psb/standards/teacherindex.html—and should have them for the first class day.  [You may also want to try this phone number--1.888.544.7837 --or web site—www.doe.state.in.us/standards.   A hard copy of Indiana Academic Standards, teacher edition, is preferable.]

3.   Teacher candidates should read the first three chapters (pages 1-67) of the primary text Analyzing the

Curriculum prior to Day One.  (Skip pages 25-9, and 40.)

4.   Topics/activities will include examination of syllabus and course requirements; overview of educational

paradigms, philosophies, theories, and perspectives; review of elements of educational planning (on the macro and micro level); consideration of INSTASC standards, Indiana Academic Standards, and Indiana Developmental Standards. 

 

For Day Two

1.   Teacher candidates should read chapters four through seven (pp. 69-177) of the primary text Analyzing

the Curriculum prior to Day Two.  (Skip pages 83-4, 86-9, 104-6, 113-6, and 157-159.)

2.   Lesson Plan Portfolio Assignment I is due.

3.   Documentation of classroom observation due.

4.   Blackboard assignments, if assigned, are due.

5.   Topics/activities will include examination of content-centered (quantitative) and student-centered

(qualitative) approaches to curriculum development, instructional planning, and assessment.

 

For Day Three

1.  Teacher candidates should read chapters eight, and ten through twelve (pp. 179-261) of the primary text

Analyzing the Curriculum prior for Day Three.  Skip chapter nine, pp. 200-220, and pages 247-8.)

2.   Lesson Plan Portfolio Assignment II is due.

3.   Documentation of professional interviews (including list of questions used) is due.

4.   Blackboard assignments, if assigned, are due.

5.   The objective section of the exit exam will be taken. (NOTE: There is no make-up final.)

6.   Topics/activities will include evaluation of curriculum; comparison and contrast of educational paradigms

and perspectives; consideration of an integrated approach for curriculum development applicable for today’s classrooms.

 

Bibliography and Resource Materials:

After, J. A., & Paulson, P. (1991). Composite portfolio work group summaries.  Portland, OR: Northwest Regional Educational Laboratory.

After, J. A., & Spandel, V. (1991). Using portfolios of student work in instruction and assessment.  Portland: OR: Northwest Regional Educational Laboratory.

Armstrong, T. (1994).  Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Bloom, B. S. (Ed.). (1956).  Taxonomy of educational objectives: Handbook I: Cognitive domain.  New York:

Longmans.

Bronfenbrenner, U. (1993).  Ecological systems theory. In R. H. Wozniak (Ed.), Development in context.  Hillsdale, NJ: Erlbaum.

Bryk, A. S., Lee, V. E., & Holland, P. B. (1993).  Catholic schools and the common good.  Cambridge, MA: Harvard University Press. 

Davidman, L. (1994). Teaching with a multicultural perspective: A practical guide. New York: Longman.     

Dewey, J. (1910). How we think.  Boston: D. C. Heath. Dewey, J. (1916). Democracy and education.  New York: Macmillan.

Dewey, J. (1990). The school and society (1900) and The Child and the curriculum (1902)  Chicago: The University of Chicago Press.

Elmore, R. F., & Fuhrman, S. H. (1994).  The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum Development.  Alexandria, VA: Association for Supervision and Curriculum Development.

Flavell, J. H. (1985).  Cognitive development (2nd ed). Englewood Cliffs, NJ: Prentice-Hall.

Flavell, J. H. (1986).  The development of children's knowledge about the appearance-reality distinction.  American Psychologist, 41, 418-425.

Flavell, J. H., & Ross, L. (Eds.) (1981).  Social cognitive development: Frontiers and possible futures.  New York: Cambridge University Press.

Freire, P. (1989).  Pedagogy of the oppressed.  New York: Continuum Publishing Company.

Gardner, H. (1993).  Frames of mind: The theory of multiple intelligences.  New York: Basic Book.

Gardner, H. (1993).  Multiple intelligence: The theory in practice.  New York: Basic Book.

Gilligan, C. (1982).  In a different voice: Psychological theory and women's development.  Cambridge, MA: Harvard University Press.

Goleman, D. (1995).  Emotional intelligence.  New York, NY: Bantam Books.

Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching (6th ed.).  New York: Macmillan.

Gronlund, N. E. (1993).  How to make achievements tests and a and assessments (5th ed.).  Boston: Allyn & Bacon.

Gronlund, N. E. (1995).  How to write and use instructional objectives (5th ed.).  Englewood Cliffs, NJ: Merril.

Kohlberg, L. (1984).  Essays on moral development: Vol. II.  The psychology of moral development.  New York: Harper & Row.

Kohlberg, L., & Gilligan, C. (1972).  The adolescent as a philosopher: The discovery of the self in a postconventional world.  In J. Kagan & R. Coles (Eds). 12 to 16. Early Adolescence.  New York: Norton.

Kozol, J. (1991).  Savage inequalities: Children in America's schools.  New York: Crown Publishers, Inc.

Kozol, J. (1995).  Amazing grace: The lives of children and the conscience of a nation.  New York: Crown

Publishers, Inc.

Krathwohl, D. R., Bloom, B. S., & Bertram, B. M. (1964). Taxonomy of educational objectives: Handbook II: Affective domain.  New York: David McKay.

Louis Harris and Associates, Inc. (1996). Students voice their opinions on: Their education, teachers, and schools, part II: The Metropolitan Life survey of the American teacher.   New York: Louis Harris and Associates, Inc.

Mager, R. F. (1962).  Preparing instructional objectives.  Palo Alto, CA: Fearon.

Mager, R. F. (1984).  Preparing instructional objectives (ref. 2nd ed.).  Belmont, CA: Pitman Learning.

Mager, R. F. (1997).  Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.).  Atlanta, GA: The Center for Effective Performance, Inc.

Maslow, A. H. (1962). Toward a psychology of being.  New York: Van Nostrand Reinhold.

Maslow, A. H. (1970). Motivation and personality (2nd ed.).  New York: Harper & Row.

National Association of State Directors of Teacher Education and Certification (NASDTEC). (1993). Promoting systemic change in teacher education and certification: Outcome-based teacher education standards for the elementary, middle, and high school levels.  Dubuque, IA: Kendall/Hunt Publishing Company.

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California Press.

Noddings, N. (1992).  The challenge to care in schools: An alternate approach to education.  New York: Teachers College Press.

Piaget, J., & Inhelder, B. (1969).  The psychology of the child.  New York: Basic Books, Inc.

Piaget, J. (1970).  Piaget's theory.  In P. H. Mussen (Ed.), Carmichael's manual of child psychology,(41), (3rd ed).  New York: Wiley.

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Wadsworth, B. J. (1996). Piaget's theory of cognitive and affective development: Foundations of constructivism (5th ed.).  White Plains, NY: Longman.

Zemelman, S. (1998).  Best practice.  Portsmouth, NH: Heineman.

 

Portfolio:

As of the 2002-2003  academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course.  This portfolio should contain examples of professional development from various courses and activities.  Many of the projects connected with this course would make appropriate additions to such a portfolio.

                Students submit their portfolios twice:   the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

 

Interstate New Teacher Assessment and Support Consortium (INTASC) Principles.   The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

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

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

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

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

Principle #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.

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

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

Principle #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.

Principle #9:   The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

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

 

TEACHER STANDARDS—DEVELOPMENTAL:  TEACHERS OF EARLY CHILDHOOD

Standard #1: Core Knowledge.   The early childhood education professional possesses core knowledge that is extensive and comprehensive and goes well beyond common knowledge.

Standard #2: Child Growth & Development.   The early childhood education professional understands typical and atypical growth and development within each developmental domain and possesses the knowledge to facilitate healthy growth and development in all young children.

Standard #3: Foundations of Education & Learning.   The early childhood education professional understands the roles of history, philosophy, and educational learning theories as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in a group.

Standard #4 : Curriculum and Instruction.   The early childhood education professional understands developmentally appropriate practices and can develop curriculum and implement instruction for all young children.

Standard #5: Family, Culture, and Community.   The early childhood education professional understands the influence of the family, community, and culture on the learning and development of the young child.

Standard #6: Observation and Assessment.  The early childhood education professional is knowledgeable about methods of assessment and evaluation and uses assessment information to plan appropriate curriculum and to provide feedback for families.

Standard #7: Professionalism.   The early childhood education professional embraces and actively models professionalism, ethical behavior, and commitment to lifelong learning.

Standard #8: Learning Environments.   The early childhood education professional promotes an environment that nurtures and encourages the physical, emotional, social, moral, aesthetic, language, and cognitive growth and development of all young children.

TEACHER STANDARDS—DEVELOPMENTAL:   TEACHERS OF MIDDLE CHILDHOOD

Standard #1: Development   The middle childhood generalist understands that the developmental changes that occur in children aged 7-12 are more radical than those for any other age group.

Standard #2: Curriculum.   The middle childhood generalist creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12.

Standard #3: Instruction.   The middle childhood generalist plans and implements instruction based upon knowledge of students, learning theory, pedagogy, information technology, subject matter, curricular goals, and community.

Standard #4: Assessment.   The middle childhood generalist understands the importance of multiple assessments (informal and formal, formative and summative) and uses a variety of developmentally appropriate assessments, some of which are performance-based, to improve student learning.

Standard #5: Professional Role.   The middle childhood generalist demonstrates professionalism through collegiality, peer support, and professional self-assessment.

Standard #6: Student Learning.   The middle childhood generalist understands the complexity of how children aged 7-12 learn and creates a learning environment that supports all children and their development.

Standard #7: Family/Community.   The middle childhood generalist develops and maintains positive working relationships with families, school colleagues, support services, and community members at large to support children in their learning.

Standard #8: Professional Development.   The middle childhood generalist actively engages in professional growth and development in order to revitalize both the professional role of teachers and student learning.

 

TEACHER STANDARDS—DEVELOPMENTAL:  EARLY ADOLESCENCE GENERALIST TEACHERS

Standard #1: Young Adolescent Development. The early adolescence generalist understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Standard #2: Healthy Development of Young Adolescents. The early adolescence generalist demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.

 

Standard #3: Middle School Philosophy and School Organization. The early adolescence generalist understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features.

 

Standard #4: Middle School Curriculum. The early adolescence generalist understands and can implement the established middle school curriculum

 

Standard #5: Middle School Instruction. The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.

 

Standard #6: Family Involvement. The early adolescence generalist has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.

 

Standard #7: Community Involvement. The early adolescence generalist understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning.

 

Standard #8: Teacher Roles. The early adolescence generalist understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.

 

Standard #9: Collaborative Behavior. The early adolescence generalist understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.

 

TEACHER STANDARDS—DEVELOPMENTAL: TEACHERS Of ADOLESENCE AND YOUNG ADULTHOOD

Standard #1: The Development of Adolescents and Young Adults.   The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Standard # 2: Decision Making.   The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.

Standard #3: The High School Learning Community.   The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.

Standard #4: Curriculum.   The teacher of adolescents and young adults understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning.

Standard #5: Instructional Strategies.   The teacher of adolescents and young adults understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills.

Standard #6: The Home-School Connection.   The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

Standard #7: Community and Transition to the Future.   The teacher of adolescents and young adults understands the importance of the community in the education of the young adult and works with resource persons and community groups to promote student learning and citizenship.