CURRICULUM DEVELOPMENT[1]

Term: Spring 2004

Course: EDU 342

Instructor: Dr. Thomas N. Barone

Office Phone: (219) 473-4294

E-mail: tbarone@ccsj.edu

Office Location & Hours: Room 300; M- 3-7, Tu- 2-7 & by appt.

 

Course Description:            The course includes a historical, sociological, and philosophical analysis 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, and lesson planning for both individuals and groups.    Field experiences required.

 

Prerequisites: EDU 300, EDU 311

 

Textbook & Course materials: 

 

 

 

 

 

Learning Outcome/Competencies:

 

The teacher candidate will demonstrate his/her reflection and understanding about the following:

 

 

 

 

REVISION TO PAGES 2-4 (EFFECTIVE 2/2/04)

 

Course Requirements: (Reflective assignments, Research assignment guidelines & lesson plan assignment will be given in class and posted on Blackboard)

 

  1. Students must attend class regularly and participate in class discussion and activities since the quality of the class is affected by student involvement. 
  2. Students will be required to turn in reflective papers and lesson plan assignments that reflect their knowledge of course topics. Reflective papers will involve observing and/or interviewing teachers and administrators in the schools and will comprise the major field experiences of the course. Lesson plans must be written according to CCSJ guidelines, incorporate appropriate standards, and be evaluated according to a lesson plan evaluation rubric. Reflective assignments require involvement in the field through observation and/or interviews with teachers and other school personnel.
  3. Students will be expected to complete homework assignments when given as a way to further understand topics related to curriculum and to foster class discussion of issues. Homework assignments will be announced in class.
  4. Two exams will be given during the course (a midterm and final which will test the extent to which students have mastered key concepts from the textbook and can apply these concepts to their professional development) (INTASC #1-#5)
  5. Students will also be required to complete a research paper assignment (in pairs) and do a presentation related to their research paper in class.  Prior to working on the project, students will submit a brief proposal describing the topic they will research.  A brief five page research paper on your topic is due at the end of the semester and should be properly referenced according to APA style.

 

Attendance:

 

Attendance is mandatory.  Student missing more than two classes will have their final grade lowered by one letter grade.  More than three absences will result in the student automatically failing the course.

 

Assessment:

 

            Exams (Midterm & Final)-40%

Reflective Assignments/HW/Lesson Plan-30%

(some will have field experience component)

Research Project-30%

 

Grading Scale:

   A-90-100

                           B-80-89

                           C-70-79

                           D-60-69

                           F- <60

 

 

 

WEEKLY SYLLABUS

 

Week One (1/12):

Introduction to course, discussion of syllabus, text & Curriculum 

                        Frameworks

 

Week Two (1/19):

Armstrong, Chapter One

Handouts- “Preparing for Today and Tomorrow”, Eisner

            “Teaching What We Hold Sacred”, Goodlad

             (From Educational Leadership, Dec. 2003/Jan. 2004)

 

Week Three (1/26):

Armstrong, Chapter Two

Reserve-“Involving Students in   Learning” (Classroom Teaching   Skills, 6th Ed.)

 

Week Four (2/2):

Armstrong, Chapter Three

Reserve-“Personal Development in the Academic Context”  (Curriculum: The Teacher’s Initiative)

Reflective Assignment One Due (classroom observation and teacher interview, INTASC #7, #9)

 

Week Five (2/9):

Armstrong, Chapter Four

Reserve-“Fomenting Social Change” (Curriculum: The Teacher’s Initiative)

 

Week Six (2/16):                

Armstrong, Chapter Five

Reserve-“Effective Decision-Making in Pluralizing the Content”, Rasool & Curtis

 (Multicultural Education in Middle and Secondary Classrooms)

 

Midterm Review

 

Week Seven (2/23):

 

                          MIDTERM EXAM

 

  Research Paper Proposal Due

 

 

 

Week Eight (3/1):

Armstrong, Chapter Six

                        Video-Frontline-“Testing our Schools”

Reflective Assignment Two Due (Curriculum Specialist Interview, INTASC #7, #9)

 

 

Week Nine (3/8):

Armstrong, Chapter Seven

                        Reserve-“Differentiation and Diversity” (Teaching as Decision Making)

                       

Week Ten (3/15):

Armstrong, Chapter Eight

Handouts-“Hardwired into History”

    “Social Studies Revived”

     (From Educational Leadership, Dec. 2003/Jan. 2004)

 

            Lesson Plan Assignment Due

 

                       

Week Eleven (3/22):

 

                        Armstrong, Chapter Nine

                                        

 

Week Twelve (3/29):

 

                        Armstrong, Chapter Ten & Eleven

                       

 

Week Thirteen (4/5):

 

                        Research Paper Presentations

 

 

Week Fourteen (4/12):

 

                        Research Paper Presentations

 

                        Research Papers Due

 

Week Fifteen (4/19):

 

                        FINAL EXAMINATION

 

 

INTASC PRINCIPLES (for EDU 342):

 

#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.

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

#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.

 

 

COLLEGE INFORMATION & POLICIES:

 

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.

 

Statement Regarding Plagiarism:

 

If an instructor or other Calumet College of St. Joseph personnel finds 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 the CCSJ Handbook that addresses student grievances.

 

 

 

Citation Guidelines:

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA & Chicago Manual of Style). 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.

 

Withdrawal From Class Policy:

 

After the last day for class changes has passed (see College calendar), a student may withdraw from a course in which she/he is 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. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


[1] Revisions to this syllabus will be discussed in class