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SYLLABUS FOR CURRICULUM DEVELOPMENT
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Term: Summer 2004; June 21 to July 8, 2004
Course Number: Education 342—Curriculum Development
Instructor: Kevin T. Zajdel, Ed.D. Office: Room 300
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: 219.473.4304 CCSJ
Switchboard—219.473.7770 or 773.721.0202 or 877.700.9100
E-mail: kzajdel@ccsj.edu (In the RE: section, indicate “ED 342: YOUR NAME” !!!
)
Office
Hours: Before class,
during break, and after class; and by appointment (Mon—Thur afternoons)
Course
Time: Mon, Tues, Wed, and Thur 8:00 am
to noon.
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. (2004). Analyzing the
curriculum (3rd 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, additional articles and 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 maintain two portfolios: a Journal Portfolio (containing reflections
on various articles and materials) and a Lesson Plan Development Portfolio
(containing work generated in objectives-writing, daily lesson plan
development, unit plan development, and lesson plans for class presentations).
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 and paradigm the teacher
appears to be using. (Suggested
length: two pages.)
5.
Students will interview a classroom teacher and a curriculum director
(or administrator, if no curriculum director is available) regarding curriculum
perspectives, curriculum development approach, curriculum implementation,
curriculum assessment, and the paradigm these professionals appear to be
using. (Suggested length: two pages.)
6.
Students will reflect on their progress meeting the INTASC
standards. (This will be part of the
Journal Portfolio.)
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.
Objective portions will be taken in class; essay sections will be
completed outside class. (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:
17% For
Journal Portfolio (containing a minimum of ten reflections) and weekly sharing
of contents
17% For
Lesson Planning Development Portfolio (containing a minimum of five units) and
weekly
sharing
of contents
12% For
Field Experience #1: Observation of
classroom instruction, followed by reflection and
documentation
12% For
Field Experience #2: Professional
consultation (interviews), reflection, and documentation
20% Exit
exam will include an objective item section (taken in-class) and an essay
section (completed
outside
of class)
11% Class
participation and attendance (for entire class periods)
11% Quizzes
on reading materials (text chapters and articles)
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. 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)].
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).
Prerequisite
Materials:
1. As teacher candidates of the Education
Program of Calumet College of St. Joseph, students are expected to have
acquired the following documents. These
will be used as models and templates in this course.
*
“Behavior Objective” * Daily Lesson Plan Template
*
“The Cognitive Domain” * Unit Lesson Plan Template
*
“Affective Domain” * “Sample Lesson Plan” à Unit Plan Template Filled Out
*
“Classroom Observation Form” * “Lesson Plan Evaluation Form”
2. Teacher candidates are also expected to
have acquired the following professional documents:
*
INTASC Core Standards (www.ccsso.org/intascst.html)
*
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 and CCSJ.
* Indiana Academic Standards on CD-ROM
(called Curriculum Frameworks) for Grade 6 through 8 for
English/Language
Arts, Mathematics, and Science are available from the Indiana Department of
Education. While 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 class. [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.]
*
Indiana Developmental Standards:
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)
Course Outline,
Dates, and Topics:
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Text |
Lesson Plan |
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Chapter |
Developmnt |
Journal |
Field |
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and |
Portfolio |
Portfolio |
Experience |
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Presentation |
Assignment |
Assignment |
Reports |
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Date |
Topics/Activities |
Due Dates |
Due Dates |
Due Dates |
Due Dates |
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6.21.04 |
Course
Intro: Syllabus, Standards, |
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(Mon) |
Lesson
Plans, and Paradigms |
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Video: Golden Apple Award Winners |
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6.22.04 |
Chpts 1-2
Presentations/discussion |
Chapters 1-2 |
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Article #1 |
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(Tues) |
Video:
Brain Research I |
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Reflection |
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6.23.04 |
Chpt 3
Presentation/discussion |
Chapter 3 |
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Article #s 2-5 |
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(Wed) |
Video:
Brain Research II |
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Reflections |
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6.24.04 |
Chpt 4
Presentation/discussion |
Chapter 4 |
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Article #s 6-7 |
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(Thur) |
Work on Mager-style objectives writing |
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Reflections |
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6.28.04 |
Chpt 5
Presentation/discussion; share observation |
Chapter 5 |
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Article #8 |
Observation |
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(Mon) |
data; Video à Differentiation I |
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Reflection |
Paper due |
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6.29.04 |
Chpts 6-7
Presentations/discussion |
Chapters 6-7 |
Mager-Style |
Article #9 |
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(Tues) |
Proofread
Mager Objectives |
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Objectives |
Reflection |
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6.30.04 |
Chpt 8
Presentation/discussion |
Chapter 8 |
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#10: INTASC |
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(Wed) |
Video à Differentiation II |
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Reflection |
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7.01.04 |
Proofread Lesson
Plan Dvlpmnt Portfolio |
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LPD Portfolio |
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(Thur) |
Assignment
I materials |
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Assgn #1 |
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7.05.04 |
Chpts
10-11 Presentations/discussion; share |
Chapters |
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Interview |
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(Mon) |
interview
data; Video à Differentiation III |
10-11 |
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Paper due |
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Share
INTASC reflections |
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7.06.04 |
Proofread
Lesson Plan Dvlpmnt Portfolio |