SYLLABUS FOR CURRICULUM DEVELOPMENT

1

Term: Summer 2005—Evening Cohort—June 20, 2005, to July 7, 2005

Course Number: Education 342-Z—Curriculum Development—Secondary

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

E-mail: kzajdel@ccsj.edu (In the RE: section, indicate “ED 342 and YOUR NAME”)

Office Hours: Before class, during break, after class, and by appointment.

Course Time: Mondays through Thursdays, 5:00 pm to 9:00 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:

• 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.

Textbook (required): Posner, G. J. (2004). Analyzing the curriculum (3^rd 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. [INTASC Principles 2-10]

2. Students are required to participate in Blackboard activities each week. [INTASC Principles 2-10]

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. [INTASC Principles 7, 9]

4. Students will collaborate to develop a lesson plan on a text chapter and present (i.e., teach) it in class. [INTASC Principle 7]

5. Students will observe two classes in an elementary, middle school, and/or high school—in urban, suburban, and Catholic schools—and document the objectives, instructional strategies, and assessment procedures used as well as the educational perspective or paradigm the teacher appears to be using. [INTASC Principles 7, 9, 10]

6. Students will interview a classroom teacher and a curriculum director (or administrator, if no curriculum director is available) in an elementary, middle school, and/or high school—in urban, suburban, and Catholic schools—regarding curriculum perspectives and/or paradigms, curriculum development approach, curriculum implementation, and curriculum assessment. [INTASC Principles 7, 9, 10]

7. Students will reflect on their progress meeting the INTASC standards. [INTASC Principle 9]

8. 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). [INTASC Principles 7-10]

9. An exit exam will cover the entire course. (There is no make-up exam.). [INTASC Principles 1-9]

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

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

15% Article Critiques and INTASC Reflections posted on Blackboard and included in portfolio

15% Lesson Plan Development projects (project I, project II, project II revised, and collaborative lesson

plan and presentation)

15% Two Observations of classroom instruction, followed by reflection and documentation

15% Two Professional Consultations (interviews), followed by reflection and documentation

25% Exit exam will include an objective item section and an essay section (completed outside of class)

15% Class attendance (for entire class periods), participation, and disposition appropriate for the

Education profession.

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, 5^TH edition (2001). The standards described therein are those expected in the professional education community; as professional educator candidates, students of education also need to demonstrate in their writing the standards adopted by the professional education community. While this manual is not required, it is available in the Calumet College bookstore and in the Specker library (REF.BF/76.7/.P82/2001). Specific expectations for course papers include, but are not limited to, the following:

* Title page includes your name, type of assignment, date of work, course title, and instructor (correctly

spelled)

* Margins are no less than one-inch on all sides of the page

* Contents are double-spaced

* Type is typically Times New Roman, 12 point

* New paragraphs are indented

* Page numbers are provided in the upper right

* If a running head is used (not required in short papers), use your last name. In this way, if the pages come

apart, they can be readily reassembled.

* References—in APA style—appear at the end of the paper

* Staple (in the upper left hand corner) pages together

* Standard, formal language is expected: be explicit, use active voice, and use correct grammar and

spelling at all times.

* NO abstract is needed (since these are relatively “short” papers)

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. In addition, attendance is a critical issue in Education (you will get fired for being late to your class since you were not supervising your students). Furthermore, attendance is part of what is measurable under the INTASC heading “disposition.”

Teacher candidates are, therefore, expected to display a consistent professional disposition, in part, by their punctuality—by appropriately observing the beginning and end of class, as well as breaks.

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 having become familiar with the following documents and

websites (references to which can be found on Blackboard):

a. Syllabus (under Syllabus)

b. INTASC Core Standards (under Web Sites)

c. Indiana State Academic Standards (under Web Sites)

d. Indiana Academic Standards Resources (under Web Sites)

e. Indiana Teacher/Developmental Standards (under Web Sites)

2. The following documents are under the CCSJ Education Program section of Blackboard:

* Behavior Objective * Sample Lesson Plan

* Lesson Plan Template * Unit Plan

3. Teacher candidates should look over (not read carefully) the first three chapters (pages 1-65) of the

primary text Analyzing the Curriculum prior to Day One. (Skip pages 27-28 and 39.)

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.

		Text	Lesson Plan
		Chapter	Develop-	Article	Field
		and	ment	Reflection	Experience
		Presentation	Assignment	Assignments	Reports
Date	Tentative Topics/Activities	Due Dates	Due Dates	Due Dates	Due Dates
Day 1	1 Student introductions 2 Course Introduction --Syllabus and --Paradigms PowerPoint
(Mon)	3 Award Winning Education
Day 2	1 Chpts 1-3 PowerPoint 2 Quiz/worksheet	Chapters 1-3
(Tues)	3 Bloom’s Taxonomy: memorize 4. Group work: Chapter Presentations	due
Day 3	1 Discussions of Articles #s 1-5 2 Paradigm III, Kozol, and Inequality in Education)			Article Reflections #s 1-5 due
(Wed)	3 NCLB Articles			on Blackboard
Day 4	Work on (a) Blackboard activities (remainder of article reflections to be posted on Blackboard),
(Thur)	(b) observations, and (c) group chapter presentations
Day 5	1 Share Observation papers 2 Chpts 4-7 PowerPoint	Chapters 4-7			Observation
(Mon)	3 Sesame Street and Discrete Curriculum Development 4 Mager and Gronlund Objectives writing	due			Paper due
Day 6	1 Proofread Mager Objectives; 2 Lesson Plan Development (LPD) Assignment I		Mager-Style Objectives
(Tues)	3 Student-Centered Instruction and Differentiation I		due
Day 7	1 Chpt 8 Presentation/discussion 2 Student-Centered Instruction and Differentiation II	Chapter 8 due	LPD Assign I due
(Wed)	3 Proofread LPD Assignment I
Day 8	1. Paradigm II/Private School Education PowerPoint 2 Student-Centered Instruction and Differentiation III			Article #s 6-9 (on Blackboard)
(Thur)	3 LPD Assignment II 4. Discussions of Articles #s 6-9			and INTASC Reflections due
Day 9	1 Chpts 10-11 Presentations/discussion	Chapters	LPD
(Mon)	2 Proofread LPD II Unit Plan	10-11 due	Assign II due
Day 10	1 Share interview experiences/papers				Interview
(Tues)	2 "Putting-the-Parts-Together"				Paper due
Day 11	1 Chpt 12 Presentation/discussion 2 Final Unit Plan given to others	Chapter 12	LPD II
(Wed)	3. Review Bloom’s Taxonomy 4 Review Take-Home Exam Essay	due	Revision due
Day 12	Exam 1 Essay due