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05/27/2014

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Course Syllabus
 
Title
:
 Curriculum Mapping I: Core Principles
Credits:
 
3
Instructor:
 
Wendy D. King, PT, M.Ed.
Meeting Dates and Times:
 Spring 2014. We will begin by meeting face-to-face (f2f) at Northwest Technical Center on Tuesday, January 14
th
 to orient everyone to the online classroom we will be using for the duration of the course. The course itself will take place online through Moodle from Jan 14
th
 through April 21
st
(13 weekly sessions total). Participants should expect each weekly session to take between 6 and 8 hours to complete.
Location:
Online through Moodle (asynchronous format).
Course Description:
 
This course is the first in a two-part series designed for instructors in technical education to examine the principles behind the development of a competency-based curriculum. Emphasis will be placed on developing a framework that will allow instructors to map out the scope and sequence of their program for alignment with an industry recognized credential and/or to allow the student a smooth transition into post-secondary education. Included in the course is an examination of standards and benchmarks as well as state and national influence on programmatic design. The following areas will be studied as potential components of the curricular map: Essential Questions, Content, Skills, Activities, Resources, Assessments, Competencies & Standards and Timeline.
Participants in the course will ultimately decide which categories to include in the center’s “
Curricular Map Template
 and will work together using this template to create a Curriculum Map for a unit of study in common. Participants will also
evaluate curriculum mapping software products based on the product’s ability to
streamline the planning and mapping process, effectively measure student performance and facilitate improvements in the program of study. Participants will be asked to come to a consensus on which software product to purchase based on these criteria.
Goals:
 
The goals of this course are to: 1) Understand how curriculum mapping can influence teaching and learning.
2) Understand how curriculum mapping meets the “scope and sequence” criteria for accreditation and funding.
 3) Explore how technology can be integrated and utilized to improve efficiency in program design and program improvement.
Learning Outcomes:
 Course participants will understand the history of curriculum mapping.
 Course participants will understand the benefits of curriculum mapping, particularly in the area of student learning.
 Course participants will examine current trends in curriculum mapping.
 Course participants will understand how a properly documented program of study relates to compliance with the Federal Carl Perkins Act, as well as meeting NEASC accreditation standards.
 Course participants will critique the design of several curriculum maps.
 Course participants will work collaboratively to determine the key components of a curriculum map to be used across the entire center.
 Course participants will work collaboratively to develop a single unit of study using the agreed upon key components.
 Course participants will examine the role of the standards movement on local, state and national issues.
 Course participants will examine the role of technology in curriculum mapping and provide input on the purchase of an appropriate curriculum mapping software product.
 
 - 2 -
General Course Information
Course Policies/Expectations:
You are responsible for contacting the instructor in case of illness or emergencies that preclude participating in projects as scheduled, attending f2f sessions or participating in the online discussions. Messages can be left on
the instructor’s voice mail or email at any point in time pr 
ior to the start of class/due date for assignment. If no prior arrangements have been made before the start of class, the absence will be unexcused. In this online summer course, spanning 11 weeks, it will be necessary to work on your course for a minimum of 4-5 hours/week. You should anticipate that at least 60% of the course work will require you to be online, the other 40% will include off-line reading, research and project work.
Attendance Expectations:
It is a common misperception that online courses take less time than face-to-face courses. In actuality you will find that this online course requires a substantial time commitment. It is a good rule of thumb to allocate at least 6-8 hours/week over this eleven week period. This online course is different than traditional lectures in which you sit and passively absorb knowledge. In this course the instructor will serve as a facilitator, providing appropriate scaffolding for inquiry-based learning by asking probing questions, providing appropriate resources, leading class discussions and designing student assessments. It is your responsibility to progress through the assignments, actively engage in the discussion forums, further your knowledge with independent research and find ways to apply the knowledge you have gained to your professional practice. You will need to adhere to the course schedule for readings, assignments and discussions in order to contribute in meaningful ways.
Core Requirements
:
Readings:
 Each week there will be several assigned readings. You are responsible for completing these readings prior to participating in the discussion forum, collaborative projects, analysis activities or submitting your reflective journal entry for the week.
Discussion Forum
: Participation in the discussion forum is critical for maximizing your learning experience in this course. As part of the online community you are required to interact, through discussion, to enhance and support the professional development of the group. Each week there will be several prompts provided by the instructor. Interaction on the discussion board will be monitored throughout the week. The week will run from Tuesday (12:05 a.m.) through the following Monday (11:55 p.m.). An initial posting, based on the readings/assignments for that week, is due by midnight on Thursday of each week (The sooner you post your ideas and questions, the more time others have to respond and deepen the discussion). Your initial reply should demonstrate clear evidence of knowledge and understanding of the course material and should elicit responses and reflection for others in the course. You must additionally log in on at least two separate days after your initial post (providing a minimum of three additional responses throughout the week). These subsequent responses should occur at timely intervals throughout the duration of the week and should provide insight and relevant experiences as well as provide evidence of extended research (see below). Keep in mind the goal is to have a dynamic discussion that lasts throughout the entire session. Your participation in the discussion forum will be graded using the rubric provided. Note: Work posted past the deadline will receive a drop in half a grade for each 12 hours late. Work submitted more than 72 hours past the deadline will not be accepted.
Journal Reflections
: Each week there will be an online journal assignment where you will be prompted to write a reflection in response to one or two specific questions. This journal is used to document the knowledge you are constructing throughout the course. It will help you take control of and direct your own learning experience, identify what you have learned, what questions you have, and what you would like to know more about. You should not only reflect on knowledge gained through materials and discussion, but also new ideas to explore, feedback from others, and the impact and possible change in your professional practice. Your journal reflections will be graded using the rubric provided. Note: Work posted past the deadline will receive a drop in half a grade for each 12 hours late. Work submitted more than 72 hours past the deadline will not be accepted.
Analysis Activities:
 At three points during the course, you will be expected to utilize your growing knowledge of curriculum mapping to complete a critical analysis activity. In the first activity you will look at the various types of curriculum maps and provide an analysis of the strengths and weaknesses of these maps. In the second
 
 - 3 - activity you will look at the curricular maps of several technical programs and provide an analysis of the components included in these maps. In the third activity you will explore the various technology-based mapping products and provide an analysis of these products. Your analyses will be graded using the rubric provided. Note: Work posted past the deadline will receive a drop in half a grade for each 12 hours late. Work submitted more than 72 hours past the deadline will not be accepted.
Collaborative Projects
: You will be asked to play an active role in two online small group projects. This will involve coordinating and working with several other learners to apply the information you have learned, exchange ideas and reflect on suggested solutions. The goal of these collaborative projects is to: 1) Come to a consensus on a format for a center-wide curriculum map 2) Use the center-wide curriculum map template to collaboratively construct a standards-based unit of instruction for the Workplace Skills Unit (a unit we all have in common) Your collaborative work will be graded using the rubric provided. Note: Work posted past the deadline will receive a drop in half a grade for each 12 hours late. Work submitted more than 72 hours past the deadline will not be accepted
Additional Requirements
: In addition to the above “core requirements” for the course, I will be looking for
evidence of independent research that provides valuable contributions to the body of knowledge. This will be demonstrated through:
Collaborative Glossary
: The subject of “Curriculum Mapping” is full of new words and ideas (for
example curricular gaps, curricular repetitions, skill spiraling, vertical alignme
nt, horizontal alignment,…)  As we move through our study of curriculum mapping please utilize the online “Collaborative Glossary” to
develop a working dictionary of the new terms that you find. Having more words at your disposal will help you to better understand the concepts included in this study. The terms in this glossary will be refined, with input from your colleagues, as we deepen our understanding of curriculum mapping.
Extended Research:
It is expected that students will demonstrate self-directed learning each week by extending their study of curriculum mapping through independent research and additional reading. Evidence of this extended research and reading should be provided in the discussion forum and weekly  journal reflections by the inclusion of prior knowledge, work experiences, references, web sites,
resources, etc. (giving credit when appropriate: see “Academic Honesty and Professionalism”)
Religious Observance:
Participants have the right to practice the religion of their choice. Participants should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Participants who miss work for the purpose of religious observance can make up this work.
Contributions in Class:
 This class is designed to be a highly interactive and collaborative professional learning community. Students are expected to explore and reflect on various topics, socially construct knowledge through collaboration, openly share ideas with others, and provide support to each other. Therefore, you are expected to be fully prepared by completing reading assignments and other activities prior to submitting your original online post. You should actively contribute to the online discussion forum and should actively encourage others to express their ideas as well. You should respond to others with constructive comments on their statements, projects and presentations. Interactions with others should be respectful and cooperative at all times.
Academic Honesty & Professionalism:
 
 All students are required to be familiar w
ith and adhere to the “Academic Honesty Policy Procedures” delineated
Accommodations:

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