ms EDCT 635 Curiculum Development 3 Credit Hours Fall, 2015 -EDCI 635 Curriculum Development examines the K-12 school curriculum including pupit neds in everyday life situations, the curiculum writing process including standards based on research, ‘objctives/skills, assessments and evaluation along with an appraisal of new eurticulum practices. Emphasis placed on the process of stafF- developed curriculum (Chadron State College 2014-2015 Graduate Catalog, p. 61). Nebraska State College System Policy 4141 In traditional fce-to-fce course settings, this policy requires “One (1) hour of elessroom or direst faculty instruction and a minimum of two (2) hours of ou-ofclass student work each week " This course has been planned according to this formula. This cours requires 45 hours of direct instuston and student engagement. Additionally, students can expect to spend approximately 135 hours in individual study, research, and assignment preparation. See tentative couse schedule for listing of reading and ‘written assignments, forum postings, and performance-based projects, Disclaimer: Grades are not determined according to time spent on tsk although researc indicates this is very important. The work you tun in must meet established criteria to pass the course. Completing, ‘minimum time requirements will not automatically result ina passing grade. AL Instructor: Dr. Patti Blundell, Professor of Education B. Office: Location: Old Admin 115, Hours: As posted and by appointment Phone: 08) 432-6469 (G08) 432-6383 for Dept of Education Ofice Assistant E-mail: pblundell@ese.edu C. Prerequisite: Graduate status D. Purpose: Students will understand the foundations, design, development, ‘implementation, alignment, and evaluation components of curriculum; students will examine issues of curriculum including curent trends and future directions. ‘Method of Instruction: A combination of lecture (study notes), video presentations (€vds in Sekai Resources or embedded in lessons), discussions, small group interactions, ‘and individual reading and presenttions/postings will be used. Within the class cooperative earning will be emphasizedObjectives: ‘The student willbe able to: 1, Develop a philosophy for curriculum development. 2. Explain the historical background for curriculum development, 3. Identify the psychological implications ofthe curriculum, 4. Describe the social and political foundations with regard to cuticulum, 5. Discuss the principles of curriculum including sims, goals, and objectives, 6 Formulate a design for euriculum development 7. Describe the process of developing a curriculum. 8. Decide how to implement curieulum, 9. Determine how to evaluate the curriculum and use the evaluation data o increase student leaming. 10. Describe how curriculum development, design, implementation, and evaluation ‘processes impact school improvement. 11. Discuss the issues of theory, trends, and future directions in relation to curriculum development 12, Continue in their development as visionary leaders. ‘This cours isa required core course in both the Education Administration and Curriculum and Instruction masters programs. The Program Outcomes are cross-referenced with Chadron State College's Conceptual Framework for the Education Unit, Intended Program Outcomes for both programs fallow: ‘dueaton Administration Programm Outcomes: "Lead and organize he collaborative development, steuition, implementation and sevardshi of hoo! ‘or distri vsin of lean supports bythe eel communi (Communication, Thinking Sl Tielusive Leming Envienen) 2 Lead and promot a postive school culture, providing an effsive standards based instructions program, spying best practice to stent learning and designing comprenensive profession eon plans for staf based on identified nee. (Methodology, rofissinalin, Asesmen, Thinking Skil, ncusive Leaing Evironment) 3. Lead and promote the success ofall students by managing the organization, operations, nd seources aa ay that promotes ashe, eiclen, and effective leaning environment. (Contmnicaton, Thinking Sls, Methodology, Professionalism) 4 Demonstrate the knowledge, eilty and dispositions to promate te sucoes of ll stants by collboratng wit fails and ther community membar, responding to verse community inet ei eed, and mobilizing community resouers. (Communication, Methodology, Inelsive Leming Exvitonmen) 5. Demonstrate the sil knowl, and ability to promot th success fll students by acing aly, with integrity and in an eel mane (Inlsive Leaming Envrorments, Conmanicton, Profession) 6. Demonsrat th kl, Knowledge, and ably respond to, and Infuene the gpa, socal, economic Iga, and cultural context. (Profesional, Thinking kl, nelasive Leaming Eavinnents) 7. Demonstrate the ably to scept pein responsi fo eading alitating, and making desisons ‘ype of those made by educational leaders. (Communication, Thinking Skis Methodology, Professionalism, Assessment and Inclusive Leaing Environments) lum & Instruction Program Outcomes 1h Develop and implemeat cariclum based on central concepts toot of ing, and sucures of tne Aiscpin() he she teaches; diverse earner needs and ables; ogntve nd developmental eves and mmunty and euriular gal. Methodology Incure Learnig Evironment) 2. Develop and implement criulum using a varity of netuciona steps o encourage tens! evelopment oferta thisking, problem saving nd performance sli (Methodology Thinking Sls) 3 Design and facia a Jearning enviroamet tat encourages nvidia and group motivation postive social interaction, ad atv engagemeat in aig. (Mathodolog, Profesionaiom,dssessren) 4. Demonstte alta awareness, gender sensitivity, an ail and eine apreiton i fstering an incisive leaming environment (Inclusive Learning Emironmens, Methodology)Communica levy using stoning, writing, speaking and meds skis ina manner hats consistent with and responsive tthe spect audience. (Communication Prfetianalisn) ie esesent sates and data to inpeove student earning apd soil development atthe individu nd progam level. (Asesamen, Methodlaey) Inpro insetion based on elective practice and vesearch-based “best practins" The cant will ontinously sek to grow as a proisional ecto. (Prafesianalzm (Methodology) Foster relationships with choo ellepue, pret, and agecies othe ager community bse ona understanding ofthe impaets of pilasopy,sciology, plea and legal freon public education (@rofessonaio, Communication, Inclusie Laoring Environments) Visionary Leader Conceptual Framework Component ‘Activity ‘Thinking Skills ‘Understand the elements of reasoning through role playing and simulations. Anslyzing the merits of ‘competing curiculum approaches. Inclusive Leaming Environments Recognize the diversity of the population and how that diversity relates to curiculum, Assessment Use various tools to evaluate the euriculum and the teaching/leaming process. Communication Comprehend the importance of communications in the eurticulum development process. Methodology Demonstrate knowledge of the curriculum development process. Understand the role of curriculum development in improving instuction, Professionalism Intexpret the ethical and moral isauos in the curriculum development process. Appreciate the role ofthe leader in the curriculum development and implementation process. Leadership Develop the concepts and skills necessary to lead the process of developing, implementing, and evaluating a curiculum. . Topies: 1. Curriculum processes and products—role ofthe change process 2. Curriculum decision making—development 3. Curriculum organization - designs 4. Foundations - subject matter 5. Foundations - history & philosophy 6. Foundations - society & culture 7 8 9, Foundations - psychology & brain research Developing educational statements for curriculum projects Developing sims, goals, objectives & outcomes 10. Selecting content 11. Utilizing needs assessment in curriculum projects 12, Selecting leaming experiences in technical & non-technical curriculum projects 13, _Implementing/Enacting curiculum 14, Evaluating curiculum 15. Curniculum development in relation to schoo! improvement 16. Curriculum issues, trends and future directionsHL. Texts: Armstrong, D.G. (2003). Curriculum today. Upper Saddle River, NI: Pearson Education, Inc. Glatthorn, A.A., Boschee, F, & Whitehead, BM. (2016), Curriculum leadership: Strategies ‘of development and implementation (4th edition). Thousand Oaks, CA: Sage. ISBN 978-1-4833-4738-7 Wiggins, G., & MeTighe, J. (2005). Understanding by design: Expanded 2™ edition. ‘Alexandria, VA: ASCD (optional) L._ Tentative Schedule ‘Changes may be made based on the class interests and the instructor's judgment. The fllowing schedule isthe suggested pacing guide for each unit; you may work ahead, but please don't fall, behind. Firm due dates are given as specific dates. It's important to submit assignments in & timely manner as the final project is designed to work through @ process and needs to be ‘completed in stages with feedback at each stage. Feedback on assignments is usually given on the ‘etumed assignment document. Please download returned assignment to see comments. Please note that some units require less than one week and other units overlap or require more than one week. Please complete reading assignments and specified assignments daring the scheduled ‘week. Written assignments will be submitted in the course's Assignments except for the Curriculum Project. ‘This assignment may be submitted electronically (preferable one file), OR mailed or delivered to my office, if't is more feasible to have & paper copy. ‘Week UnivTopic | Assignment Due date, 8124-28715, Unit { Unit I Diseussfon Forum ‘S25It Curriculum Product Review __| 8/27/15 BLOTS | Uae ‘Unit 2 Discussion Forum 913/15 SI7-TIAS Unit Project Rationale & Proposal | 9/10/18 SN14-18/15 Unit 3 Unit 3 Discussion Forum STIS. 971-2575 Unit Unit 4 Discussion Forum 9nAis Check out Special Topics Report Assignment—not due until 114/10 9728-10RS | Units ‘Unit 5 Discussion Forum Tos TOS-9S Waits Project Philosophy Draft ORAS, 10/12-16/13 | Unit 6 Project Seope & Sequenes | 10/15/15 10/19-29/15___[Unit 6 Project Philosophy Final 1072/15, 10/26-30/15— | Unit 6 ‘Project Aims, Goals & 1029715, Objectives Tes, Tan, ‘Special Topics Reporis RAS, 11/9-13/15 Unit? ‘Unit 7 Diseussion Forum AW/IZS T1/16-2015 Project Draft Ready for IWS Peer/Colleague Review. TiaszTS [Ua ‘Curriculum workTIONS] Ur Carriculum Projects Due Das clectronically or Reesived in my office Tas ait ‘Data Analysis TOs 12/14-18/15 | Wrapping up | Final Reflection submitted by | 12/16/15 Final Exam | and Future | 11 pam. (MT) (opens 12/11/15) Week ‘Trends J. Course Requirements and Evaluation Complete the readings and assigamments described in each nit Prepare and present material concerning a special topic relating to cuniulum development. Matcal wil be presented tothe instructor inthe “Special Topic Report” assignment drop box) and to the elas through the Unit 6 Discussion Forum. Presentation guidelines, topic ideas willbe posted on the “Announcements” and in Unit Develop a euriculum project (DUE 12/3). Project guidelines and evaluation erteria ae Posted inthe Curiculum Projet Folder (Unit 2) All papers will be word processed with spacing and margin appropriate tothe assigument, Composition, grammar, and speling appropriate to graduate course work ae expected. Papers mut be submited as Word attachments, except fr the Cutiulum Project. The Curiculum Project maybe submited by mail hand delivered, or by attachment the Uait2 Curriculum Projet drop box. The Curie Project may contin other materials that make elecionic transfer less desirable, Ifyou ae using electronic means, please use the least numberof fils possible; one is preferable. The document shouldbe easily readable and navigable Special Topic Report & presentation (drop box & discussion forum) 100s. Curriculum Project (submitted/mailed/delivered) 200 pis Discussion Forums 90 pis. Other assignments and discussions 60 pss. Final reflection 25 pis Grading Seale: 93-100=A; 86.92-B; 78.85-C ‘Attendance: Attendance is required, Your presence online is important for your own learning and well as your contribution tothe work of the lass. Ifan absence is ‘unavoidable, please arrange ahead of time to discuss options for making-up work. Full credit can be eared on work submitted on or before the due date. Late assignments will result in lower grades. ‘Assignments: Assignments are due on or before the specified date. Ifyou anticipate being absent, arrange to have the assignment tured in before the due date. ‘Make-up Exams/Assignments: Examslassignments that are missed due to an excused absence may be made-up before the next class meeting by arrangement with the instructorSelected Bibliography: Note Educational Leadership Special Editions—these are great for background information for many purposes, including Special Topics Reports. Carr, LF, & Harris, DE. (2001). Succeeding with Standards: Linking curriculuon, ‘assessment, and action planning. Alexandtia, VA: ASCD. Fenstermacher, G.D.,& Soltis, LF, (1992). Approaches to teaching. New York: ‘Teachers College Press. Fullan, M.G. (1991). The new meaning of educational change. New York: Teschers College Press. Jacobs, HLH. (1997). Mapping the big picture: Inegrating curriculum a assessment K- 12. Alexandria, VA: ASCD. Jensen, E. (1998). Teaching with the brain in mind. Alexandtia, VA: ASCD. Lazear, D. (1991). Seven ways of knowing: Teaching for multiple intelligences (2nd ed). Palatine, IL: Sky Lazear, D. (1994), Seven ways of teaching: The artistry of teaching with multiple intelligences (2nd ed). Palatine, IL: Skylight, Marzano, RJ., Pickering, DJ. & Pollock IE. (2001). Classroom Instruction that ‘works:” Research-based strategies for increasing student achievement, Alexandria, VA: ASCD. ‘Mathews, D. (1997). The lack of a public for public schools. Phi Delta Kappan, 78(10), TAL, Meister, C, d Rosenshine, B. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 49,26-33. Popham, W.J. (1993). Educational testing in America: Whats right, what's wrong? A. ctiterion-referenced perspective. Educational Measurement, Issues and Practice, 1201), 11-14. Reeves, D.B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA : ASCD. Scere, MM, (Ed). (1998). How the brain leams. (special issue). Educational ‘Leadership, 38(1). Schere, M.M. (Ed). (2000). How to differentiate instruction. [special issue]. ‘Educational Leadership, 56(3).Schere, MM. (Ed). (2000). Sustaining change. [special issue}. Eaucational “Leadership, 37(). ‘Schere, MM. (Ed_). (2003). Using data to improve student achievement. (special issue] Educational Leadership, 605). Schere, M.M. (Eat). (2004). Closing achievernent gaps. (special ise]. Educational ‘Leadership, 620). Schere, MIM. (Ed). (2005). Education language learners. (special issue]. Eiucational Leadership, 62(4). Schere, MM. (Bd). (2005). The adolescent learner. (special issue). Educational ‘Leadership, 62(1). ‘Schere, M.M. (Ed). (2006). Helpi ‘Leadership, 63(5). strugeling students. [special issue]. Eatucational Schere, MM. (Ed.). 2014), Using assessments, thoughtfully. [special issue}. Educational Leadership, 71(6). ‘Schere, MM. (Ed). (2014). Writing: A core skill. [special issue]. Rawcational Leadership, 71(0). Schere, MM. (Ed. (2014). Professional earning: Reimagined, [special issue] Educational Leadership, 71(8). ‘Schere, MIM. (Ed). (2014). Motivation matters. [special issue]. Béueational Leadership, 72(1). Schere, MM. (Ed. 2014). Instruction that sticks. [special issue]. Educational Leadership, 720). Schere, MM. (Ed.). (2014). Thinking snd listening [special issue]. Eaucational ‘Leadership, 726). Schere, MM. (Ed). (2014/2015). STEM forall [special issue). Educational Leadership, 7208). Schere, MM. (Ed. 2015). Improving schools: What works? [special issue). Educational Leadership, 72(5). ‘Schere, MM. (Ed). (2015). Culturally diverse classrooms. [special issue]. Ztucational ‘Leadership, 7266). Schere, M.M. (Ed), (2015). Communication skills for leaders. [special issue}. ‘Educational Leadership, 72() Schere, MM. (Bd). (2015). Teaching with mobile tech. [special issue]. Kalucational Leadership, 7208).‘Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandtie, VA: ASCD. Tomlinson, C.A., Kaplan, 8.N., Renzulli, 1S., Purcell, J, Leppien, J, & Bums, D. (2002). The paraifel curriculum: A design to develop high potential and challenge high-abilty earners. Thousand Oaks, CA: Corwin Press. Tomlinson, C.A., & McTighe, 1. (2006). Integrating diferentiated instruction and understanding by design. Alexandria, VA: ASCD. ‘Van Slyke, S. (1997). Building community for public schools: Challenges and strategies. ‘Phi Delia Kappan, 78(10), 753-155, Weil, R. (1997), The view from between a rock and a herd place: A classroom teacher's perspective. Phi Delta Kappan, 78(10), 760-764, Wolfe, P2001). Brain matters: Translating research ino classroom practice. Alexandtia, VA: ASCD. Zamuda, A., Kuklis, R, & Kline, E. (2004). Transforming schools: Creating a culture of ‘continuous improvement. Alexandria, VA: ASCD. Student Behavior: ‘Academie Hana, Students ae cxpcted to conduct theses sy wid highest seanards with Trento acdermic hoes. Violation of clipe, state, federal standards with regard to plagiarism, ceaing. oF falsification of ofc records wil not be tolerated Stents voi such standards wl be sabe cpio, ‘5 per campas policies ticle inthe Student lndbook. fl copy ofthe handbook can be found npufunnr esc eduldacument siden ‘Academie Policies, including seademle Aishonesty, can be found betwee pages 3335. Adnceanczation Policy ‘Te Callegeasumes that students wil sek o profit fom the aseuciona Program and wil recognize the imporance of stending every clas meting of covrses for which eres expected Responsibility fo nothing faulty of absences, and for ranging potenti ake-p, est with the students Tn ouraes ht tlie an elie form, students re expected to patcpt inan appropiate and fequet mar a& determined by cous nso. ivy ~ Civil behavior enhances the learning environment nd is expected a ll tines Courtesy and respect for oer ae essential elements to the letning process. Coures offered through Chadron Sue Caloge wel & Aiference of pinion discourse, and debate within a il envionment. ‘Nondiserimination Potey/Equal Educational Opportunity Polley: Chadron State College is commie oan ‘Mfinoaive action program to encowage admission of minority and fale students and to provide proces which wiles equal extent of al sues. The College i commited to creating an enveoamen forall sere tat S consistent with nndiseriminatory policy. To that end, tis the pole of Chadron tte College to administer azademic employment rograns and eated supporting servers ine mane® Which does ot dirininte on he ‘nis of gender, race, oot, natonal cri, age, lion, abi, ext oitaton, gender eat or mara Stans. Shden requests for resonable acconmedaion Based ypon documented disables shoud be presented lth he fra 40 weet ofthe semester, or win ho wea ofthe agai to he dbs conta person (08452-6265; Cite 11). Diselaimer: This yas and schedule i arulted as an expectation of elas topics, lean atts, and xponedsudeat leaning. However, the insur reserves the ght to make change in hs schedule th, hin ‘ny profesional judgment, woud result in enhanced or more fective lang on he prof the stents, “These‘modictions wil nt ubstatly change the intent or outsomes of this couse ad wl be done within the policies nd procedures of Chadron Sate College. ‘CSC Mission & Master Academic Plan (MAP) Mision Statement Charon State College (CSC) wil enrich the quality of lift inthe epon by providing eduestonl opportune, escrch, service and programs that contribute significantly tothe via and diversity ofthe region MAP Priorities, 2014-2018, {CSC iscommited tothe ahievenent of assprojcs that ln with the following Priore: 1) Coninue to implement and improve the Eset Stdis rogram (ESP), 2) Define, develop and romote co-curricular expecences tat foster undergraduate and graduate student engagement, 5) Grea nd implement sete vo) reaching a aig techs, ching an eng cet {(LC)and te tirayteningconmens CLO). ‘Eat canpurwie proces fr side erent ving and ret; commen plan fr continuous inprovenen 1) Say cet, nd inplement rte von fr the grade sais program {Brkt campus proce aly and sacra an ee econmend la fr oan Inprovest