EDUCATION 5383 Curriculum Design & Implementation
Instructor: Dr. M. Ann Calahan
Address: Department of Curriculum
Office - 320 Education Building & Instruction
Phone - (254) 968-993Fax (254-968-9947) Box T-0290
email ? firstname.lastname@example.org Tarleton State University
Stephenville, TX 76402
Wiggins, G. & McTighe, J. (1998). Understanding by Design. Baltimore, Md: Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H., 7 Hyde, A. (1993). Second Edition. Best Practice New standards for teaching and learning in America's schools. Portsmouth, NH: Heinemann.
Uchida, D. (1996) Preparing Students for the 21st Century. Arlington, VA: American Association of School Administrators.
The purpose of this course is to provide teachers and administrators
with current information and trends associated with curriculum design.
It is important for teachers and administrators to have a knowledge and
understanding of the basic theories and principles related to curriculum
development and to be able to use this information in planning and implementing
instruction in classrooms.
The course will focus on the foundations of the curriculum planning and development process and will include: an overview of education and recent trends; the history of education; the role of philosophy in curriculum planning and development; the sociological factors that impact the curriculum development process; and the psychological dimensions of curriculum planning and development including principles of human development, early childhood through adolescent development, and learning theory. Students will examine state and local requirements for a "well balanced" curriculum and the accreditation criteria related to curriculum and instruction. Finally, students will develop a curriculum using the enhanced backward design process at explained in Wiggins & McTighe Understanding by Design.
Course Objectives: The student will
1. Provide several definitions of the term "curriculum" and describe the historical development of the schools and the curriculum.
2. Identify the components of the Tyler Rationale and explain their significance to the curriculum development process.
3. Identify developmental characteristics (physical, cognitive, social-emotional, and moral) of the of the early childhood through adolescent student, and describe the implications of student characteristics for curriculum development.
4. Identify major educational philosophies and learning theories and explain their application to curriculum development in the school.
5. Identify the three domains of learning and recognize the levels within the cognitive domain when given instructional objectives.
6. Identify the basic instructional strategies that can be used for instruction in classrooms and recognize or give examples of their use.
7. Identify the four stages of curriculum development and give an example of a curricular activity that occurs at each level.
8. Identify the key components of a "well balanced" curriculum for the school (TEKS), including subject areas, credits required for graduation in three program areas, and the kinds of transcripts or programs to be offered according to Chapter 75 of the TEC.
9. Describe the ways of individualizing instruction in the school and give an example of each.
10. Explain the importance of each of the following terms in the curriculum development process: curriculum planning, curriculum implementation, curriculum evaluation, curriculum management, curriculum alignment, quality control, scope and sequence chart, curriculum guide, resource guide, unit plan, and lesson plan
11. Develop a curriculum using the enhanced backward design process and the four stages identified in Understanding by Design.
Demonstrate proficiency on an EXAM to be given.
Objectives: 1,2, 8 & 10
Complete reflective review of the Uchida book.
Objective: 1, & 4
Response to Best Practices ? Oral Presentation
Objectives: 3, 5, 6, & 9.
Develop a curriculum document using established criteria in Understanding
Objectives: 3, 4, 5, 6, 7, 9, & 11
Complete a chart that indicates the components of a "well-balanced"
curriculum for the school including subject areas, credits for graduations
and the kinds of transcripts or programs offered according to Chapter 74
of the TEC. (You might choose to develop a brochure that explains these
for your district.)
Academic honesty is expected. Cheating will not be tolerated and
will result in automatic failure of the course. The University has an Academic
Integrity Policy that will be maintained.
If you have special needs due to a learning disability or other disability,
please contact Dr. Dwayne Snyder, ADA Compliance Officer, Room 239, Administration
Building, phone 254-968-9373.