EDSE 5320-003 Curriculum Development Secondary Schools

Fall or Spring

Faculty lnformation Mary Frances Agnello, Ph.D.

Office: EDUC, Room 323 742-1 997, ext. 323

Office Hours: TH 2-4:00 pm

Course lnformation Course Credit: 3 semester hours Class Time: Monday or Thursday 6:OO-8:50 p.m. Classroom: 164

Catalog Description The foundations, principles, and issues of curriculum in secondary level schools.

Required Textbook Daniels, H., Bizer,M., and Zemelman, S. (2001). Rethinking high school: Best practice in teaching, learning, and leadership. Portsmouth, NH: Heinemann.

I. Overview and Purpose This course is designed to assist post-baccalaureate pre-service teachers in acquiring a perspective of teaching dealing specifically with curriculum in their particular teaching field. The subject of curriculum is presented as based upon certain foundations and principles and the concept of curriculum development as a process of systematic planning; the selection and sequencing of materials, resources, and learning experiences are emphasized. The primary focus of the course will be planning for instruction. Much effort has been made to ground this course in the realities of classroom teaching. The course addresses the state (Texas) mandated

curriculum requirements, the accountability programs, and how state policies affect school-based curriculum decision-making. The course will provide opportunities for pre-service teachers to become familiar with current research and issues in the curriculum field. The course is also designed to assist pre-service teachers for the Certification of Educators in Texas (TexEs ).

Expected Learning Outcomes After completing this course, students will be able to:

1. envision a curricular view of teaching, especially as related to their respective teaching fields

2. develop useful and relevant curriculum documents 3. formulate a scope and sequence document for long-range

planning for course coverage 4. formulate lesson plans that include real world experiences and

that are developmentally appropriate, 5. include student-centered instructional strategies that promote self,

peer, and teacher assessment 6. converse and respond to the state's curriculum standards,

accountability program, and teacher appraisal system 7. write curricula for students in a particular school setting 8. relate curriculum-based problem-solving by linking theory and

research to successful school curriculum practice 9. prepare diverse students for successful mastery of learning

required on university and college entrance exams.

Assessment of Learning Outcomes Learning outcomes will be assessed through 1) faculty observation of teacher candidates working with students in a school with a majority diverse population and 2) faculty and peer, as well as Lubbock ISD curriculum supervisor and administrator observation. 3) Criteria for success will require that the candidates do culturally responsive teaching to large and small groups; 4) faculty evaluation of a scope and sequence, curriculum, lesson plan, and other related documents produced by the teacher candidates.

Curriculum Development Service Learning As part of the culturally responsive teaching mandate by the National Council for the Accreditation of Teacher Education, the Higher

Education Coordinating Board, and local demographic shifts, pre- service teachers must be better prepared to teach diverse students in culturally responsive ways. PK-20 education assumes that youngsters will stay in school, obtain their high school diplomas, and then further their skills and knowledge to attain a professional skill or diploma. Entry into higher education demands skills for mastering college entrance exams. This EDSE 5320 Curriculum Development class will work with students in a service capacity to promote Estacado High School students' success by offering a PSATISATI ACT Academy.

The Academy established with Estacado High School administrators to establish the curriculum. The EDSE 5320 class is partnering with Estacado High School in the endeavor. Also, the PK-20 Council, Learn, Inc., and the Center for Strategic Youth Development are working with students on their needs for university acceptance and are participating in the Academy. The post-baccalaureate pre-service teachers will assess student needs, gear activities for language and mathematic skills to student needs addressing their basic and advanced reading, writing, and mathematic skills.

The Estacado community students will enhance their chances for university admissions through practice exams, critical thinking activities, small and large group learning, games, and presentations organized by the teacher candidates.

90 -100% - Superior quality graduate work 89 - 80% - Good to excellent work with some areas of weakness 79 - 70% - Minimum requirements met for graduate work

On a scale of 1200 points:

Class Schedule, Instructional Topics, and Assignments

Week# Date Location Topics Related P P R Competenc

Assignments

1

2

3

4

5

6

7

Jan 12

Jan 19

Jan 26

Feb 2

Feb 9

Feb 16

Feb 23

Room 164

Room 164

Room 164

Room 164

EStacado

Estacado

Estacado

Introductions Go over syllabus

American ideology; How are character- istics of American ideology reflected in the curriculum? Which curriculum for whom? Describe the socio- cultural environment. What is the nature of curriculum? American curriculum History? From where have we come? Where are we going as a na- tion? Go over the field Experience Assignment. Curriculum for what? Curricular theory? Why theory? How does leadership interact with curr. theory?

I will be at a conference in Austin.

The politics of curri- lum? What are the politics? How do such politics the role of curriculum leadership? School leadership? Commun- ity leadership?

Beginning the curriculum planning

process.

1 ,5 ,6

2

2

4

1

1

9, 11, 12

Write your educational philosophy and reflections; Read Ch. 1 Phil of ed Due

Read Ch. 2

In-class activity- Creating a visual model of the ties between society and the curriculum Read Ch. 3

Go somewhere you have never been; think about how what you see and experi- ence sheds light on teaching1 schooling environ- ment. How does what you see inform the curr. dev. process?

Read Ch. 4 Write about Your field experience. Field experience paper due.

What are our experiences with curr. politics?

Read Ch. 5 Plan a curriculum data base. Look

8

9

10

11

12

13

March 2

March 9

March 16 Spring break

March 23

March 30

April 6

Estacado

Estacado

Estacado

Estacado

Estacado

Estacado

What are the loci of curriculum planning? Functions of leader- Ship? Alignment of goals and curricular fields?

Improving programs of study. Discovering and responding to student needs.

Processes for dev- eloping new courses and units; curriculum guides, naturalistic processes; constituency dev- elopement and power sharing; identify high quality learning experiences.

Think about Scope and Sequence n work with students. Current issues and curriculum development

Implementing Curriculum- Documenting Curriculum decisions

Student-led activities

5, 7, 10

4, 6, 12, 13

798

1 , 1 2 1 3

1 , 2 , 13

6, 7, 8

at a model of TEKS subject area summary. Study TEKS in your teaching area. Read Ch. 6,7 Curriculum mapping; work on group projects

TEKS sum- maries due. Read Ch. 8 Identify technological challenges;

Study a model of a scope and sequence; Work on group scope and sequence; Read Ch. 9 Find outside scholarly Article on Current issues In curriculum Divide labor of scope and sequence documents Scope and Sequence Documents due; Peer review; Teacher review; Improve documents. Read Ch. 10

Final Scope and Sequence documents due; Read Ch. 11,12 Unit plan-- Outline in

Tentative List of Assignments and Point Distribution

14

15

16

Beginning PhilosophyReflectionsof Education

Revised PhilosophyRef. of Education

TEKS Analysis Activity Scope and Sequence Document Integrated Unit Plan Lesson Plan Ending Philosophy of Education Final Self Assessment Document Professionalism/Attendance Mini teach

50 points

April 13

April 20

April 27

50 points 100 points 100 points 100 points 200 points 50 points 100 points 150 points 100 points

Total Available points 1,000

Estacado

Estacado

Estacado

Return teacher reviewed unit plan outlines; reflect on Estacado student needs; study developments in subject fields; more standards

Chapters 11, 12, 13 Integrate current developments across the curriculum into documents; reflect on Estacado student needs special needs multiculturalism, and other individuation of curricula

4, 12, 13

4, 12, 13

7,8, 9, 10

Independent group work with peers; review, and turn in for teacher review Read Ch. 13 Finalize unit plans; Work on lesson plans; Peer and teacher review lesson plans

Read Ch. 14 Mini teaches; Turn in written lesson plans Read Ch. 15

Mini teaches; Turn in written lesson plans Revised philoso- phy of ed and reflection

Americans With Disabilities Act

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you require special arrangements in order to meet course requirements, you should contact the instructor as soon as possible to make necessary accommodations. Students should present appropriate verification from Disabled Student Services, Dean of Students office

Assignments and Point Values of Assignments

Philosophy of Education and Reflections- (1st edition) - Due 2"d week of class, revised (2nd edition) version Due end of semester - 100 points

PhilosophyReflections of Education

A philosophy of education is an individual description of one's beliefs, knowledge, and disposition toward education and its purpose. It is our conscious and unconscious beliefs and conceptualizations of learning, teaching, learners, and learning contexts that guide our teaching practices and decisions. Therefore, articulating a philosophy of education offers preservice teachers the opportunity to reflect on your beliefs about teaching and learning. Additionally, our philosophies are living beliefs. That is, as we grow, learn, and gather experiences our philosophies about education also grow and develop. Over the course of this semester you will be provided with ample opportunities to add to your existing knowledge and beliefs about education. And these additions should help you to fine tune and elaborate on your philosophy so that it reflects your growing knowledge base. Your philosophy of education must answer the following questions based on your knowledge and beliefs:

1 .What is the purpose of education? - Why do schools exist? - Why are you a teacher?

2.What are the qualifications/characteristics of an effective teacher? - Which of those qualifications/characteristics do you possess?

3.How do children learn? 4.How will you meet the needs of diverse (language, cultural, racial, economic,

academic, etc.) learners? 5.How is your content area relevant to a child's development as an individual? 6.What are the roles students, teacher, administrators, and parents play in the

educational process? 7. What are your beliefs about the specific pedagogical concerns related to:

- Curriculum (e.g., the role of reading in content areas, instructional strategies and approaches)

- Assessment - Classroom Management and Climate - Student Motivation

In addition to addressing these questions your philosophy of education should be written as a professional document. Therefore, it is expected that the philosophy statement will be free of grammatical and typographical errors. Additionally, the statement will use professional language and be organized in a meaningful way.

Revised Philosophy1 Reflections Statement due at the end of the semester o The revised philosophy statement should reflect your knowledge

construction to this point in the semester. It is expected that this version of the philosophy and reflections will be written in APA style and will include appropriate references to material addressed in the class and the PSATISATIACT Academy

o The revised philosophy reflection statement will be compared to your beginning philosophy.

TEKS Assessment: (Total of 100 points) One of the single most utilized documents in curriculum development in our state is the Texas Essential Knowledge and Skills. In this activity you will locate, read and analyze the TEKS or a set of the national standards for your content area. 1) Determine a content area and grade level of the subject you would most like to teach. (e.g. 7th grade Texas history, 91h grade American History, Geography) 2) Locate the TEKS for the content area and grade level by going to the TEA website http://www.tea.state.tx.us/ Read through the document and then give your analysis by answering the following questions. Please utilize information contained within the document(s) to justify/corroborate your answer.

a. Make sure you put your name, grade level/subject area of TEKS

b. In your assessment, how well or thoroughly do the TEKS cover the content area? Are they too inclusive of material? Lacking material? Do the skills associated with the content sound logical to you for the agelgrade level they address? If so, why do you believe this to be the case?

c. How do you see the TEKS as a tool for planning, organizing for instruction, creating activities?

d. How do you feel about the state imposing standards on classroom teachers? Do you think this is necessary, helpful, a hindrance to creativity?

e. How might you use the TEKS on a regular basis? How do the TEKS inform preparation for college entrance? PSATISATIACT Academy?

Scope and Sequence Document -100 points - This document will be submitted as part of a collaborative group project (depending on number of students in the class and those who might be in the same content area as you) in which you will work with colleagues in your particular teaching field. You will develop two separate segments for this document. One segment will cover important information that will be included in the course you will be teaching for one school year, including a concept map. The second segment will involve developing a timing sequence for coverage of the material. An individual reflection on the scope and sequence process will be completed by each member of the team. More details later.

Integrated Unit Plan - 100 points - Rationale for the Assignment and Objectives Rationale Unit planning is an integral part of the instructional process. A unit is a connected series of lessons and materials on a specific body of information that students are responsible for knowing. Unit planning is an important aspect of any teachers' position and can happen both individually and collaboratively. You are expected to develop unit plans during student teaching as well as in your role as a classroom teacher. Through this unit plan assignment you will develop the knowledge and skills necessary to successfully plan units independently as part of your professional practice. Moreover, the integrated nature of this assignment will allow you to make connections across the five education courses you are taking and recognize the interrelated nature of the field.

Objectives At the completion of this assignment students will be able to:

Develop a portion of their Scope and Sequence document (created as part of EDSE 5320) into a preliminary unit plan for a particular topic of study. Design a well-developed lessons for the unit that demonstrate planning using a minimum of 2 different teaching approaches (e.g., cooperative learning, direct instruction, mastery learning etc. Integrate a diversity objective and activity into each of the two well developed lessons you will construct that supports culturally responsive instruction (CRI) and your sensitivity to and understanding of students' cultural backgrounds Incorporate a variety of reading, writing, teaching, and learning strategies which meaningfully and coherently integrate literacy with the content of the unit. Develop appropriate assessments for the unit including student reflections, your reflections, pen and paper tests, oral presentation, computer presentations, etc.

Lesson Plan - 200 points (1 00 points for peer assessment, 100 points for instructor assessment)- Each student will be responsible for developing a detailed, well organized lesson plan derived from your preliminary unit plan. We will go over materials in class that will assist you in this process. Lessons will include TEKS, objectives, materials

needed to complete the lesson, resources you will use, instructional methods used, activities students will complete, methods you will use to assess student achievement, and a reflection on the lesson planning process.

Mini-Teach-100 points (50 points for peerlself assessment, 50 for instructor assessment). Each student will do a short lesson from the unit plan and for which the lesson plan has been developed. The priorities will be on engaging students and professional delivery, as well as your experiences from the PSATISATIACT applied to teaching.

Final Self Assessment Document 100 points - You will be asked to complete a final self assessment document in which you will critically analyze the information gained, the processes utilized in this course, and your reflections. This will be a form of take-home final evaluation of your involvement in the activities and participatory effort in this class. Again, more information will be given to you well in advance of the due date of this final assignment.

Professionalism/Attendance - 150 points - Attendance and participation are critical in your professional preparation courses. It is assumed that your course related performances will be accurate indicators of your interest in the teaching profession. It is therefore imperative that you be present, timely, and involved in all aspects of the course. Since our meeting times are so concentrated, it is expected that you will be present for all class meetings. Absences from class will directly effect the professionalism component of sour end-of-course evaluation. It is expected that you will make the instructor aware of any impending absence and all class work will be submitted on the dates due.

Revised ~hilosophy

Criteria

Addresses all questions asked.

Professionalism

Excellent (5)

All questions are responded to explicitly and in detail.

Statement is well organized, clearly

Good (4)

All questions are responded to explicitly and most are detailed responses.

Statement is well written, organization andlor

Satisfactory (3)

All questions are responded to and addressed appropriately, few (3 or less) offer extensive detail.

Statement is understandable. Organization and writing

Unsatisfactory (2)

Most (4) questions are responded to OR All are responded to but many (4) are sparsely addressed.

Statement lacks organization and clarity.

Unacceptable (1)

Few (3 or less) questions are responded to OR Some questions are missed and many are sparsely addressed Statement is difficult to understand. It lacks

Standards Analysis (TEKS)

Growth and Development from Original Document

Appropriate Referencing of Course Content

One of the single most utilized documents in curriculum development in our state is the Texas Essential Knowledge and Skills. In other states you may find that national standards are utilized as the basis for curricular conformation and construction. In this activity you will locate, read and analyze the TEKS for your content area. Here is what you will need to do for this assignment.

1. Determine a content area and grade level of the subject you would most like to teach. (e.g. 71h grade Texas history, gth grade American History, Geography)

written, and interesting. Statement is free of grammatical and typographical errors.

Document shows significant growth from the original document. Revisions include many suggestions from teaching team. Statement draws appropriately and extensively from material discussed in all 5 courses to support claims.

interestingness need improvement. Statement is free of grammatical and typographical errors. Document shows good growth from the original document. A number of suggested revisions from teaching team are incorporated.

Statement draws appropriately from material discussed in all 5 courses to support claims.

could be improved. Grammatical and typographical errors exist.

Document show adequate growth from the original document. Few of the suggested revisions from teaching team are incorporated.

Statement appropriately draws from some of the material discussed in 3 or fewer courses.

Multiple grammatical and typographical errors exist.

Little growth is shown from the original document. Revisions suggested from teaching team are minimally incorporated.

Statement appropriately draws from some of the material discussed in 2 or fewer courses. OR Some of the course material is used inappropriately

organization, and clarity. Multiple grammatical and typographical errors exist.

No growth is evident from the original document. Revisions suggested from teaching team are not evident in the document.

Statement does not utilize material presented in REAL courses to support claims. OR A limited amount of course material is used inappropriately.

2. Locate the TEKS for the content area and grade level by going to the TEA website or national standards at the following websites:

Download and copy to a disklcd only the sectionlarea that you will need for your particular grade level andlcourse. Of course you may print it out if you so desire.

Read through the document and then give your analysis by answering the following questions. Please utilize information contained within the document(s) to justify/corroborate your answer.

a. Make sure you put your name, grade level/subject area of TEKS

b. Synthesize the TEKS in your area

c. In your assessment, how well or thoroughly do the TEKS cover the content area? Are they too inclusive of material? Lacking material? Do the skills associated with the content sound logical to you for the agelgrade level they address? If so, why do you believe this to be the case?

d. How do you see the TEKS as a tool for planning, organizing for instruction, creating activities?

e. How do you feel about the state imposing standards on classroom teachers? Do you think this is necessary, helpful, a hindrance to creativity?

e. How might you use the TEKS on a regular basis?

Scope and Sequence Document

For evaluation of the Scope and Sequence document, please have the following parts:

1. Cover sheet that includes the following information: A. Names of person(s) submitting the document B. Title of course C. Grade level of course D. Time period covered by course and proposed school year

11. Rationale for the course of study - Suggestion: Check out the TEKS and see what they have in the introductory material. Might help you formulate your own version

111. Concept web illustrating your original planning for the course. It should include: A. Course title in the big fat middle B. Proposed units of coverage and the sequence they will be covered C. Major concepts to be covered in each unit

(This can be done by hand or by computer. You can certainly use computer graphics if you feel comfortable. InspirationTM is a great software program for doing just that, but I wouldn't spend any money on it. If you have a "draw" program you can use that. It's a fun way to discover what your computer will do, but if the time element exceeds the practicality, please know that I will not grade you down if it is done neatly and legibly by hand.)

Get the general idea?

V. An outline of your Units and Major concepts : with a more specific breakdown of the time frame you think you will follow to cover the material. Be considerate of 6 or 9

week grading periods, end of semester exams, TAKS test, spring break, winter break. All those sort of things you sometimes neglect.

lSt 6 Weeks

VI. A reflection of the process of long-term planning and the product you have produced. In this document you will address the benefitsldrawbacks of long-term planning. If you worked as part of a group, you will also need to address the benefitsldrawbacks of working as part of a team. You will also need to address the product you produced.

Assessment of Scope and Sequence

2nd6 Weeks

Please assist your colleagues in their development of effective planning techniques by assessing their scope and sequence documents. Please rate their meeting the criteria of the assignment by circling the numbers (or anywhere in between) to which you feel they met the criteria. If you give the number 5 (highest degree of achievement) please indicate what, in particular was outstanding in that area. If you give the number 1 (lowest degree of achievement) please indicate what, in particular needed significant improvement. Any comments you can give in each area will be helpful!)

1. Rationale of Course. The rationale is clearly written in age-appropriate language and gives real world examples of why the course is relevant to the appropriate grade level student.

3rd 6 Weeks

5 4 3 2 1 Very clear unclear age appropriate not age appropriate good examples examples are hazy

4'h 6 Weeks 5th 6 Weeks 6th 6 Weeks

Comments:

2. Concept Web. The visual scope of the class is a clear visual representation of the course coverage.

5 4 3 2 1 Very clear Not clear

easy to follow cannot follow Comments:

3. Time Line. A clear visual representation of the sequence of course coverage. 5 4 3 2 1

Very clear Not clear easy to follow cannot follow

Comments:

4. Course Outline. A clear, concise outline of course coverage, sequence of course coverage and division into 6 week increments.

5 4 3 2 1 Very clear Not clear

easy to follow cannot follow Comments:

Overall positive comments about the document: