COURSE SYLLABUS EDUC 4346, 4347, 4348, 4349

Curriculum Design
ACCESS, Summer 2011, Dallas Christian College

Instructor Karen Estep, Ph.D. 217.737.3799 (C) kestep@lincolnchristian.edu

Dallas Christian College Mission Statement: Dallas Christian College educates and mentors students to be people of influence, under God's influence, for a life of influence. Course Description: Students learn and apply effective schools research; trends; issues; and processes of curriculum planning, lesson design and assessment techniques for their individual classrooms. The development of age and content appropriate lessons developed for a diverse student population will provide the student with practical experience. Topics studied will include the domains of teaching; models of instruction; developmental stages of early childhood, elementary, middle level, and/or adolescents; instructional media; and technology integration. Students will learn a variety of processes for active student learning and authentic assessment. Course Objectives: Cognitive Domain (Thinking) Objectives [CO]: At the end of the course, the diligent student will be able to do the following: 1. List and explain at least three major issues facing educators today along with major trends and research that are designed for dealing with those issues; evaluate the significance of the issues, and explain how a teacher should deal with the issues in his/her classroom. 2. Explain the necessary steps involved in curriculum planning and the resulting lesson designs. 3. Identify the varying student characteristics that one would often find in a diverse student population in an average classroom. Explain methods of working with each type of characteristic. 4. Identify various types of assessments and explain how each type would be used. Explain the purposes of each type of assessment and evaluate the usefulness of each assessment.
1

5.

6. 7. 8.

List the developmental stages and learning theories of learning theorists such as Piaget and Vygotsky. Evaluate the importance of these theories as they would relate them to the classroom. List and explain at least 5 age-appropriate and content-appropriate learning activities for the classroom. Identify the value of each activity. Explain and evaluate the use of at least 5 types of instructional media/technology applications. Explain the importance of incorporating the TEKS (Texas Essential Knowledge and Skills) in lesson planning.

Affective Domain (Attitude) Objectives [AO]: At the end of this course, the diligent student will be able to do the following: 1. Have a desire to help every student succeed and have appreciation for all of the instructional tools, learning theories, technology devices, research, lesson planning methods, and assessment techniques that will assist him/her in fulfilling that desire. 2. Have greater confidence in his/her ability to meet student learning needs. Psychomotor Domain (Involving Actions or Skills) Objectives [PO]: At the end of this course, the diligent student will be able to do the following: 1. Prepare and present an age-appropriate and content-appropriate teaching unit plan, following the Madeleine Hunter outline. 2. Demonstrate learning activities for the lesson plan that are age-appropriate and contentappropriate. 3. Prepare and present several assessment tools for the teaching unit plan that are ageappropriate and content-appropriate. 4. Demonstrate ways in which instructional media/technology can be employed in the teaching unit. 5. Demonstrate methods for meeting individual student learning needs as part of the teaching unit plan. Assignments: Class Participation: Students are expected to be present and active in class discussions and activities. This requires them to come prepared having assignments complete and discussion points prepared in advance. (400 pts) Reading: Student are expected to read all of their textbook by the end of the week. (100 pts.) Prepare for Discussion of Websites and Reading Assignments: (25pts each)
1. Student- Centered Approach to Instruction (Internet Activity- Project Approach) http://www.ed.uiuc.edu/ups/curriculum2002/links/ or http://ceep.crc.uiuc.edu/eecearchive/digests/1994/lk-pro94.html What are the possibilities for using this form of instruction in your classes? 2. Review Cooperative Learning website http://edtech.kennesaw.edu/intech/cooperativelearning.htm What are the advantages for using this form of instruction in your classes? 3. Prepare to discuss your Praxis for Homework Assignments based on Chapter 5: Class discussion

Presentation of Assigned Chapter: Students are to thoroughly read their assigned chapter and creatively present the material to the class. This is to be a 20-30 minute presentation. An outline of their presentation should be handed to the faculty prior to starting. Students should creatively involved classmates in activities; use PowerPoint presentations or other strategies in their presentation. There are no other writing requirements for this assignment. (100 pts) Peer Review: 1) Students should come prepared with a set of three objectives (cognitive, affective, and psychomotor) for students to evaluate as they begin developing their lesson plan for Fridays presentation (10 pts each= 30 pts). Students should also fine one TEKS standard to match their objective and appropriately (10 pts). This standard should be documented appropriately for peer review (10 pts). Peers will submit a grade based on these expectations of the students work. (50 pts total). Peer Review: Lesson Plan. Students are to review each lesson plan using Madeline Hunters template giving feedback on the plan. (100 pts) Delivery of one Teacher-Directed Lesson: Students are to prepare and deliver one lesson on Friday. Students will receive a grade based on the lesson delivered. (Rubric Available 230 pts)

Grading Scale:
Letter A AB+ B BC+ C CD+ D DF Numerical Value 96-100 94-95 92-93 88-91 85-87 82-84 78-81 75-77 72-74 68-71 65-67 0-64 Grade Points 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 .67 0.00

Textbook: Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: ResearchBased Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 9780871205049. Calendar for the week:
Monday Tuesday Wednesday Thursday

JUNE 27, WEEK 4 Curriculum Design 8:30 4:30

JUNE 28, WEEK 4 Curriculum Design 8:30 4:30

JUNE 29, WEEK 4 Curriculum Design 8:30 4:30

JUNE 30, WEEK 4 Curriculum Design 8:30 4:30

Daily Agendas: Schedule

8:30-9:45

Monday, June 27th Agenda (EDUC 4346)

Introductions: y Share something unique about yourself and area you hope to teach in Course Overview: y Syllabus y Assign tomorrows Presentations Devotion: y Prince of Egypt clip y (Gen 2, Num 13, Acts 2, I Cor 12) Prayer: For God to grant each Knowledge, Skills and Dispositions for Teaching All Students
Break

Assignments Due Today

Purchase Textbook Have Read Chapters 1-9

1. 2.

3.

Review the website for Texas Essential Knowledge & Skills (TEKS) http://www.tea.state.tx.us/index2.aspx?id= 6148

10:00-11:15

11:30-12:30 12:30-1:45

Learning Theory Overview (Handout) What do 21st century students look like? y Demographics US Students (Handout) y Activity: Define Diversity on post- its y NCATE Definition (add to post-its) Class Discussion: So how do we teach all students? Lunch Curriculum Overview y District Level y Classroom Level Understanding TEKS (Internet Activity)
Break

Look at your area for the following: y Reviews y Chapters Standards y Grade Levels y Share one insight with class members

2:00-3:15 3:30-4:30

Teacher-Directed Instruction: y Madeline Hunter

Break

Writing Objectives- Activity- goal is to finish in class with peers (handout)

Schedul e
8:30-9:45

Tuesday, June 28th Agenda (EDUC 4347)

Devotion: Who is a Teachers? Prayer: A petition to become
Student Centered Instruction (Lillian Katz) y Project Approach y Cooperative Learning (which will be discussed after lunch) Discussion on Chapter 5-Class Personal Homework Praxis
Break

Assignments Due

Review Student- Centered Approach to Instruction (Internet Activity- Project Approach) http://www.ed.uiuc.edu/ups/curriculum2002/lin ks/ or http://ceep.crc.uiuc.edu/eecearchive/digests/1994 /lk-pro94.html What are the possibilities for using this form of instruction in your classes? Review Cooperative Learning website http://edtech.kennesaw.edu/intech/cooperativelearn ing.htm What are the advantages for using this form of instruction in your classes? Prepare to discuss your Praxis for Homework Assignments based on Chapter 5: Class discussion 20-30 minute Presentation of Chapter assigned material Prepare for Peer Review of Objectives and Standards for Lesson Plan

10:0010:30 10:3011:15

11:3012:30

Chapter 2- Student Presentation with modeling and/or activity (Similarities & Differences) Chapter 3- Student Presentation with modeling and/or activity(Summarizing and Note Taking) Lunch Chapter 7- Cooperative Learning Review cooperative Learning Website as a class. Exercise in writing Objectives for your Lesson Plan y Cognitive y Affective Psychomotor
Break

12:301:45

2:00-2:30 2:30-3:00 3:30-4:30

Chapter 4- Student Presentation with Modeling and/or activity Chapter 6- Student Presentation with Modeling and/or activity
Break

Peer Review: Lesson Plan Objectives and Standards (approval)

Schedule

Wednesday, June 29th Agenda (EDUC 4348)

y y

Assignments Due
Finish Reading Peer Review of Lesson Plan

8:30-9:45 Prayer: Personal Needs Peer Review of Lesson Plan Development: Teacher-Directed Break 10:00- Videos & Discussion on Universal Design in Lesson Planning 11:15 http://www.youtube.com/watch?v=bDvKnY0g6e4 http://lessonbuilder.cast.org/window.php?src=videos y Diverse Learners: (Video) and revisit Post-it activity y Brain Research: (Video) and revisit Learning Theories (cognitive, affective, and psychomotor) Discuss: How do we teach all students? y What is Universal Design in Lesson (UDL) Planning?(Video) Review Update guidelines & Template(handout) y Principles of UDL (video) Peer Discussion of how to meet needs of all students: y Develop a class profile y Develop Activities to reach the What?, how? And Why? Questions of learning Website Reference for UDL: http://www.cast.org/udl/index.html 11:30Lunch 12:30 12:30- Lesson Activities (Integrating Info from Textbook) 1:45 y Discuss in small groups what the textbook has to say about activities for your class y Working with a peer, develop a list of activities you will consider incorporating into your lesson plan. Break 2:00-3:15 Assessment Overview y Teacher-Constructed or Standardized Assessments y Informal or formal Assessments y Formative or Summative Assessments y Criterion-Referenced or Norm-Referenced Assessments y Objective or constructed-Response Assessments y Performance or Traditional Assessment Review as a class the Website for Texas Assessment of Knowledge & Skills (TAKS) Resources: http://www.tea.state.tx.us/index3.aspx?id=948&menu_id=793 Discuss key points discovered about testing for the state of Texas and in particular trends and issues. How will teachers need to address these? Break 3:30-4:30 Creation of Manipulatives (The Craft of Lesson Planning)

Thursday, June 30th Schedule Agenda (EDUC 4349) 8:30-9:45 Prayer: Lesson Delivery Lesson Delivery #1

Assignments Due Lesson Plan Delivery

Break

10:00-11:15

Lesson Delivery #2

Lunch 12:30-1:45

Lesson Delivery #3

Break

2:00-3:15

Lesson Delivery #4

Break

3:30-4:30

Lesson Delivery #5