EDFD6313

Curriculum Development

Dr. Sid T. Womack, Associate Professor of Educational Curriculum and Instruction

Tomlinson 101, 1: 00 - 2: 30 P. M. Monday through Friday, May 6 – June 14

Office‑Crabaugh 211, Phone (479) 968‑0423

Office hours: 2: 30 – 4: 00 P. M. MTWRF

Email: Web page for the course: http://education.atu.edu/people/swomack/6313news.html

IV Catalog description:

A study of the elements and principles of curriculum design and construction for teachers at the elementary and secondary school levels. The course considers the theoretical concerns of curriculum planning as well as the activities involved in carrying theory into practice.

V. Textbook: Wiles, J., & Bondi, J. (1998). Curriculum development: A guide to practice,

sixth edition. New Jersey: Prentice-Hall.

VI. Supplemental Reading List

Ball, D. L. (1996). Teacher learning and the mathematics reformBwhat we thknk we know and what we need to learn. Phi Delta Kappan, 77 (7), 500-508.

Blake, R. R., & Mouton, J. (1964). The managerial grid. Houston: Gulf Publishing.

Bracey, G. W., (1996). Change and continuity in elementary education. Principal 75, 46-50.

Bruer, J. T. (1999). In search of . . . Brain-based education. Phi Delta Kappan, 80 (9), 648-657.

Canady, R., & Rettig, M. (1995). The power of innovative scheduling. Educational Leadership, November 1995, 4-10.

Crone, P., & Tashakkon, M. (1992). Variance in student achievement in effective and ineffective schools: inconsistencies across SES categories. Paper, American Educational Research Association.

Eisner, E. (1999). The uses and limits of performance assessment. Phi Delta Kappan, 80 (9), 658-661.

Fisher, B. (1996). Moving beyond letter of the week. Teaching K-8 (January, 1996), 74-76.

Gardner, H. (1995). Reflections on multiple intelligences: myths and messages. Phi Delta Kappan, 77 (3), 201-209.

Goenner, J. Charter schools: the revitalization of public education. Phi Delta Kappan, 78 (1), 32-36.

Hackman, D. (1995). Ten guidelines for implementing block scheduling. Educational Leadership, November 1995, 24-27.

Lamme, L. L. (1996). The literature based approach for a social studies curriculum. Trends and Issues, 8 (1), 7-11.

Maag, J. & Reid, R. (1994). Attention deficit hyperactivity disorder: a functional approach to assessment and treatment. Behavioral Disorders, 20 (1), 5-22.

Neill, A. S. (1960). Summerhill. New York: Hart.

Okebukola, P. (1986). The influence of preferred learning styles on cooperateive learning in science. Science Education 70, 509-576.

Rosenshine, B., & Guenther, J. Using scaffolding for teaching higher level cognitive strategies. In H. Walberg, Teaching for thinking. Reston, Virginia: NAASP. Pp. 35-48.

Shepherd, J., & Smith, S. (1990). Synthesis of research on grade retention. Florida Department of Education.

Stevens, R., & Slavin, R. (1995). The cooperative elementary school: effects on student achievmeent motivation. Journal of Educational Psychology 82 (4), 321-351.

Sylvester, R. (1992). What brain research says about paying attention. Educational Leadership, 50 (4), 71-75.

Taba, H. (1962). Curriculum development: theory and practice. New York: Harcourt Brace Jovanovich.

Womack, S. (1996). AModes of Instruction@ of The Clearing House 62, 205-210 is quoted extensively and/or used as an organizing instrucment of chapter 15 of Foundations of American Education 2^nd ed. by Webb, L., Meth, A., & Jordan, K. F. Englewood Cliffs, N. J.: Prentice-Hall.

Womack, S. (1998). AModes of Instruction@ of The Clearing House 62, 205-210 is quoted extensively and/or used as an organizing instrument of chapter 11 of Adapting Instruction to accommodate students in inclusive settings by Judy Wood of Virginia Commonwealth University. Columbus, Ohio: Merrill.

VII. Justification/rationale for the course. Persons taking this course are likely to be the

classroom leaders on their campuses or in their school districts. They need this

background in how curricula are developed, tested, modified, implemented, and

sometimes discarded in order to not only lead in the development of suitable curricula for

their immediate situations but also to understand and be able to work with other parts of

their districts in articulating and integrating curricula for the benefit of students.

VIII. Course objectives: By the end of the course, the learner should be able to

1. distinguish between curriculum and instruction

2. tell several definitions or meanings of curriculum

3. distinguish between curriculum theory and instruction theory

4. write Magerian behavioral objectives at all levels of Bloom's Taxonomy

5. list and make application of the eight steps of curriculum development

6. show applications of research methods in conducting needs assessments in curriculum

development

7. identify trends and innovations in reading, language arts, social studies, science,

mathematics, the fine arts, vocational education, and health/physical education

8. analyze and apply information about learning patterns and developmental needs of

students K‑12 grades

9. apply knowledge of working with and managing small groups of people in curriculum committees

10. select materials which match content needs and learning objectives

11. demonstrate methods of evaluating curricula

12. demonstrate application of scope and sequence techniques

IX. Assessment and evaluation methods:

The following are required in the course:

1. Regular class attendance and participation.

2. Satisfactory performance on the examinations

3. Reading of the textbook.

4. An in-class presentation of about ten minutes on some innovation in curriculum

5. A teaching-learning unit suitable for about two weeks of study

Attendance Policy: Students are expected to attend all class meetings. Students are normally allowed no more than excused absences. On the third absence the student will be sent a warning letter. On the third absence, the student is dropped from the course. For emergency absences please refer to p. 14 of the Arkansas Tech Student Handbook 2000-2001.

Plagiarism and Other Academic Misconduct: Any student found to have committed academic misconduct including, but not limited to cheating, plagiarism, or other forms of academic dishonesty is subject to the disciplinary sanction outlined in Article IV of the Arkansas Tech Student Handbook, 2000-2001. APlagiarism@ is defined as Aan idea, expression, plot, or the like taken from another and used as one=s own.@ World Book Dictionary, 1985.

Determination of the grade for the course:

Test I........................................................ 100

Test II....................................................... 100

Test III...................................................... 100

Final........................................................... 200

Curriculum unit.......................................... 200

In‑class presentation................................... 100

___

Total possible points.................................. 800

A=720‑800

B=640‑719

C=560‑639

D=480-559

F<480

Late assignments. Late assignments will be accepted with a penalty of one letter grade decrease the first day. Assignments will not be accepted more than one day late. Absence on the due date is not considered an excuse. This policy applies to tests, the in-class presentation, and the curriculum unit.

XII. Course content and schedule.

Activities include lectures, demonstrations of methods and materials, use of the internet, video projection, software, student presentations, and writing assignments. The course progresses from most structured at the beginning to least structured near the end as students gain proficiency in curriculum development and are able to do more on their own.

Schedule and activities:

Week of Topics, activities, assignments

May 6 Survey of curriculum as a field of study. Overview of the course, discussion of

the syllabus. Curriculum design including Taba=s eight steps to curriculum

building. Indicators that curriculum work is needed (CD:AGTP pages 113-124)

versus indicators that curriculum development is under way and is beneficial for

the campus/district. Please read chapters 1 and 2 in the text book.

Historical and philosophical considerations for curriculum development.

Exercise in six philosophies of education. Please read chapters 3 and 4 in the

text before the end of the week. Select an idea for your curriculum unit which

will be due no later than 5: 00 P. M. on June 11.

Studies of the nature of man including behavioristic, field, and constructivist

viewpoints, and how these apply to curriculum. Doing the needs assessment,

setting goals, and writing objectives. Test One is likely on Thursday or Friday.

May 13 Physical facilities and their implications for curriculum implementation. See

especially CD: AGTP pages 72-88. Organization of knowledge, use of learning materials, instructional orientation. Society and culture. Values and how society's

values shape curriculum development. Influences on curriculum development

such as standardized testing, sexism in books, censorship, legal issues, local vs.

state or Federal control, etc. Using what we know about attitudes and values to

gain public support for a new or innovative curriculum.

May 20 Patterns in school organization, vertical and horizontal. Providing for special

populations such as gifted, special education, Chapter 1 students, educationally

disadvantaged, and the culturally different. Curriculum mapping. Test Two is

likely near the end of the week.

Trends in literacy instruction for elementary and secondary schools. Be finished

with selecting and organizing content for your unit. There may be some time in

class today for technical assistance with your unit if you want it. Please read

chapters 5 and 6 of CD:AGTP about Curriculum Management Planning and

Instruction in a Technological Era.

May 27 Discussion of curricular trends in science, math and social studies. Leadership

processes for facilitating curriculum development. Understanding and analyzing

the political power base of the local school district. State and Federal inputs.

How to harmonize local expectations with state and Federal mandates. For

tomorrow: Prepare a presentation for class on some innovation in curriculum

and instruction, having it ready for early in the week of June 3.

Please read chapters 7 and 8 CD: AGTP on Elementary School Programs and

Issues and Middle School Programs and Issues if you have not already done so.

June 3 In-class reports on innovations in curriculum and instruction. Finish

selecting and organizing learning experiences on your unit.

Trends and developments in art and music education, vocational education,

and health/physical education. Guest speakers possible this week. Reports will

be tomorrow. Finish selecting and organizing learning experiences. Please read

chapter 9 on Secondary School Programs and Issues.

Discussion of Middle School Programs and Issues.

June 10 Secondary School programs and issues. Using research techniques to determine

the effectiveness of new curricula. Please read chapter 10 of CD:AGTP on

Curriculum Design Alternatives if you have not already done so.

The curriculum units are due in final form no later than 5: 00 P. M. on

June 11.

June 14 Final examination.