MSU-Billings
College of Education
EDUCATIONAL THEORY AND PRACTICE
EDU 380 – INTRODUCTION TO
CURRICULUM PLANNING AND PRACTICE
DR.
SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL: scbarfield@msubillings.edu OFFICE: ED 271
OFFICE
HOURS: Tuesdays and Thursdays, 7:30-8:15 a.m.,
10:30 a.m.-noon
(also by
appointment)
REQUIRED TEXT: Kellough, R. D. (2011). A Resource Guide for Teaching K-12 (6th ed.). Boston: Pearson.
COURSE
DESCRIPTION:
Introduces pre-service teachers to the various historical, philosophical, psychological, sociological and developmental concerns in designing school curricula. Philosophies of and practical strategies for integration of computer technologies into curricula are explored.
COURSE CONTENT GOAL
To assist pre-service
teaching candidates in developing attitudes, knowledge, and skills to become
excellent teachers
COURSE OBJECTIVES
1. Describe the meaning of the phrase “teachers as a reflective decision maker”
2. Demonstrate competence in using standard classroom tools for teaching
3. Describe the meaning and give an examples of sequenced consequences as used in response to inappropriate student behavior
4. Demonstrate an understanding of the rationale for planning for instructions, the levels of planning, and the components of a total instructional plan.
5. Demonstrate an understanding of the significance of a planned unit of instruction and the concept of planning curriculum and instruction.
6. Develop skill in the use of questioning
7. Explain the advantages and disadvantages of various ways of grouping students for quality learning
8. Demonstrate when and how to use inquiry for student learning
9. Demonstrate an understanding of the purposes and importance of assessment in teaching and learning
10. Articulate the link among teaching, learning, and assessment
11. Identify and demonstrate using Montana curriculum standards for planning lessons
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches as well as the historical-legal-philosophical foundations of education. The teacher creates learning experiences that make these aspects of subject matter meaningful for students.
Standard 2: Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. MSU Billings teacher education candidates understand differences among groups of people and individuals. In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001)
Standard 3: Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Montana educators understand and teach with attention to the cultures of Montana Indian nations.
Standard 4: Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.
Standard 5: Motivation & Management
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard 6: Communication & Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7: Planning
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Standard 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Standard 9: Reflective Practice: Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.
Standard 10: School & Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
COURSE POLICIES:
Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations, including any cultural considerations
Students with disabilities,
whether physical, learning, or psychological, who believe that they may need
accommodations in this class, are encouraged to contact Disability Support
Services (DSS) as soon as possible to ensure that such accommodations are implemented
in a timely fashion. Please meet with DSS staff to verify your eligibility for
any classroom accommodations and for academic assistance related to your
disability. Disability Support Services is located in the
Late assignments will have 5 points per
week deducted from the total score received on that assignment. Revisited papers will lose 5 points and must
be turned in one week after they are returned.
Due to the large amount of spam on my computer, all email
correspondence should include the class and section, your name, and the subject
in the SUBJECT area of the email message (ex: SUBJECT: “EDU 221-800 Smith Tech.
#1”)
Academic Misconduct: Academic misconduct includes all acts of dishonesty in any academically related matter, including cheating, plagiarism, fabrication, or misrepresentation. If a student commits an act of academic dishonesty, the instructor may take any of the following actions: verbal or written reprimand, grade of F on an assignment or grade of F in the course.
Professional Behavior: When a student is participating in an online course, he/she is expected to behave as a professional teacher would, including “netiquette.”
ASSIGNMENTS
____ 1. (10 @ 10 pts. each = 100 pts.) THREADED DISCUSSIONS (10 pts. per discussion)
(INTASC #1, #4, #6)
____ 2. (2 @ 10 pts. each = 20 pts.) THREADED DISCUSSION FACILITATION
Students will facilitate two threaded discussions.
(INTASC #1, #4, #5)
____ 3. (30 pts.) CLASS VISITATION AND
REFLECTION
(INTASC #9)
____ 4. (40 pts.) SMART BOARD PROJECT
Students will design a
content-specific SMART Board project.
(INTASC #1)
____ 6. (4 @ 20 pts. each = 80 pts.) LESSON PLANS
Students
will develop three lesson plans (traditional teaching model, non-traditional,
and content-specific). Final lesson plan will be a revised one of the three
using Evidence of Professional Growth (EPG) data.
(INTASC #1, #2, #3, #7, #8)
ETP Lesson Plan Format form-Teaching Model forms: Traditional, Multiple Intelligences, Learning Cycle, The Five E’s, Conceptual Change
Traditional Lesson Plan example Multiple Intelligences Lesson Plan example Learning Cycle Lesson Plan example Five E's Lesson Plan example
____ 7. (30 pts.) PRAXIS II – TUESDAY, APRIL 24TH 10:00-11:50 A.M. Cisel 012.
(INTASC #1)
Jan
17
Course Overview
Lesson Planning (ETP Format)
(all students attend on campus)
24
Chapter 1 – Today’s Schools
Practice Threaded Discussion
Lesson Planning (Teaching Models)
(all students attend on
campus)
31
Chapter 2 – Teacher Professional Responsibilities
Threaded Discussion A
ETP Lesson Plan
(Traditional Model)-Elementary Level
(all students attend on
campus)
Feb
7
Chapter 3 – Classroom Learning Environment
Threaded Discussion B
(all students attend on
campus: Music 12:10 p.m., Art 12:40 p.m., P.E. 1:10)
14 Chapter 4 – Curriculum:
Selecting and Setting Learning Expectations
Threaded Discussion C
ETP Lesson Plan (Teaching Model other than Traditional)-Middle
School Level
21
Chapter 5
– Planning the Instruction
Threaded Discussion D
(all students attend on
campus: Music 12:10 p.m., Art 12:40 p.m., P.E. 1:10)
28
Chapter 6
– The Use of Questioning
Threaded Discussion E
Content Specific Lesson Plan-High School Level
Mar
13
Chapter 7
– Thinking Curriculum
Threaded Discussion F
(all students attend on campus-COE: Music 12:10
p.m., Art 12:40 p.m., P.E. )
20
Chapter 8 – Mastery Learning and Differentiated Instruction
Threaded Discussion G
27
Chapter 9 – Organizing and
Guiding Student Learning Groups
Threaded Discussion H
Classroom Visitation Journal due
Apr
3
Chapter 10 – Assessing and Reporting Student Achievement
Threaded Discussion I
10
Chapter 11 – Professional Development
Threaded Discussion J
SMART Board Project due
(all students attend on campus
Cisel 012,
12:10-1:40 p.m.)
17
Modified Lesson Plan due in D2L DROPBOX (containing Evidence of Professional Growth-EPG)
(all students attend on campus
Cisel 012,
10:00-11:50 a.m.)
