MSU-Billings

College of Education

EDUCATIONAL THEORY AND PRACTICE

SPRING 2012

 

EDU 380 – INTRODUCTION TO CURRICULUM PLANNING AND PRACTICE

 

 

DR. SUSAN C. BARFIELD                                   PHONE:  (406) 657-2316

 

E-MAIL:  scbarfield@msubillings.edu       OFFICE:  ED 271

                                   

ONLINE OFFICE HOURS:  Mondays, 9:00 a.m. to noon        Tuesdays, 10:30-noon (on campus every other week)             (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.

 

OVERALL COURSE GOAL

 

To assist pre-service teaching candidates in developing attitudes, knowledge, and skills to become excellent teachers

 

COURSE CONTENT GOALS

 

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

 

 

Coe Initial CONCEPTUAL Framework

Professional and Pedagogical Development

MSU BILLINGS-INTASC STANDARDS

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

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 Academic Support Center. 

  • Main Campus, 657-2283 (voice/tty) and 657-2159 (voice/tty/video phone) 8 a.m. - 5 p.m.  

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 380-800 Smith Lesson Plan question”)

 

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 proper “netiquette.”

 

ASSIGNMENTS

 

____ 1. (7 @ 10 pts. each = 70 pts.) THREADED DISCUSSIONS (10 pts. per discussion)

            (INTASC #4, #8)  Chapters 4, 6, and 9 optional A(10 bonus pts. each)

 

____ 2. (1 @ 10 pts. each = 10 pts.)  THREADED DISCUSSION FACILITATION

            Students will facilitate two threaded discussions.

(INTASC #3, #4, #8)

 

____ 3. (20 pts.) CLASS VISITATION AND REFLECTION

 

____ 4. (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, #4, #7, #8)

 

____ 5. (20 pts.)   FINAL – FRIDAY, APRIL 24th  (Individual PRAXIS II test results)

                (INTASC #4)

 

____ 6. (20 BONUS PTS.) SMART BOARD PROJECT

            Students will design a content-specific SMART Board project.

            (INTASC #4)

GRADING                A         190-200 pts.

                                    A-        184-189 pts.

B+       179-183 pts.

                                    B         173-178 pts.

                                    B-        168-172 pts.

                                    C+       163-167 pts.

                                    C         157-162 pts.

                                    C-        152-156 pts.

                                    D+       147-151 pts.

                                    D         141-146 pts.

                                    D-        136-140 pts.

                                    F          below 136 pts.

Billings Curricula (Grade K, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6)

http://www.opi.mt.gov (for state standards)

EDU 380 COURSE OUTLINE

Jan       16        Course Overview

                        Lesson Planning (ETP Format)

           

            23        Chapter 1 – Today’s Schools

Lesson Planning (Teaching Models)

Practice Threaded Discussion-Jan. 24-28

           

            30        Chapter 2 – Teacher Professional Responsibilities

Threaded Discussion A-Jan. 31-Feb. 4

ETP Lesson Plan (Traditional Model)-Elementary Level due Tuesday, Feb. 5th

 

Feb        6        Chapter 3 – Classroom Learning Environment

                        Threaded Discussion B-Feb. 7-11

 

13       Chapter 4 – Curriculum: Selecting and Setting Learning Expectations

No Threaded Discussion (No Threaded Discussion due to holiday)

ETP Lesson Plan (Teaching Model other than Traditional)-Middle School Level due Tuesday, Feb.     19th

 

20        Chapter 5 – Planning the Instruction

Threaded Discussion C-Feb. 21-25

 

             27       Chapter 6 – The Use of Questioning

                        No Threaded Discussion  (No Threaded Discussion due to spring break)

                        Content Specific Lesson Plan-High School Level due Tuesday, March 12th                

 

Mar      13        Chapter 7 – Thinking Curriculum

                        Threaded Discussion D-Mar.14-18

 

            20        Chapter 8 – Mastery Learning and Differentiated Instruction

                        Threaded Discussion E-Mar. 21-25

 

27        Chapter 9 – Organizing and Guiding Student Learning Groups

            No Threaded Discussion (No Threaded Discussion due to mini-spring break)

            Classroom Visitation Journal due Tuesday, April 2nd

 

Apr        3        Chapter 10 – Assessing and Reporting Student Achievement

                        Threaded Discussion F-Apr 4-8

 

            10        Chapter 11 – Professional Development

                        Threaded Discussion G-Apr 11-15

                        SMART Board Project (bonus pts.) due Tuesday, April 16th

 

            17        EPG Lesson Plan due Tuesday, April 23rd

 

            24        Final Assessment (Individual PRAXIS II test results)

 

            29        Final Evaluation

 

Updated 4/11/13