College of Education
EDU 380 – INTRODUCTION TO CURRICULUM PLANNING AND PRACTICE
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL: firstname.lastname@example.org 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.
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
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.
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 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.”
____ 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)
____ 6. (20 BONUS PTS.) SMART BOARD PROJECT
Students will design a content-specific SMART Board project.
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.
http://www.opi.mt.gov (for state
http://www.opi.mt.gov (for state standards)
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
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,
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)
Visitation Journal due Tuesday, April 2nd
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
Lesson Plan due Tuesday, April 23rd
Tuesday, April 23rd
24 Final Assessment (Individual PRAXIS II test results)
29 Final Evaluation