=
Click
here for the Faculty Pathfinder.
GED 651
CURRICULUM
DEVELOPMENT AND EVALUATION
Spring 2008
Instructor:
Christopher S. Schumann
908-713-4159<= o:p>
cschumann@nhv=
web.net
PURPOSE OF THE COURSE
This course is designed to prepare students to become educational leaders and professional curriculum developers. Students will develop an integrate= d view of curriculum and instruction at the preschool, elementary and secondary sc= hool levels from the perspective of the teacher and the learner. Students will acquire an understan= ding of the interrelationships between current issues in curriculum development,= sociocultural and political influences and the needs = of each constituency in educational systems.&= nbsp; The course will emphasize analysis and evaluation of significant curriculum practices reforms, and innovations. Emphasis in this course will be pl= aced on connecting an understanding of curriculum theory to effective supervisio= n of curriculum development and practice.
The course will be presented as small and whole group discussions, threaded discussions, student/group presentations, and written exchanges.
Class sessions will generally consist of discussion of the assig=
ned
reading, article presentation=
of
current interest, and present=
ation
of field experience (work on
curriculum committee or
development, school bo=
ard
attendance, interview with
supervisor or administrator
COURSE MAT=
ERIALS
Text: Understanding and Shaping Curriculum: What We= Teach and Why by Thomas W. Hewitt (2006) ISBN: 0-7619-2868-5, Sage Publications. It can be order= ed online at: https://www.centenarycollege.edu/cms/en/caps/student-i= nformation/online-book-ordering/
Suggested
Journals/Periodicals for Presentations:
American Educational Research Journal
Childhood Education
Educational Leadership
The Elementary School Journal
Journal of Curriculum and Supervision
Journal of Education
New York Times
Phi Delta Kappan
Theory into Practice
Additionally, students are encouraged to use the North Hunterdon High School Media Center online periodical search, especially EBS= CO, for educational articles from a variety of sources and journals. (Mrs. Konefal= , our media center specialist, will create a pathway for us so that we can ea= sily access the above).
Electronic Da=
tabase:
Web Sites= :
www.njpsa.org (N= ew Jersey Principals and Supervisors Association
www.state= .nj.us/education (NJ Department of Education)
www.ed.gov (US Depa= rtment of Education)
www.ascd.org (Ass= ociation for Supervision and Curriculum development)
www.edweek.org (Education Week)
www.ets.org. (Educ= ational Testing Service)
www.p= dkintl.org/kappan/kappan (Kappan)
http://ericir.syr.e= du (Eric)
www.sta=
te.nj.us/njded/cccs/index
(Core Curriculum Content Standards)
OBJECTIVES:
= 1. = To understand the process of determining curriculum content at various grade levels and content areas. (CGE 4; T 1.1; IS 1)
= 2. = To research, analyze and present appropriate journal articles. (CGE 1,2,3,4; T 1.1, 1.2= , 1.3; IS 1, 2, 4, 6)
= 3. = To use technology as a means of research. ( 1, 3; T 1.1, IS 1)
= 4. = To understand the development, use and evaluation of instructional level curriculum projects. (CGE 2, 4; T 1.1, 1.2; IS 1,3)
= 5. = To develop a philosophy of curriculum and content selection that can be educationally justified and also communicated to administration, parents and students. (CGE 4, 5, 6; T 1.1,1.2, 1.3; IS 1,2,4,6)
= 6. = To understand the educational implications of the N= ew Jersey Core Curriculum Standards and the responsibility for its delivery. (= CGE 4; T 1.2; IS 3, 6)
= 7. = To analyze and discuss the curricula implications “No Child Left Behind.” (CGE 4; T 1.2; IS 3,6)
= 8. = To align curriculum, testing and classroom practice= . (CGE 3; T 1,1, 1.2, 1.3; IS 1, 2, 3, 4= )
= 9. = To understand issues related to curriculum and spec= ial education. (CGE 2, 4, 6; T 1.1, 1.= 3; IS 1,2,,4,5,6)
= 10. = To understand brain-based learning and its implicat= ion for curriculum. (e.g.: 4-MAT) (GRE= 4, T 1.1, 1.3; IS 1, 2, 4)
= 11. = To understand and articulate how learning styles ca= n be used to deliver curriculum more effectively. (GRE 4, T 1.1, 1.3; IS 1, 2, 4)
= 12. = To understand issues in curriculum evaluation such = as test bias and test preparation of students (CGE 2, 4; T 1.1,.1.2, 1.3; IS 1, 2, 3,6)
= 13. = To analyze various curriculum delivery theories and methods for their effectiveness. (= CGE 2, 3; T 1.1, 1.2; IS 1,3)
= 14. = To be aware of special needs students and minority students and curriculum delivery models to meet their needs. (CGE 6; T 1.3; IS 4, 6)
= 15. = To share information and strategies that will trans= late into better classroom practices. (= CGE 1, 3, 4; T 1.1, 1.3; IS 1, 2, 6)
COURSE OUT=
COMES:
Students will become agents of change in the developme= nt of curriculum.
COURSE SCH=
EDULE:
|
Date |
Topic |
Book Chapter |
Assignment |
|
January 2= 8 |
Review of Syllabus |
|
|
|
February = 4 |
WHAT TO TEACH: INTRODUCTION TO CURRICULUM: NJ Core C= ontent Standards; NJ Standards Clarification Project; Alignment of State Curricu= lum and Content |
1 |
|
|
February = 11 |
WHAT TO TEACH:WORLD OF CURRICULUM: NJ QSAC; Understanding By Design= ; No Child Left Behind |
2-4 |
|
|
February = 18 |
NO
CLASS-SCHOOL CLOSED-President’s |
|
|
|
February = 25 |
DELIVERY OF CONTENT: KNOWLEDGE BASES THAT SERVE CURRICULUM-PART I; Social and Emotional Learning; Differentiated Instruct= ion
|
5-6 |
Reaction = # 1; Final Project Meetings |
|
March 3 |
DELIVERY OF CONTENT:KNOWLEDGE BASES THAT SERVE CURRICULUM-PART II; Learning Styles |
7-8 |
Final Pro= ject Meetings |
|
March 10<= /p> |
DELIVERY OF CONTENT: WHAT CURRICULUM PRACTITIONERS D= O-PART I; Interdisciplinary Units; Cross Grade Articulation &= nbsp; |
9 |
Final Pro= ject Meetings |
|
March 17<= /p> |
MID-TE= RM PROJECT &= nbsp; |
|
Discuss a= nd Evaluate Projects |
|
March 24<= /p> |
NO CLASS-SCHOOL CLOSED |
|
|
|
March 31<= /p> |
DELIVERY OF CONTENT :WHAT CURRICULUM PRACTITIONERS D= O-PART II: Elementary Articulation |
10 |
Reaction = # 2 |
|
April 7 |
DELIVERY OF CONTENT :WHAT CURRICULUM PRACTITIONERS D= O-PART III; Technology in Classroom |
11 |
|
|
April 14<= /p> |
CURRICULUM EVALUATION: Alternative Assessment |
12 |
|
|
April 21<= /p> |
CHALLENGES OF CURRICULUM CHANGE: Authentic Assessmen= t |
13 |
Reaction = # 3 |
|
April 28<= /p> |
CHALLENGES OF CURRICULUM CHANGE: Special Needs Stude= nts |
14 |
|
|
May 5 |
FINAL EXAM/PROJECT PRESENTATION |
|
|
|
May 12 |
FINAL EXAM/PROJECT PRESENTATION |
|
|
Topics for discussion:
Students will be responsib= le for the following:
affect grade and credit)
(Copies for everyone, please)
GRADING:
1. Each student will be assigned or choose one chapter from the syllabus and present the topics of that chapter to the class.&n= bsp; The student should strive to identify the main ideas, especially the content that is of most interest to them as contemporary educators. Development of scenarios or essential questions are examples of methods to be used.=
2. Students will be provided with curriculum development/assessment related articles du= ring the course of the semester and will be expected to write a five paragraph reaction to the article. Each= essay should contain a summary of the main ideas of the article and the whether t= he student agrees or disagrees with the author of the article.
3. Midterm Exam/Project
4. Final Exam/Project
Class participation and evidence of having read assign= ments 30%
Reaction Papers 10%
Chapter Presentation 10%
Midterm Exam/Project 20%
Final Exam/Project 30%
Grading: The fol=
lowing
grade scales will be used to calculate final grades.
100-94 =3D A &=
nbsp; 79-77
=3D C+
93-90 =3D A-
=
76-73
=3D C
89-87 =3D B+ &n=
bsp; 72-70
=3D C-
86-83 =3D B &nb=
sp; =
69-67
=3D D+
82-80 =3D B- &n=
bsp; &=
nbsp; 66-63
=3D D
=
; &n=
bsp; 62-=
60
=3D D-
=
; &n=
bsp; 59-0
=3D F
STUDENTS W= ITH DISABILITIES:
Students with documented disabilities who are in need = of academic accommodations should contact the Director of Disability Services = by phone (908-852-1400, extension 2252) or in person. The Disability Service Offic= e is located in the Library Annex on the Centenary campus. Accommodations are individualized = and in accordance with section 504 of the Rehabilitation Act of 1973.
Project 1 Mid= -Term &= nbsp; Due: March 17, 2008
The inability to read or write well is often linked to difficulty in all subjects. In order to reinforce these skills, many districts have incorporated language = arts into other subject areas. Usi= ng your assigned curriculum (or one with which you are familiar), develop an addendum to the curriculum that would incorporate reading strategies of wri= ting skills ACROSS the curriculum. If you are an English or language arts teacher, select another subject area wi= th which you could work. The curriculum you select may be any subject, but should be concentrated on one single grade. Though a copy o= f the curriculum does not need to be handed in with your project, a sample of the curriculum must be included to provide context for your project. As an alternative, the same assign= ment may be done for technology rather than reading or writing, with permission = from the instructor. Minor adjustm= ents to rubric will be made at that time.
Rubric
10% - includes a rationale for the incorporation of wr= iting across the curriculum
50% - includes clear guidelines a non-language arts te= acher could utilize successfully
· Specific assignments catered to the curricul= um
· Samples of scoring methods used in the distr= ict
· Varied types of writing assignments
20% - well written and free of grammatical or typograp= hical errors
20% - compliments the curriculum by naturally enhancin= g the learning experience of the children
Project 2 = 211; Final Exam &nb= sp; Due: May 5 & 12, 2008
Discuss the curricula in your school/district with a
supervisor or administrator.
Identify an area of need that you could address with your project.
Rubric:
10% - explanation for the necessity/benefit of this pr= oject
40% - project meets the objective sufficiently
30% - narrative must be comprehensive and insightful
20% - well written and free of grammatical or typograp= hical errors