MAT 601 - 1
University of MassachusettsDartmouth
Department Education
I. COURSE: MAT 601. Curriculum Design and Implementation.
A study of curriculum dimensions, concepts, design, and products for varied student populations and school settings. This course focuses on curriculum planning on multicultural and multisector levels, research of curriculum development, and the study of curriculum issues, trends, and innovations.(3 credits)
Instructor:
Dr. David Rock
Office: Textile 206
Phone: 508-910-6989 (office)
Email:
Office Hours: M-R 10:00 - 11:00, or by appointment
II.Department of Education Mission Statement
The Education Department is committed to the preparation of educators who have a
sensitivity toward multicultural issues, an awareness of the particular concerns of urban
education, knowledge of the unique needs and styles of individual learners, and a conscious
knowledge of the role of schools in promoting social justice in the 21st Century. Our
mission is to deliver clearly defined teacher preparation programs at the undergraduate, post
baccalaureate, and graduate levels. In addition to a rigorous preparation in subject-matter
fields, teacher candidates develop their ability to apply pedagogical theory to practice and
reflect on the complexities inherent in their craft.
III. REFERENCES
A. Primary Text
Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (2003). Contemporary issues in curriculum., 3rd edition. Boston: Allyn & Bacon.
B. Supplemental Text
Wiggins, G. and McTighe, J. (2001). Understanding by design. Upper Saddle River, NJ: Prentice Hall.
C. Assigned Readings
Selected articles and handouts from instructors on specific topics.
IV. PURPOSE OF THE COURSE
This course is designed to provide experienced teachers with the skills and knowledge base needed to address instructional issues in the Pre-K-12 classroom. Based on their diverse teaching and learning experiences, candidates will work within their specific areas of expertise tobroaden their understanding of the teaching and learning process as a part of curriculum design.
V. COURSE OBJECTIVES:
The Candidates will:
Explore ways to integrate content for meaningful learning. (NBPTS 1, 2)
Identify and define a process for instructional analysis (NBPTS 4)
Identify current research on curriculum and instruction. (NBPTS 4, 5)
Collaboratively develop thematic units. (NBPTS 3, 4)
Develop a plan for evaluating instruction. (NBPTS 3, 4)
Plan curriculum units based on the Learning Standards found in the MA Curriculum Frameworks.(NBPTS 1, 3, 4, 5)
VI. COURSE OUTLINE
DateTopicAssignment
9-9Introduction
What is Curriculum
9-16Curriculum and PhilosophyEmail Information
Ornstein, 1-6
9-23Curriculum and TeachingOrnstein, 7-9
9-30Curriculum and TeachingOrnstein, 10-12
Edweek Article
10-7Curriculum and LearningOrnstein, 13-15
Backward DesignWiggins 1-2
10-14Research Day – No Class
10-21Curriculum and LearningOrnstein, 16-18
Six Facets of UnderstandingWiggins 3-4
Research Articles
10-28Curriculum and InstructionOrnstein, 19-21
Wiggins 5-6
11-4Curriculum Decision MakingWiggins 7-8
Unit DesignInternet Sites
11-11Curriculum Organization and DesignWiggins 9-10
11-18Instructional Strategies and EvaluationWiggins 11
Reaction Paper
11-25Thanksgiving Holiday – No Class
12-2Curriculum and InstructionOrnstein, 22-24
12-9Curriculum and SupervisionOrnstein, 25-30
Unit Design
12-16Curriculum and PolicyOrnstein, 31-32
VIII. COURSE REQUIREMENTS AND ASSESSMENT PROCEDURES
A.Course Requirements
1.Attend all classes.
2.Complete all assignments.
3.Participate in class discussions and activities.
4.Maintain positive attitude and working relationship with the instructor and all fellow candidates.
5.Chapter Discussion Papers (5 points each)
For each chapter in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (2003).
Contemporary issues in curriculum., 3rd edition, the candidate will provide a short
discussion paper that includes the following information: 1. One point you agreed
with the author. 2. One point you disagreed with the author. 3. One sentence
that “stood out” during the reading. 4. One item you would like to research
more in depth. 5. One item you would like more clarification about.
6.Research Articles (20 points each)
Read two research based (study or experiment) articles from a professional journal dealing with the issue of curriculum design or implementation. Complete a half page review/summary of the study and results and a half page reflection of how the study can impact you or other teachers. Provide a formal bibliographic entry for the article. These articles must be research based.
7.Education Week Article (10 Points)
Read an article from Education Week ( or library) dealing with the issue of curriculum design or implementation. Complete a half page review of the article and a half page reflection of how the article can impact you or other K-12 teachers. Provide a formal bibliographic entry for the article.
8.Chapter/Seminar Discussion(40 points)
Prepare a class discussion from one chapter inthe Contemporary Issues in Curriculum text. The presentation should take approximately 20 minutes. No more than 10 minutes summary of the chapter and 10 minutes for discussion and reaction from the class. Try to relate the information and discussion to current events in education and offer provocative questions to engage the class. For this assignment, you make work in pairs as long as each candidate contributes to the presentation. You must email the instruction your chapter request as soon as possible for approval. You may not present a chapter without instructor approval to avoid duplication.
9.Internet Sites(30 points)
Each student will locate 5 quality Internet sites that relate to curriculum design, instruction, and implementation. The candidate should seek to identify websites that can be used as educational teaching tools or resources for educators. The candidate must provide the Website Title, Internet Address, and clear description of how the site can be by educators to improve and assist current curriculum. This assignment must be e-mail to the instructor.
10.Reaction Paper (20 points each)
Each candidate will prepare a two page personal reaction that relates your experiences in school to any topics of the any of the assigned chapters. In the paper, describe how your reactions relate to the readings and use citations from other readings where appropriate.
11.Unit Design (100 points)
Working as part of a curriculum design team of 3-4 candidates, prepare an integrated thematic unit encompassing one curricular issue. You team should consist of candidates from different subject areas. Each candidate will develop a minimum of three lesson plans for the unit. The Unit will include all information from the Thematic Unit Guide.
B.Field Experience and Clinical Practice
Not Applicable
C. Assessment Procedure
Rubrics and checklists will be used to determine candidate achievement of the course objectives listed under VI. All required assignments will be given a specific grade. Grades will be computed using the following scale:
A+ 97% - 100%
A 93% - 96%
A- 90% - 92%
B+ 87% - 89%
B 83% - 86%
B- 80% - 82%
C+ 77% - 79%
C 73% - 76%
C- 70% - 72%
D+ 67% - 69%
D 63% - 66%
D- 60% - 62%
F below 60%
All assignments and examinations should be completed on the announced due dates. Assignments turned in after their due dates will have points deducted from the final score. Make-up work must be approved by the instructor.
D.Instructional Strategies
The course will include lecture, class discussion, demonstrations and presentations, cooperative/collaborative group learning activities, work with technology.
E.Attendance Policy
Attendance Policy: Attendance and participation in class are expected. Excessive absences will adversely affect the final grade for the course. Candidates are responsible for all material covered when absent.
F.Policies Related to Students with Disabilities
In accordance with University policy, if you have adocumented disability andrequire accommodations to obtain equal access in this course, please meet with the instructor at the beginning of the semester and provide the appropriate paperwork from the Disabled Students Services Office. The necessary paperwork is obtained when you bring proper documentation to the Disabled Students Services Office (DSS), which is located in Group I, Room 016, phone: 508-999-8711. The instructor will then be happy towork with the student so that a reasonable accommodation of any disability can be made.
IX.SPECIAL CONSIDERATIONS:
A.Recommended Reading Lists
Adler, M. (l982). The Paideia proposal: An educational manifesto. New York: Macmillan.
Bloom. B. S. (Ed). (l956). Taxonomy of educational objectives: Classification of educational goals. Handbook 1: Cognitive domain. New York: Longman, Green & Co.
Bruner, J. (l960). The process of education. Cambridge, MA: HarvardUniversity Press.
Bruner, J. (l996). The culture of education. Cambridge, MA: HarvardUniversity Press.
Carroll, J. M. (l989). The copernican plan: Restructuring the American high school. Andover, MA: The Regional Laboratory for Educational Improvement of the NortheastIslands.
Dewey, J. (l916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.
Dewey, J. (l933). How we think: A restatement of the relation of reflective thinking to theeducative process. Boston: Henry Holt.
Dewey, J. (l938). Experience and education. New York: Macmillan/Collier.
Kline, M. (1973). Why Johnny cant add. The failure of the new math. New York: Vintage Press.
Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman’s Publishing Co.
Sizer, T. (1984). Horace’s compromise: The dilemma of the American high school. Boston: Houghton-Mifflin.
B.Academic Integrity and Honesty
All UMass Dartmouth students are expected to maintain high standards of academic integrity and scholarly practice. The University does not tolerate academic dishonesty of any variety, whether as result of a failure to understand proper academic and scholarly procedure, or as an act of intentional dishonesty.
detailed information from the student handbook.
Plagiarism: In any situation, plagiarism is a serious offense and may result in a failing grade in this course. Since much of your work in this class requires the use of an outside source, the citation of sources is mandatory. I expect every student in this class to under the necessity of citing your sources in all academic work in order to avoid plagiarism. For a thorough explanation of plagiarism, see
C.Flexibility Clause
The aforementioned requirements, assignments, policies, evaluation procedures, etc., are subject to change. Candidates' experiences and needs, as well as emerging knowledge, will be considered in modifying this course syllabus.
D.National Board for Professional Teaching Standards: Five Core Propositions
Proposition #1: Teachers are Committed to Students and Their Learning
Proposition #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students
Proposition #3: Teachers are Responsible for Managing and Monitoring Student Learning
Proposition #4: Teachers Think Systematically About Their Practice and Learn from Experience
Proposition #5: Teachers are Members of Learning Communities
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Curriculum Unit Guide
Rationale
Education Goals for the Unit
Curricular Theme and Description
Curriculum Plan
Curriculum Outline
How the Curricular Theme will be integrated across disciplines
Identification of skills, facts, knowledge, and attitudes
Connections to MA Curriculum Frameworks
Technology integrated within unit
Instructional Plan
Each Lesson Plan including:
Set
Materials
Learning Objectives/Outcomes tied to MA Curriculum Frameworks
Teaching Procedures and Strategies
High level questions
Evaluation tied to objectives/outcomes
Unit Evaluation Plan
Indicators for Assessment
Key Questions