Murray State University
COURSE SYLLABUS
ELE 647: Curriculum in the Elementary School
TEXT: Passe, J. (1999). Elementary School Curriculum, Second Edition, McGraw- Hill Co.
I. Course Purpose
The purpose of this course is to provide practicing elementary school teachers an opportunity to examine the curriculum process in their school. Principles of curriculum development will be applied to the design of a curriculum product the teachers will develop to address the needs of learners in the teacher’s current elementary school setting.
II. Catalog Description
A study of the elementary school child and programs which meet his/her needs. Consideration is given to curriculum trends in the elementary school.
III. Course Objectives
The behaviors indicated below are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Teacher Internship Program and/or Kentucky Education Reform Act guidelines. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Experienced Teacher Standards.
A. The teacher will investigate the theories, social trends, philosophies, and student needs which serve as the foundation for the development of an elementary school curriculum. (Standard 2)
B. The teacher will examine various curriculum structures and the underlying educational values these structures support in order to develop a personal practical theory of curriculum. (Standard 2)
C. The teacher will read and discuss in small groups a self-selected educational idea related to elementary curriculum. (Standard 3, 4)
D. The teacher will extend the theories of learning and motivation to "real-life" classroom situations in order to make decisions regarding adapting instructional strategies to meet the diverse needs of students. (Standard 3, 4)
E. The teacher will collaborate with and provide feedback to colleagues about educational theory and current research in the design of various course projects. (Standard 8)
F. The teacher will present a curriculum project utilizing technology such as PowerPoint. (Standard 10)
The COE Conceptual Framework and the Theme of Educator as Reflective Decision-Maker are addressed in this course by urging teachers to consider how learning and motivation theory impacts the teacher’s classroom behavior. Teachers create a curriculum to reflect upon the practical application of theory to the classroom.
The Theme of Diversity is explored in the course through the examination of the individual instructional needs of students. Teachers consider the learning and achievement of students, regardless of gender, ethnicity, learning styles, or exceptionalities.
IV. Course Requirements
1. Elementary Curriculum Development Project
Teachers will create a curriculum in order to solve an instructional problem for use in their own classrooms. The curriculum unit may be the revision of an existing unit or may be the creation of an entirely new unit. Specific guidelines for the unit will be provided during class and significant class time will be devoted to its completion. (Objective A /Standard 2; Objective B/Standard 7; Objective C/Standard 3, 4)
2. Text Readings & Metacognitive Strategies
Teachers will read the text book and other sources using metacognitive strategies. These strategies will form the basis for class discussions, group discussion and activities related to the completion of the curriculum unit. (Objective B/Standard 7; Objective E/Standard 8)
3. Discussion Groups Contracts and Metacognitive Strategies
Teacher discussion groups or study groups are a new model of professional development that break the traditional mold of after-school, one-shot workshops. They are designed so that teachers can work as a group to investigate various educational topics important for answering classroom problems and questions. Working in discussion groups promotes teacher collaboration, reflection, the use of dialogue to construct personal meaning, and increased responsibility for self-directed learning. In this course, the discussion groups will be one of the principle means for teachers to process content and to make connections to their particular professional situation. Groups will utilize contracts to plan their discussions and to share responsibility in documenting the progress of the group. Metacognitive strategies will be used to facilitate reflection and reporting to the group. (Objective A/Standard 2; Objective B/Standard 7)
4. Reflective Journal
The purpose of this journal is to improve teacher self-knowledge through reflection. Topics will be determined in class according to the questions and needs as they arise. Journal entries will be used as one determinate of the teachers' growth and development in understanding various theories of curriculum design and how these are used develop a personal practical theory of curriculum. (Objective B/Standard 7)
5. KERA Reflection Paper
The teachers will write a paper which describes their personal and professional position regarding the effect of KERA reform. (Objective B/Standard 7)
6. Issues Paper/Report
The teachers will write a short paper to present to the class describing an important educational issue and investigating current research with regard to that topic. The paper must include at least four citations from print or internet sources. (Objective A /Standard 2; Objective E/Standard 8)
V. Instructional Models
The development of a curriculum unit will be a major project for the course. Teachers will work independently to produce an elementary curriculum unit which will address a current classroom need. This curriculum will demonstrate that teachers understand the curriculum theory presented in the course and can use that understanding to implement an instructional project for use in their classroom. The instructor will present a series of mini-lectures on a variety of curricula which teachers will react to in a reflective journal in order to critique various curricula theories and structures and to determine the most effective design for use in their classroom. Group work will be a key instructional methodology for the investigation, discussion and critique of course content. Group accountability will be based upon peer evaluation in the groups and the production of course products. Reflection as the foundation for self-assessment and teacher development will be emphasized in all aspects of the course and assignments.
VI. Evaluation Criteria
1. elementary curriculum development project 100 pts.
2. text readings & strategies (5 @ 5 pts.) 25 pts.
3. discussion group contracts (5 @ 5 pts.) 25 pts.
4. discussion group strategies (5 @ 5 pts.) 25 pts.
5. reflective journals (8 @ 5 pts.) 40 pts.
6. KERA reflection paper 10 pts.
7. Issues paper/report 10 pts.
Total Points 235 pts.
Grading Scale
235-220 = A
219-204 = B
203-188 = C
VII. Attendance Policy
This course adheres to the policy published in the MSU Graduate Bulletin.
VIII. Academic Honesty
Cheating, plagiarism (submitting another person’s materials as one’s own), or doing work for another person who will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged materials as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.