Curriculum defines the motivation for programs and instruction used in teaching. Content curriculum focuses on those trends and principles which span academic areas and which cross grade levels. Attention will be given to special and alternative education; to federal, state, and local guidelines; and to the influence of educational philosophies on programs and instruction.
Teachers become empowered as professionals when they not only understand the forces that influence curriculum choices in schools, but also and especially when they become the influencers themselves. This course will assist in preparing pre-service teachers to evaluate critically existing curricular materials and to develop relevant curriculum that will improve student achievement and will build Christian character while promoting a biblical worldview.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Integrate character education and biblical principles in content areas.
- Develop a scope and sequence for a course of study.
- Evaluate textbooks and curriculum guides.
- Articulate a conceptual framework for curriculum design.
- Analyze current issues related to curriculum development in a particular field of study.
- Consider student and family diversity in the development of curriculum.
- Trace the historical influences on curriculum development.
- Identify the political and social forces that influence what is taught and to what degree certain elements of curriculum are emphasized over others.
- Distinguish among official, hidden, and null curricula.
- Evaluate the effect of school reform movements.
Textbook readings and presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, candidates are required to provide a thread in response to the provided prompt for each forum. Each thread must be at least 300 words and demonstrate course-related knowledge. In addition to the thread, candidates are required to reply to two other classmates’ threads. Each reply must be at least 150 words. (MLOs: A, E, H)
Mission Statement Assignment
The candidate will complete a mission statement that will guide their Curriculum Plan Project. The statement is to be 3-5 sentences in length and should state specific and achievable goals for the school's students and community. (MLO: D)
Standards of Learning Assignment
The candidate will complete the Standards of Learning Template with information on national and state standards, according to your content (endorsement) area. The InTASC standards will also be included. (MLOs: B, E, G, H)
Textbook Evaluation Assignment
The candidate will select textbooks to evaluate for content, readability score, etc. The candidate will complete the provided template and identify the textbooks they will adopt for the Curriculum Plan Project. (MLO: C)
Curriculum Plan Project Assignment (5 Parts)
The candidate will develop a Curriculum Plan Project for instruction in their specific content area of endorsement using a template in the block plan format. The candidate will plan for standards, understanding of learning, discipline-specific skills, materials selection and use, technology, methodologies, research, diversity, activities for family or community, etc. The project will be completed in installments - each segment building upon the last. Candidates will implement the suggestions given in instructor feedback before submitting the next installment of the project. Candidates will also reflect on their progress by submitting a self-scored rubric with each portion of the project. The final submission of the project will be submitted to both the course and LiveText. Candidates must score a rating of Proficient in every part of the LiveText grading rubric. (MLOs: A, B, C, D, F)
Lesson Plan Assignment
Candidates will complete one lesson plan as part of the preparation for student teaching. With the lesson plan, candidates will use learning principles to address subject-area skills, appropriate research-based pedagogy, materials, etc. (MLOs: A, B, C, D, E, F)
Pre-edTPA Practice Task 2 Assignment
As part of the licensure process candidates will be required to log into LiveText and complete Practice Task 2 for the candidate’s particular licensure area. Candidates will review a video submission based on the candidate’s level and content area and then complete and upload the required template. (MLOs: D, E)
Each quiz will cover the textbook material for the assigned module/week. Quizzes will be open-book/open-notes, will contain 15 multiple-choice and true false questions, and will not have a time limit. (MLOs: A, C, E, G, H, I, J)