Elementary Curriculum and Methods – EDUC 675
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 01/13/2020
An overview of the current issues and trends in the field of elementary teaching and curriculum.
The purpose of this course is to provide a knowledge base concerning issues and trends in the field of elementary teaching, specifically in the area of curriculum. The candidate must have a sound knowledge base of elementary curriculum terminology and issues, a plan to effectively implement and assess elementary curriculum, and must begin to develop a network with other educators in the field to discuss and make recommendations concerning instructional and curricular issues at the elementary level.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Develop a resource list that promotes effective teaching strategies for elementary school students and curriculum content.
- Describe diversity and learner characteristics, specifically relating to the elementary level, using current research.
- Utilize multiple resources to develop an integrated unit that is current, accurate, meets necessary standards, and is meaningful and engaging for learners in grades PreK–6.
- Analyze his/her integrated unit and provide evidence that he/she has met or exceeded the requirements.
- Create a personal professional development plan.
- Develop a network with other educators in the field to discuss and make recommendations concerning issues and trends in the field of elementary teaching and curriculum, or create a presentation simulation.
- Demonstrate mastery of the vocabulary, concepts, and principles associated with elementary teaching and curriculum.
- Approach elementary grades curriculum and methods from a Christian worldview perspective.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.
Discussion Board Forums (7)
Discussion boards are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided topic for each Discussion Board Forum. Each thread must be at least 400 words, contain at least 3 scholarly citations, and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be at least 200 words. Citations must be in current APA format and be no older than 5 years, unless used for historical information.
(MLO: A, B, C, D, E, F, G, H)
Integrated Unit Plan (IUP)
IUP Part 1 – Initial Unit Information
The candidate will provide unit information for the grade and subject he/she will address. The information must include state and national standards, goals/objectives, and components of assessments.
IUP Part 2 – Lesson Plans
The candidate will write 5 lesson plans, using the provided template, that center around his/her chosen unit topic.
IUP Part 3 – Adaptations and Part 4 – Resources
The candidate will describe how he/she could adapt at least 3 learning activities in his/her unit for students with special needs. The candidate will also choose 10 resources from a collaborative resource compilation to incorporate into his/her unit plan.
IUP Part 5 – Draft and Peer Review
The candidate will be assigned to a group within the Group Discussion Board Forum to which he/she will submit the Integrated Unit Plan Draft to be reviewed by a classmate. The candidate will then review 2 classmates’ plans using the provided grading rubric.
IUP Part 6 – Final Submission
The candidate will submit the final Integrated Unit Plan incorporating all parts of the project, including any adjustments resulting from the peer review, to both Blackboard and to LiveText.
(MLO: A, C, D, F, G, H)
Personal Professional Development Plan
The candidate will write a 4–7-page paper in current APA format, creating a personal/professional development plan that he/she would like to implement. The candidate must incorporate a minimum of 3 resources. The title and reference pages do not count toward the page count. Sources must be no older than 5 years (unless used for historical information) and be in current APA format.
(MLO: E, F, G, H)
Diversity and Elementary School Learners
The candidate will utilize at least 5 resources to write a 6–8-page description of the diversity and learning characteristics found in the elementary school classroom. Scholarly sources must be no older than 5 years (unless used for historical information) and be in current APA format.
(MLO: B, G, H)
Collaborative Resource Compilation
The candidate will contribute to a course resource collection by adding 5 resources that deal with elementary school issues or basic instructional techniques, and 5 resources that deal with the content topic for his/her Integrated Unit Plan. Current APA format must be followed. All scholarly sources must be no older than 5 years (unless used for historical information).
(MLO: A, C, D, F)
Field Expert Interview
The candidate will interview a field expert in the area of elementary curriculum and instruction, summarize the interviewee’s responses, and make recommendations for professional practice for educators based upon his/her findings. The student must include support and use 3–5 references from the readings.
The candidate will create a presentation of 15–20 slides (using PowerPoint or another medium approved by the instructor) that simulates a professional development workshop. The presentation must be in current APA format.
(MLO: F, G, H)
Class Reflection and Future Goals
The candidate will use the provided template to complete a self-evaluation that addresses the lesson that he/she taught or created, reflects upon the class as a whole, and addresses future goals. The candidate must incorporate at least 3 resources and follow current APA format. Each resource must be no older than 5 years.
(MLO: D, G, H)
The candidate will take 2 quizzes in this course. Both quizzes cover all of the Reading & Study assignments from the prior modules/weeks. Each quiz will consist of 20 multiple-choice and true/false questions, be open-book/open-notes, and have a 45-minute time limit.