Curriculum Development (Elementary/Secondary) – EDUC 672

Course Description

A study of the construction, organization and function of the curriculum. Special attention is given to objectives, sequence, major problems and recent developments in each school program area.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Curriculum design and generation is a function of school personnel as a part of the accreditation and program validation process. The models and theories are translated into a working document that affords the best opportunity for implementation in a school setting.

Course Assignment

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt. Each thread must be at least 300 words, demonstrate course-related knowledge, and include at least 2 specific points regarding the topic and how it relates to personal experiences. The candidate must incorporate information from the textbook and/or course presentations in his or her thread, as well as a scriptural reference using current APA style.  In addition to the thread, the candidate is required to reply to the threads of at least 2 classmates. Each reply must be at least 150 words. (CLO: A. B, C, D, E, H, I)

Standards Document

The candidate will choose 1 grade cluster (K–2, 3–5, 6–8, or 9–12) and 1 content area (English, math, science, etc.). The candidate will write a paper (5–8 pages, not including current APA-formatted title page, abstract, and reference page) that discusses the similarities and differences in 2 sets of standards. The assignment must include 1–2 paragraphs describing the community the candidate is creating curriculum for. The candidate will also discuss the strengths and weaknesses of both sets of standards, and consider how a curriculum developer might combine the best standards from each resource to produce an “ideal” curriculum. The paper must include at least 2 references in addition to the course textbook and the Bible. (CLO: B, C, E)

Final Project

Pacing Guide

The candidate will create a pacing guide for 1 semester (two 9-week periods or half of a school year), a detailed map that lists 1 set of standards (national, state, or other published standards) to be taught daily for an entire semester for 1 grade level. The candidate must include time for pre- and post-assessments and the document must reflect school holidays and some “flexible time” to account for interruptions such as school events or inclement weather days. Candidates must include at 2 references in current APA format, a title page, and an abstract. (CLO: A, E, F)

Benchmark Assessment

The candidate will design a benchmark assessment to measure the content taught in his or her Pacing Guide. The questions will measure students’ attainment of the content and will mirror the standardized assessments of the state in format and style. The candidate must include at least 2 questions per standard and include at least 1 reference in current APA format. (CLO: A, E, F, H)

Quizzes (2)

Each quiz will cover the Learn material for the assigned modules. Each quiz will be open-book/open-notes, contain 10 essay and multiple-choice questions, and have a 2-hour time limit. Each essay response must be at least 50 words and must include and cite, in current APA format, information from the textbook in the responses, as well as a current APA-formatted reference at the bottom of the response. (CLO: A, B, C, D)