Curriculum Design & Instruction

ED 626

Curriculum Design & Instruction is a forty-five hour graduate level course. Successful completion of all course requirements will earn the student 3 graduate credits. Students will be involved in a variety of tasks for completion of course requirements. These tasks include:

• Readings
• Report on readings
• Exams
• Journal and reflection entries
• Projects related to real world learning environments
• Development of instructional strategies for specific curriculum areas

The work for this course is expected to be the original work of the student except where properly documented. Students will be encouraged to present written assignments in APA style.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Course Text: Designing Effective Instruction by Morrison, Ross, & Kemp (Wiley/Jossey-Bass Education) 2004, ISBN 0-471-21651-8

Course Outline

Module One: The Curriculum Design Process

Contents:

• A Definition of Curriculum
• From Theories to Plans: Learning Theory, Instructional Theory, Design Models
• Key Elements of the Curriculum Design Process
• The Design Plan
• Premises Underlying the Design Plan/Process
• Applying the Process to the Educational Setting
• Questions Related to Design

Module Two: Identifying the Need for Instruction

Contents:

• Needs Assessment
• Types of Needs and Data Sources
• Conducting a Needs Assessment
1. Needs Assessment Plans/Example
2. Performance Assessment

Module Three: Task Analysis & Instructional Objectives

Contents:

• Task Analysis
• Conducting a Task Analysis
• Procedural Analysis
• Function of Objectives
• Objective Domains
• Developing Instructional Objectives
• Classifying Objectives
• Sample Design Plan

Module Four: Designing the Instruction/Strategies

Contents:

• Designing an Instructional Strategy
• Prescriptions for Instructional Strategies
• Teaching Facts
• Teaching Concepts
• Teaching Principles and Rules
• Teaching Procedures
• Teaching Interpersonal Skills
• Sample Plan Design

Module Five: Developing Instructional Materials

Contents:

• Starting the Development of the Instruction
• Staying Focused
• Make it Concrete
• Appropriate Pacing
• Use of Cues
• Preinstructional Strategy
• Initial Presentation
• Group Presentations
• Small Group Formats

Module Six: The Many Faces of Evaluation

Contents:

• Purpose of Evaluation
• Types of Evaluation
• Validity and Reliability
• Standards of Achievement
• Basic Model for Formative Evaluation
• Summative Evaluation
• Confirmation Evaluation

Module Seven: The Role of the Curriculum Designer

Contents:

• The Role of the Designer
• Developing Training for Third Parties
• Working with Support Personnel
• Working with all Stakeholders

Module Eight: The Administrator’s Role

Contents:

• Involving the Decision Makers
• Gaining Support for Change
• Marketing
• Reporting Student Achievement

Module Nine: Planning and Project Management

Contents:

• Budgetary Support
• Proposal Preparation
• Operating Policies
• Legal Liabilities in Training
• Project Management
• Project Planning

Module Ten: Planning for Instructional Implementation

Contents:

• Planned Change
• The CLER Model
• Implementation Decisions
• Instructor Training
• Course Review
• Final Exam

Course Requirements:

1. Students are to complete all module reflection assignments. 54 points
2. Students are to complete all forum posting assignments. 12 points
3. Students are to analyze a curriculum content piece from their educational setting for design plan components. Students are to post their analysis. 20 points.
4. Students are to target leadership dimensions that are pertinent to the administrative end of curriculum design. Students are to discuss the impact of these dimensions on the implementation of curriculum design. 10 points.
5. Students are to complete a final exam. 10 points
6. Students are to complete a final project that reflects the complete instructional design plan. 30 points

Grades

136-126 - A
125-116 - B
115-105 - C
104-  94 - D
  93-    0 - F

Proctored Exams:

General Information

For this course, you will be required to complete an online proctored exam. You, the student, are responsible for locating a qualified proctor to observe you completing this exam. The proctor can be a colleague, the administrator at a local school, or any approved professional. The proctor’s contact information and the location where you plan on completing the exam must be submitted to your professor no later than the Module 6 due date for this course. You and your approved proctor will be required to complete a form verifying that you successfully completed the exam independently. Some facts about the exam:

• Questions will reflect course content for modules 1-8.
• The content of the questions will reflect the type of assignments you completed in Modules 1-8, so it would be to your advantage to review your assignments prior to the proctored exam.
• This exam is designed to take approximately 2 hours to complete.
• Question types will include multiple choice, short answer, and essay.
• You will be able to log in to the exam the day after Module 8 assignments are due to your professor.
• Once you log in, the exam will only be available for 2 hours
• During the exam, you may use the course Web site for assistance, as well as other research sites such as Questia that may assist you in successfully completing the exam.

Selecting a Proctor

Your proctor can be a colleague, the administrator at a local school, or any approved professional. Remember when selecting your proctor that he or she must:

• Be available during a two hour block of time the week of the exam.
• Stay in the room with you during the exam.
• Complete the proctor form.

Your exam location must be a secure location where you will not be interrupted by others. Suggested locations include:

• Your classroom
• Your school computer lab
• Library

Prior to the Module 4 due date send your professor an e-mail suggesting the name of a possible proctor and proposed location. In the subject of the email message type PROCTOR. Your e-mail must include the proposed proctor's title, workplace and work e-mail address (if you provide their home e-mail address also, it may be easier to get in touch with them more quickly... but you must provide their work e-mail address).

Your professor will reply to let you know if your proctor selection was approved.

Taking The Exam

The week prior to the exam, your professor will send your proctor an email with the exam instructions and an Exam Affidavit.

The day after the Module 8 due date, you and your proctor will receive an email with the link to the exam. You will only be able to access the exam once. Do not click on the link or attempt to open the Web page until you are ready to begin the exam.

Exam Rules

• The exam is designed to take approximately 2 hours to complete
• Exams submitted more than 2 hours after they are initially accessed will not be accepted (proctors should carefully keep track of time spent on the exam.
• Students who do not propose a suitable exam site and possible proctor will not be allowed to take the exam.
• Students must not communicate with anyone regarding the exam, other than the proctor (or instructor or other designate), either verbally, electronically or otherwise, during the exam.
• The exam must be completed independently.
• Students must not discuss the curricular content of the exam with colleagues from class, either verbally, electronically, or otherwise, until after the final deadline for completion of the exam.
• If technical problems arise such that you are unable to access the on-line exam, notify your proctor at the exam site and get them to e-mail the instructor so that the time limit for the exam may be extended if required.
• The final exam covers Modules 1-8. It is not a closed book exam, you are free to use the textbook, browse the Internet, and the course Web site. Because you will be tested on concepts, browsing absolutely does not help those who have not studied, but may be an aid to those who wish to occasionally clarify their thinking.
• Students and proctors may not remove a printed copy of the final exam from the exam site.
• If the exam is printed during the examination period, the copy must be destroyed by the student or proctor before the student leaves the site of the final exam.
• It is recommended that students who may wish to browse during the exam open 2 copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
• It is recommended that you "save" frequently during the exam, or write down a few words to help you remember which answer you have chosen for each question in the event that there is a power failure, or you accidentally close the browser window in which you are completing the final exam.

After The Exam

Upon completion of the exam, the student and proctor will complete the Exam Affidavit to verify that the student registered for the course is the student that completed the exam. Upon completion of the form, it should be faxed or scanned and emailed as an attachment to the Teacher Education University Registrar.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Beaver, R., & Moore, J. (2004, September). Curriculum Design and Technology Integration: A Model to Use Technology in Support of Knowledge Generation and Higher-Order Thinking Skills. Learning & Leading with Technology, 32, 42+.

Dyrli, O. E. (2001, February). Curriculum Web Site Awards 2001. Curriculum Administrator, 37, 63.

Ediger, M. (1994). Designing the Curriculum. Education, 114(4), 636+.

Ediger, M. (2002). Designing the Community College Curriculum. College Student Journal, 36(3), 403+.

Fisher, D., & Frey, N. (2001). Access to the Core Curriculum. Remedial and Special Education, 22(3), 148.

Glanz, J. & Behar-Horenstein, L. S. (Eds.). (2000). Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Bergin & Garvey.

Heshusius, L. (1991). Curriculum-Based Assessment and Direct Instruction: Critical Reflections on Fundamental Assumptions. Exceptional Children, 57(4), 315+.

King-Sears, M. E. (2001). Three Steps for Gaining Access to the General Education Curriculum for Learners with Disabilities. Intervention in School & Clinic, 37(2), 67+.

March, J. K., & Peters, K. H. (2002). EFFECTIVE SCHOOLS - Curriculum Development and Instructional Design in the Effective Schools Process. Phi Delta Kappan, 83(5), 379.

Mickey, K. K. (2000, October). Customized Learning. Curriculum Administrator, 36, 42.

Morehead, P., & Labeau, B. (2004, December). Successful Curriculum Mapping: Fostering Smooth Technology Integration Fostering Smooth Technology Integration. Learning & Leading with Technology, 32, 12+.

Raban, B. (2001). Learning, Progression and Development Principles for Pedagogy and Curriculum Design. Australian Journal of Early Childhood, 26(2), 31.

Reid, W. A. (1999). Curriculum as Institution and Practice: Essays in the Deliberative Tradition. Mahwah, NJ: Lawrence Erlbaum Associates.

Seel, N. M. & Dijkstra, S. (Eds.). (2004). Curriculum, Plans, and Processes in Instructional Design:  International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Shelnutt, E. (1991). Symposium on Creative Writing in the K-12 Curriculum Creative-Writing Pedagogy: What the Specialist Can't Do. Design for Arts in Education , 93(2), 11-15.

Sologuk, S., Stammen, R., & Vetter, R. (2001). A Collaborative Approach for Creating Curriculum and Instructional Materials. Journal of Technology and Teacher Education, 9(2), 199.

Tennyson, R. D., Schott, F., Seel, N. M., & Dijkstra, S. (Eds.). (1997). Instructional Design: International Perspectives (Vol. 1). Mahwah, NJ: Lawrence Erlbaum Associates.

Urevick, A. M. (2002). Philadelphia Students Gain Real-World Experience from Web and Graphics Design Curriculum. T H E Journal (Technological Horizons In Education), 29(11), 68+.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.

 

Contact Us  |   Careers  |   FAQ  |   Press  |   Sitemap  |   Terms of Use  |   Privacy Policy