KEAN EL 5614 - LEARNING, INSTRUCTION, EVALUATION AND CURRICULUM DEVELOPMENT

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KEAN UNIVERSITY Union, New Jersey LEARNING, INSTRUCTION, EVALUATION AND CURRICULUM DEVELOPMENT Course Number: EL 5614 Semester Hours: 3 Prerequisites: Graduate Status Limitations on Enrollment: 25 Required: Required for Principal and Supervisor Candidates; elective for School Business Administrator Candidates. Catalog Description Study of the teaching and learning process. Instructional theories and models, evaluation and assessment techniques applied to the curriculum. N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course. Fall 2008KEAN UNIVERSITY Union, New Jersey LEARNING, INSTRUCTION, EVALUATION AND CURRICULUM DEVELOPMENT I. Course Objectives Students will achieve growth towards becoming informed, dynamic professionals through knowledge acquisition, skill application and value development, as evidenced by demonstration of the ability to: A. Analyze learning theory, styles and related student needs. (Knowledge/Skills) B. Evaluate theories of instruction. (Knowledge/Skills/Values) C. Apply instructional models. (Knowledge/Skills) D. Analyze and appraise standardized assessment data in order to propose and develop curricular design and modification. (Knowledge/Skills/Values). E. Evaluate and assess instructional outcomes. (Knowledge/Skills/Values) F. Analyze and evaluate curriculum models aligned to the unique learning styles of the Net Generation. (Knowledge/Skills) II. Course Content A. Learning Styles 1. Cognitive development 2. Affective development 3. Brain research 4. Gender and Learning 5. Multiculturalism 6. Models a. Vygotsky b. Watson and Skinner c. Gardner d. Others B. Instructional Theories-2- 1. Nature of a theory of teaching 2. Criteria for assessing theories of teaching 3. Selected theories of teaching a. Mastery learning b. Essential elements of instruction c. Student centered 4. Cognitive, affective, psychomotor domains a. Metacognition b. Cognitive learning c. Constructivism d. Neuroscience C. Instructional Models. 1. Information Processing Models 2. Social Models 3. Behavioral Models 4. Types of Learning a. Authentic b. Rote Learning c. Inquiry Learning d. Project-Based Learning 5. Personal Models 6. Multicultural 7. Differentiated instruction 8. Backward Design 9. Special Needs Populations D. Curricular Design and Modification 1. Curriculum Mapping a. Assessing consistency and flexibility b. Curriculum articulation i. Across grade levels ii. Across content areas c. Creating, applying and assessing benchmarks 2. Data Driven Decision Making a. State and Federal Mandates i. Provisions and requirements ii. No Child Left Behind (NCLB) b. Analysis of standardized assessment data 3. Effective Schools Research-3- 4. Curriculum Reform 5. Political and Curriculum Issues/Development a. Charter schools b. Private-for-profit schools c. Vouchers d. Faith-based schools/ issues E. Evaluation and Assessment Techniques 1. Assessment of Content 2. Assessment of Building/District Programs 3. Specialized Testing 4. Assessment Issues a. Fairness b. Teaching to the test c. Test Taking Skills d. Achievement Gap e. Students with Disabilities f. ELL students III. Methods of Instruction A. Lecture B. Class discussions C. Modeling D. Technology Based 1. WebCT 2. Power Points 3. Podcasts 4. Other IV. Methods of Evaluation A. Written projects (Knowledge/Skills/Values) B. Examinations (Knowledge/Skills) C. Group presentations (Knowledge/Skills/Values) D. Individual Presentations (Knowledge/Skills/Values)-4- V. Recommended Texts Parkay, F.W., Anctil, E.J., Hass, G. (2006). Curriculum planning: A contemporary approach (8th Ed.). Boston: Pearson Education, Inc. Recommended Books for Classroom Discussion Kohn, A. (2006). The homework myth. DaCappo Press Kozol, J. (2000). Ordinary resurrections. New York: Crown Publishers. Kozol, J. (1992). Savage inequalities. Harper Perrenial. Sax, L. (2005). Why gender matters. New York: Doubleday. Sizer, T.R. (1996). Horace’s hope. Boston: Houghton Mifflin. VI. Bibliography – (Current) Abernathy, S.F. (2007). 1966-No child left behind and the public schools.Michigan: University of Michigan Press. Bolton, C.C. (2005). The hardest deal of all: The battle over school integration In Mississippi, 1870-1980.Mississippi: University Press. Chambers, S. (2006). Mayors and schools: Minority voices and democratic tension in urban education. Philadelphia, Pa.: Temple University Press. Cooke, G. J. (2007). Keys to success for urban school principals. London: Sage Publications. Davies, L. (2004). Education and conflict: complexity and chaos. U.K.: Routledge. Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. Gallagher, C.W. (2007). Reclaiming assessment: A better alternative to the accountability Agenda. U.K.: Heinemann. Gregory, G. (2007). Differentiated instructional strategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press. Helping children left behind: State aid and the pursuit of educational equity.(2004). MIT Press.-5- Mullen, C. A. (2007). Curriculum leadership development: A guide for aspiring school leaders.Lawrence Erlbaum Associates. Perna, D. M. (2007). Aligning standards & curriculum for classroom success. U.K., Sage. Steiger, A.D. (2006). Learning difference: Race and schooling in the multiracial metropolis. Connecticut: Stanford University Press. Tomlinson, C.A., McTighe, J. (2007) Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: ASCD. Tucker, P.D., Stronge, J.H. (2005). Linking teacher evaluation and student learning. Alexandria, VA: ASCD. VII..


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KEAN EL 5614 - LEARNING, INSTRUCTION, EVALUATION AND CURRICULUM DEVELOPMENT

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