Kean University Ocean County College Spring 2011 Course: EL 5614 Learning, Instruction, Evaluation, and the Curricula Monday 7:30 to 10:15 Instructional 221 Prerequisites: Graduate Status Enrollment Limits: 25 Required: Principal and School Business Administrator Candidates: elective for Supervisor Candidates Course Description: Study of the teaching and learning process. Instructional theories and models, evaluation and assessment techniques applied to the curriculum. Professor: Edward Glickman, Ed.D. Email: [email protected] or [email protected] Web page: http://www.kean.edu/~eglickma (732) 255- 0400, ext. 2950 (732) 928-2594 (Home) Recommended Text: Parkay, F.W., Hass, G., & Anctil, E. J. (2010) Curriculum leadership: Readings for developing Quality educational programs (9th Ed.). Boston: Allyn & Bacon. Office Hours: INST 202 Monday 5:00 – 7:00 Tuesday 4:00 – 6:00 Wednesday 4:00 – 6:00 Thursday Field Study Friday Field StudyLearning, Instruction, Evaluation, and the Curricula Spring 2011 EL 5614 Page 2 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 for the course. NOTE: All CELL PHONES MUST BE TRUNED OFF OR PLACED IN VIBRATE. 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. Evaluate and assess instructional outcomes. (Knowledge/Skills/Values) II. Course Content A. Learning Styles 1. Cognitive development 2. Affective development 3. Brain dominance 4. Models a. Jung b. Myers-Briggs c. 4MAT - McCarthy d. Emotional Intelligence - Goleman e. Multiple Intelligence - Gardner f. OthersLearning, Instruction, Evaluation, and the Curricula Spring 2011 EL 5614 Page 3 B. Instructional Theories 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. Effective schools Research 4. Cognitive, affective, psychomotor domains a. Higher order thinking b. Values clarification c. Questioning C. Instructional Models. 1. Information Processing Models 2. Social Models 3. Behavioral Models 4. Types of Learning a. Motor Response b. Rote Learning c. Concepts and generalizations d. Value internalization 5. Personal Models 6. Multicultural Issues 7. Special Needs Populations D. Evaluation and Assessment Techniques 1. Assessment of Content 2. Assessment of Building/District Programs 3. Specialized Testing 4. Test Resources III. Methods of Instruction A. Lecture B. Class discussionsLearning, Instruction, Evaluation, and the Curricula Spring 2011 EL 5614 Page 4 C. Modeling IV. Methods of Evaluation A. Written projects (Knowledge/Skills/Values) B. Examinations (Knowledge/Skills) C. Group presentations (Knowledge/Skills/Values) D. Criteria (Indicates maximum values for each category) Projects/Presentations 40 Points Examinations 40 Points Class Participation 10 Points Attendance 10 Points E. Grade Point Values A = 92 - 100 B+ = 85 – 80 C = 73 – 68 A- = 91 – 86 B = 79 – 74 D = 67 - 62 Attendance is expected at all class sessions. Students are responsible for informing me in advance of the reason for your absence. In cases of emergency please call or use e-mail. V. Topic Sequence and Assignments (TENTATIVE) January 24 Course Overview Goals and Values Assignments: Read Chapter 1 and 2 January 31 Goals and Values Assignments: Read: Perspectives on Four Curriculum Traditions (pgs. 20-24) Questions for Reflections Traditional vs. Progressive Education (pg. 40-42) Questions for Reflection Values the Implicit Curriculum (pgs. 43-46) Questions for ReflectionLearning, Instruction, Evaluation, and the Curricula Spring 2011 EL 5614 Page 5 February 7 Social Forces Assignments: Read: High-Stakes Testing and Accountability as Social Constructs across Cultures (pg. 72-78) Questions for Reflections The Dimensions of Multicultural Education (pgs. 88-98) Questions for Reflection Teaching Media-Savvy Students about Popular Media (pgs. 118-124) Questions for Reflection Read Chapter 3 (pgs. 127-132) February 14 Human Development Assignment: Read: Schools that Develop Children (pgs. 132-139) Questions for Reflection Cognitive-Developmental Approach to Moral Education (pgs. 147-159) Questions for Reflection Biology of Risk Taking (163-167) Questions for Reflection Chapter 4 (pgs.189-195) February 21 Learning and Learning Styles Assignments: Read: Probing More Deeply into the Theory of Multiple Intelligences (pgs. 217-221) Questions for Reflection Culturally Relevant Pedagogy: Ingredients for Critical Reflection -(pgs. 222-229) Questions for Reflection Chapter 5 (pgs. 249-259) February 28 Approaches to Curriculum Development Assignments: Read: The Sources of a Science of Education (pgs. 261-265) Questions for Reflection Teachers, Public Life, and Curriculum Reform (pgs. 266-274)Learning, Instruction, Evaluation, and the Curricula Spring 2011 EL 5614 Page 6 Questions for Reflection The Limits of Ideology: Curriculum and the Culture Wars (pgs. 288-298) Questions for Reflection The Case for Teacher-Led School Improvement Questions for Reflection Chapter 6 (pgs. 310-326) March 7 Curriculum Implementation, Instruction, and Technology Assignments: Read: Progressive