COURSE SYLLABUSA. Orientation to Curriculum1. Defining CurriculumB. Concepts, Theories and ModelsC. Designing and Organizing CurriculaE. Selecting Content and Activities1. Leadership and Successful Curriculum ChangeG. Evaluating the Curriculum2. Program Improvement Evaluation: Some Critical IssuesH. Planning and Converting the Curriculum into InstructionI. Developing Teaching-Learning UnitsD. Mid-term and Final ExamCOURSE SYLLABUSEDU 633 Curriculum Development Credit Hours: 3I. Title: Curriculum DevelopmentII. CATALOGUE DESCRIPTION: A comprehensive analysis of the process of curriculum development. It includes examination of the theoretical dimensions of curriculum development. The process includes consideration of the bases of curriculum, aims and objectives of schools, planning instruction, and curriculum evaluation.III. PURPOSE: The purpose of this course is to provide an in-depth examination of the theories and strategies involved in curriculum development. Principles of curriculum development, approaches to the curriculum development process, documents resulting from curriculum development efforts as well as issues and practices involved in curriculum development will be examined.IV. COURSE OBJECTIVES: The behaviors indicated below are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines. Following each objective, and enclosed in parentheses, are numbers that reference the Kentucky Experienced Teacher Standards. As a result of participation in this course, students will: A. Discuss various historical, philosophical or sociological positions relating to theschool curriculum as espoused by leading authorities in curriculum development. (ETS 2)B. Discuss relationships that exist between learner growth and development and the school curriculum. (ETS 4)C. Use existing and/or develop new curriculum design models appropriate for use within a specific school setting. (ETS 3)D. Use existing design evaluation processes appropriate for evaluating componentsof the school curriculum. (ETS 6,7)E. Describe ways in which teacher’s editions, curriculum guides, scope and sequence materials, instructional units and other work-related materials can be used optimally. (ETS 1,3,4,5)F. Develop a professional development activity that links theory to practice. (ETS 1,7,9) G. To examine the functions of curriculum development as related to the six curriculum goals, site-based management, performance-based instruction and assessment, and the non-graded primary school components of the Kentucky Education Reform Act of 1990. (ETS 2)V. CONTENT OUTLINE: A. Orientation to Curriculum1. Defining Curriculum2. Levels of Curriculum Work3. Flow of Curriculum-Development Activity4. Social and Technological Foundations5. Theories of Learning6. Historical and Philosophical Foundations7. Obstacles to SuccessB. Concepts, Theories and Models1. Role of Research2. Curriculum Concepts3. Theories of Curriculum4. Curriculum Models5. Decision Making in Curriculum DesignsC. Designing and Organizing Curricula1. Organizing Approaches2. General Curriculum Designs3. Design QualitiesD. Aims, Goals, and Objectives1. Aims, Goals, and Objectives: Defined2. Criteria for Writing Performance Objectives 3. Learning Domains: ImplicationsE. Selecting Content and Activities1. Establishing Priorities2. Sources/Screens: Implications3. Educational Reform: Implications4. Use of a Table of SpecificationsF. Implementing a Curriculum Change1. Leadership and Successful Curriculum Change2. Teachers and Some Contextual Barrier to Change3. The Important Issue of Innovation Clarity4. Some General Ways of Encouraging a Person to Change5. Change Agents and Implements of New CurriculaG. Evaluating the Curriculum1. Early Work in Curriculum Evaluation2. Program Improvement Evaluation: Some Critical Issues3. Providing for Comprehensive Evaluation: A Models Approach4. Evaluation in the Age of ReformH. Planning and Converting the Curriculum into Instruction1. Learning Styles/Teaching Styles2. Experienced-Based Learning3. Long-Range Planning4. Unit Planning5. Daily Lesson Planning6. Individualizing Instruction7. Information Processing Model8. The Importance of TechnologyI. Developing Teaching-Learning Units1. Apply Prior Learning to Classroom Activities and Professional Development Activity (as appropriate)VI. INSTRUCTIONAL ACTIVITIES: On-Site Section: A. Lecture/Discussions/Simulations/PresentationsWorking with various curriculum materials (application of concepts learned in course) B. Reflection Journal (see assignment Description)C. Completion of a Professional Growth Project (choose one)1. Read/review 4 current journal articles related to a curriculum issue- write a summary of each (include a reflection/reaction; 1-2 pages for each article summary; APA to cite references) and present an overview of your work to the class (an oral report): include a summary of one article. 2. Attend a conference or meeting related to an area of interest – complete a four –eight page summary highlighting major points/findings and present an oral report to the class (cannot be a work-required activity: 3 hour minimum for conference/meeting attendance).3. Complete a research paper—papers requirements to be provided (not more that 10 pages) dealing with a curriculum issue of interest. APA style to be used to cite references.Oral reports are to be approximately ten minutes—presentations should be designed to enhance interest-present as if you are the classroom teacher.D. Mid-term and Final ExamOnline Section:A. Tasks Tasks will be designed to develop the foundation for the Final Project and help the student prepare for the comps. They will include writing papers to be submitted to the instructor, participation in class discussions using the Discussion Board (asynchronous) and Virtual Chat (synchronous). Therewill be due dates for each task, with points deducted for late assignments. A major resource for the tasks will be the textbook. B. Final Project 1. Evaluate your own current curriculum (or, if not teaching, one you choose in discussion with instructor) according to discussed criteria. 2. Revise your curriculum, considering each criterion discussed in class. 3. Write an introduction to your revised curriculum, describing changes youmade and the reasons those changes make it a better document. Organize the paper