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EDUC 3200 – Curriculum and Instruction for Secondary Schools Course Syllabus – Fall 2018

| Course description | Outcomes | Term | Instructor information | Class meetings | Text | |Evaluation | Grading | Mid-term progress report | Course schedule | Course policies | Important

dates |

Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Edgewater Hall 255, 678-466-5445,

disabilityservices@mail.clayton.edu.

Course Description:

Number and Title:

EDUC 3200 (CRN 80245) Curriculum & Instruction for Secondary Schools

Credit Hours:

3.0 semester credit hours (3-0-3)

Catalog Description:

This course is designed to offer a critical examination of the history of American curriculum as well as the rise of the modern secondary education curriculum. The course will provide an overview of the history and theoretical foundations of curriculum, as well as instructional strategies, current trends, and challenges posed to the curriculum. Additionally, the course will study the rise of the assessment and accountability movement, its importance, and its influence on the classroom. Candidates will explore teaching, learning and assessment strategies along with using

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instructional technologies, materials and resources for appropriate learning.

Course Prerequisites and Co-requisites:

Admission to the Secondary Teacher Education program Permission from the Department of Teacher Education

Computer Requirement:

Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to

http://www.clayton.edu/hub/itpchoice/notebookcomputerpolicy.

Software Requirement:

To properly access the course content you will need to download the following free software:

Adobe Reader (needed to access files in PDF format): http://get.adobe.com/reader/

Adobe Flash (needed to access video content): http://get.adobe.com/flashplayer/

Computer Skill Prerequisites:

Able to use the WindowsTM operating system Able to use Microsoft WordTM word processing Able to send and receive e-mail using OutlookTM

Only use your CSU e-mail account or the e-mail system included in D2L to communicate academic information to your instructor.

Able to attach and retrieve attached files via email Able to use a Web browser.

In-class Use of Student Notebook Computers:

Student notebook computers will be used in the classroom in the course. Please bring your computer to class each week.

Desire2Learn (Online Classroom):

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On-line activity will take place in Desire2Learn, the virtual classroom for the course. Posting of your work in D2L is a course requirement.

You can gain access to Desire2Learn, by signing on to the SWAN portal and selecting: ”D2L” on the top right side. If you experience any difficulties in Desire2Learn, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor's name.

Program Learning Outcomes:

Teacher education outcomes:

Teacher Education Policy

The content of this course syllabus correlates to education

standards established by national and state education governing

agencies, accrediting agencies and learned society/ professional

education associations. Please refer to the course correlation

matrices located at the following web site:

http://a-

s.clayton.edu/teachered/Standards%20and%20Outcomes.htm

Conceptual Framework

The Department of Teacher Education is committed to preparing quality teachers for Georgia’s public schools. Thus, within the context of a collaborative, field-based environment, CSU produces culturally responsive teachers who are collaborative, competent, caring, committed, and reflective

Course Learning Outcomes:

After completing EDUC 3200, students should be able to:

1. Demonstrate knowledge of the historical foundations of American public school curricula. 2. Demonstrate knowledge of how the political climate and national agendas influence American curriculum. 3. Demonstrate knowledge of current trends in school curricula in Georgia (Standards of Excellence, Common Core, EdTPA). 4. Demonstrate an understanding of the rise of standards, accountability, and testing in education. 5. Demonstrate an understanding of current expectations regarding standards, testing, and accountability.

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Term:

Fall Semester 2018

Instructor Information:

Instructor:

Dr. Charles Elfer phone: (678) 466-4884 e-mail: charleselferl@clayton.edu internet: http://faculty.clayton.edu/celfer

Office:

Arts & Sciences, RM 110-P

Office hours:

Mondays and Wednesdays, 12:30-2:00PM; Tuesdays, 4:00-5:00PM; Other times by appointment

Class Meetings:

Classroom:

Arts & Sciences, RM G-229

Class times:

Seated: Tuesday, 5:00 PM – 6:15 PM

Online: Thursday

Textbook Information:

Text: Wiles, J & Bondi, J. (2015). Curriculum Development: A Guide to Practice. Ninth Edition. Boston, MA: Pearson.

*Readings posted in D2L for weekly online Modules.

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Evaluation:

(1) HYBRID ASSIGNMENTS/REFLECTIONS & DISCUSSION QUESTIONS (30%)

As this class is a hybrid class for much of the semester, there will be weekly independent/online

assignments given each week of the semester. The assignments will involve writing a 2-3 page

reflection (or similar type assignment) on the weekly reading or video clip. Each assignment

will be worth 10-20 points for a total of roughly 150 points for the semester (the exact number

and point allowance may vary from the initial schedule).

On-line activity will take place in Desire2Learn, the virtual classroom for the course.

(2) CHAPTER PRESENTATION (15%)

The goal of this assignment is for each student to demonstrate the ability to work as a part of a

group and to collaborate with fellow students. Early in the semester each student will be placed

in a group with other students. Each group of students will be assigned one chapter from our

textbook on which they will become experts. Each group will present their chapter on a specific

class meeting. In essence, each group will lead the class discussion on their assigned chapter

during their assigned class session. The group presentations must make use of technology in

some manner. Each member of the group will also be required to turn in a 3 page

summary/critique (main points, questions, critical analysis of chapter) of their group’s chapter

(each student completes their own summary), due on the day of the presentation. Final grade

out of 100 points will be based on quality of presentation and paper.

(3) BOOK REVIEW AND PRESENTATION (15%)

Each student will also complete a report/review/critique of one additional book of his or her

choice (chosen from the list provided). The review will be presented to the class later in the

semester. This assignment consists of preparing at least a 3-page review of the book in

connection with issues we discuss in EDUC 3200, as well as presenting a ~5- minute

presentation (PowerPoint, Prezi, etc.) on your book in November. This assignment is worth

50 points.

The School & Society & The Child & The Curriculum —John Dewey

Experience & Education—John Dewey

Pedagogy of the Oppressed- Paulo Freire

Reign of Error- Diane Ravitch

Grit: The Power of Passion & Perseverance-Angela Duckworth

Feel-Bad Education: And Other Contrarian Essays on Children and Schooling– Alfie Kohn

50 Myths & Lies That Threaten America’s Public Schools-David Berliner

Teaching to Transgress--bell hooks

Shame of the Nation –Johnathan Kozol

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The Right to Learn – Linda Darling-Hammond

Multiplication is for White People—Lisa Delpit

America's Education Deficit and the War on Youth: Reform beyond Electoral Politics-Henry

Giroux

Creative Schools: The Grassroots Revolution That's Transforming Education-Sir Ken Robinson

American Educational History Revisited – Milton Gaither

Getting It Wrong from the Beginning – Kieran Egan

How Testing Came to Dominate American Schools – Gerald Giordano

The Public Purpose of Education and Schooling – John Goodlad and Timothy McNamara

Cultural Politics and Education – Michael Apple

Education for Democracy – Walter Parker

Education and the Making of a Democratic People – John Goodlad, Roger Soder and Bonnie

McDaniel

(4) PREPARATION AND CLASS PARTICIPATION/ATTENDANCE (10%)

Course Attendance Policy: Students are expected to attend all class sessions and be punctual

(10 minutes early). Make up work will not be allowed for an unexcused absence. Students are

expected to make up any class work missed if absent with a legitimate written excuse from a

physician or other professional. Excessive absences (three or more) may result in receiving

a WF (Withdraw Failing) grade. In other words, even with excuses, excessive absences will

impact course grades/performance. During class meetings, students are expected to actively

engage in critical discourse. Also, students who are more than 15 minutes tardy will be

considered absent. Every four tardies will equate to one absence.

(5) MIDTERM & FINAL (30%)

The Exams will be weighted equally and are not cumulative. The format will generally be essays

and narrative responses.

*******Late papers will not likely be accepted. If they are, deductions will be applied.******

Grading:

A 90 - 100%

B 80 - 89%

C 70 - 79%

D 60 - 69%

F below 60%

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Mid-term Progress Report:

The mid-term grade in this course, which will be issued by September 28, reflects approximately 30% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of "W." Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, by mid-term, which occurs on October 5. Instructions for withdrawing are provided at this link.

The last day to withdraw without academic accountability is Friday, October 5, 2018.

Course Schedule:

The schedule provided here is tentative and student flexibility is expected and appreciated. Additional content will likely be added, removed and amended as the semester progresses.

Week / Date Topics Readings Assignments

Week #1 Aug 13-17

Introduction; Group Activity; What is Curriculum?

What is curriculum? Why is it Important? What are the Challenges?

Week #2 Aug 20-24

Curriculum in the New Global Age

p. 1-33 Gert Biesta, What is education for?

Week #3 Aug 27-31

Philosophy & Curriculum Design

p. 35-39 John Dewey: Democracy & Education

Week #4 Sept 3-7

(No Class Monday – Labor Day, September

3rd)

In-Class Activity:

Philosophy of

Education

‘Design Your Own

Unit’

John Dewey: Experience & Education

Week #5 Sept 10-14

(Graduation Application Due –

Saturday, September 15th)

Foundations of Curriculum Planning

p. 61-81 Diane Ravitch: Context for Corporate Reform & Language of Corporate Reform

Week #6 Sept 17-21

Large Scale Curriculum Planning

p. 83-118 Prepare 5 Questions for Mid-Term Exam

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Week #7 Sept 24-28

Mid-Term Videos: 21st Century Schooling (McArthur Foundation

Week #8 Oct 1-5

Curriculum Development in Schools

p. 119-157 Group #1

Behavioral Objectives, Develop Two Objectives for Each of Bloom’s Domains

Week #9 Oct 8-12

(Fall Break – October 6-9th)

(GCSS 2018 – October 11-12)

Week #10 Oct 15-19

Secondary Schools Programs & Issues

P. 243-268 Group #2

Videos: Service Learning & Project Based Learning

Week #11 Oct 22-26

Curriculum & Technologies

p. 243-268 Group #3

Videos: 21st Century Schooling (McArthur Foundation

Week #12 Oct 29-Nov 2

Global Perspectives; Curriculum Development

p. 271- 290 Group #4

Videos: Successful Reformers: Japan & Finland

Week #13 Nov 5-9

Lesson Planning. EdTPA. Dispositions

Lisa Delpit: There is no Achievement Gap at Birth

Week #14 12-16

Video: Ken Robinson: Escaping Education’s Death Valley

Henry Giroux: Why Teachers Matter in Dark Times

Week #15 19-23

(Thanksgiving Break – Monday, November

21st-24th)

Book Reviews Book Review Papers DUE

Week #16 Nov 26-30

(NCSS 2018 – November 30th -December 2nd)

Book Reviews Final Exam Questions Due; Class discussion of final

Week #17 Dec 3-7

Book Reviews Final Exam - TBD

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(Last day of class – December 3rd)

Grades Due:

December 12th

Course Policies:

General Policy Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities. The Student Handbook is part of the Academic Catalog and Student Handbook.

University Attendance Policy Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.

Course Attendance Policy Attendance is expected for all class periods. Any absence must be accompanied by a written excuse from a doctor or other competent authority. Even with excuses, excessive absences will result in lower course grades, course failure, and/or administrative withdrawal.

Missed Work Without a valid excuse, a grade of zero points will be assigned for the missed work

Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described in the section of the Academic Catalog and Student Handbook titled, Procedures for Adjudicating Alleged Academic Conduct Infractions.

Plagiarism Detection Software. Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of

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plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included. Disruption of the Learning Environment Behavior which disrupts the teaching–learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. More detailed descriptions of examples of disruptive behavior are provided in the Code of Conduct and Disciplinary Procedures sections of the Clayton State University Academic Catalog and Student Handbook. Center for Academic Success The Center for Academic Success (CAS) provides personalized one-on-one peer and professional staff tutoring in over 100 core subjects. The Center is located in Edgewater Hall Suite 276. The CAS also offers moderated study groups, informal study sessions, a comfortable study environment, a student study lounge, and it’s all free! Use the CAS if you need help; become a tutor if you don’t. For more information you can e-mail the center at thecas@clayton.edu Writing Assistance The goal of the Writers’ Studio is to give rise to better writers, not just to better writing. People who love to write, people who struggle mightily with it, and people who fall anywhere else on the spectrum can find a place at The Writers’ Studio—a place for students to come for writing guidance and feedback. Each student may receive up to 90 minutes of assistance per day and 3 hours per week. Furthermore, both appointments and walk-ins are welcome. Here’s The Writers’ Studio’s contact information: Location: Arts & Sciences Building, Room G-224 Phone: 678.466.4728 Email: ws224@clayton.edu Website: http://clayton.edu/writers Visit The Writers’ Studio at http://clayton.edu/writers or schedule your appointment online at https://csu.campus.eab.com (Note: first-time users need to complete a one-time registration prior to using the online appointment website).

Weapons on Campus Clayton State University is committed to providing a safe environment for our

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students, faculty, staff, and visitors. Information on laws and policies regulating weapons on campus are available at

http://www.clayton.edu/public-safety/Safety-Security/Weapons

Other Policies

1. Each student is expected to come to class prepared having completed assigned readings, assignments, etc. Punctuality is expected.

2. Turn your phones off. Don’t search the net during class. 3. If an issue arises, contact the instructor sooner rather than later. Most concerns can

be resolved with adequate and timely communication.

4. Be nice and be positive.

5. No whining, no excuses. 6. Participate.

Important dates:

Last day to withdraw without academic penalty: Friday, October 5, 2018.