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FALL 2007 COURSES

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MASTER of EDUCATION PROGRAM (Summer 2007)

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Technology for Educators

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COVENANT COLLEGE

MASTER OF EDUCATION PROGRAM

2005

COURSE SYLLABUS

EDU 712: Shaping School Curriculum K-12

On Campus Meetings: July 9-13, 2007

Instructor: Bruce Young, Ed.D.

 14049 Scenic Highway, Lookout Mountain, GA 30750

  1. Course Description

This course applies a biblical worldview to the processes and products of curriculum development and assessment for the K-12 school or school system. The course will examine the steps in developing a course of study from a school’s mission statement through the assessment process. The issue of state and national standards will be addressed. Criteria will be developed for the evaluation of textbooks and other curriculum materials. Prerequisite: Edu 610.

  1. Master of Education Program Objectives

To provide a master’s program in which:

    1. A biblical world-view is applied to theoretical understandings in education;
    2. Educational theory is applied to professional practice;
    3. School administrators and supervisors are equipped to assume leadership in schools;
    4. Classroom teachers are equipped to bring about greater integration of curricula within schools;
    5. Teachers and administrators are equipped to facilitate needed change within their schools; and
    6. Teachers and administrators are equipped to describe the roles of schools in society.
  1. Integrated Curriculum and Instruction Objectives

To provide graduate instruction, that enables students to:

    1. Develop integrative instructional strategies. This includes strategies for solving problems, and for making connections within subjects, with other subject areas, and with the everyday world.
    2. Develop integrative units and/or courses of study. This includes the ability to select worthy themes, develop essential questions, relate biblical truth to the subject matter, and make meaningful connections between academic disciplines.
    3. Use an understanding of the structure of knowledge and knowing as a basis for integrating the curriculum.
  1. Course Objectives

Upon completion of this course, students will be able to:

    1. And evaluate contemporary curriculum models as well as the curricular practices of their own schooalyze anl or school district (M.Ed. obj. 1, 2, 5)
    2. Develop a  model course of study for a K-12 school system (M.Ed. obj. 1-4; ICI obj. 1, 2)
    3. Write curriculum goals that reflect the purpose and direction of a school (M.Ed. obj. 1, 2, 6; ICI obj. 1, 2, 3)
    4. Develop a curricular scope and sequence that reflects stated curriculum goals (M.Ed. obj. 1, 2, 4; ICI obj. 1, 2)
    5. Incorporate state and national standards into a school’s curriculum in an appropriate manner (M.Ed. obj. 1, 2, 4, 6; ICI obj. 2)
    6. Evaluate textbooks and other curriculum materials against stated criteria (M.Ed. obj. 1, 2)
    7. Assess the degree to which curriculum goals and objectives are being met (M.Ed. obj. 1, 2; ICI obj. 1, 2)
    8. Develop proposals for curricular change within their own school or school district (M.Ed. obj. 1 – 6)
  1. Textbooks
    1. Jacobs, H.H. (1997). Mapping the big picture: integrating curriculum & assessment k-12. Alexandria (VA): Association for Supervision and Curriculum Development.
    2. Van Brummelen, H. (2002). Steppingstones to curriculum: a biblical path (second edition). Colorado Springs: Purposeful Design Publications.
    3. Vander Ark, D. R. (2000). From mission to measurement. Grand Rapids: Christian Schools International.
  1. Articles
    1. Fennema, J. “Beware of Reformed Christian Education: It May Be Dangerous!” Christian Educators Journal (February 2002).
    2. Jacobs, H.H. (1989) Interdisciplinary curriculum: design and implementation. Alexandria (VA): Association for Supervision and Curriculum Development. (chapters 1, 2)
    3. Piper, J. “The Great Work of God: Rain.” A Thanksgiving Meditation (1998).
    4. Smith, David I. “What is Excellent Teaching? The Question of Faith and Pedagogy.” Inaugural address, Kuypers Institute for Christian Teaching and Learning. Delivered at the Prince conference Center at Calvin College (2004).
    5. Steensma, G. J. & Van Brummelen, H. W., editors. (1977) Shaping School Curriculum: A Biblical View (out of print). Terre Haute (IN): Signal (chapters 1-2, 4-6, 9, 10, 15-17).
    6. Steensma, G. J. (1987). Shaping School Curriculum, Integral Learning: A Biblical View (out of print booklet). Middleburg Heights (OH): Reformed Educational Publishing & Consulting Co.
    7. Stronks, G.G., & Blomberg, D., editors. (1993). A Vision With A Task (out of print). Grand Rapids: Baker. (chapters 3, 8-9, 11 & 13).
  1. Web Sites
    1. International Society for Technology in Education (ISTE). (2002) Technology Standards for Students. Eugene, OR. Online: http://cnets.iste.org/students/s_stands.html
    2. National Council of Teachers of English (NCTE). Online: http://www.ncte.org
    3. National Council of Teachers of Mathematics (NCTM). Online: http://www.nctm.org
    4. National Council for the Social Studies (NCSS). Online: http://www.ncss.org
    5. National Science Education Standards. Online: http://www.nap.edu/readingroom/books/nses/html
    6. Resources for finding state standards:

http://www.edstandards.org/standards.html

http://www.statestandards.com/

http://www.education-world.com/standards

  1. Course Activities

Pre-Campus Activities 

Pr-1.    Read the “On-Campus Activities” below and note that there are six questions (a-f) we will answer during our on-campus sessions regarding the shaping of school curriculum. Each question has a set of readings that will help us answer the questions.

·        Read the material associated with question ‘a’. Write a one to two page response to one of the following: “How does our world-view/faith influence our decisions about how and what to teach?” “How does one develop curriculum from a biblical perspective?” “Why is it important to have an integrated curriculum?” Due at beginning of first class, July 11th.

·        Read the material associated with questions ‘a-f’. Keep a reflective journal as you read. Jot down any thoughts you have about content that was personally meaningful and could be applied to your school situation. Each reflection can be as short as a sentence or as long as a paragraph. Please do not write more than you need to write to express your thoughts! Organize your reflections according to the appropriate question headings (‘a-f’) from which they came. Due at beginning of first class, July 11th.

Pr-2. Interview the person responsible for curriculum development in your school for the purposes of (1) understanding the curriculum development process in your school, (2) gaining access to the mission statement and course of study for your school, and (3) completing the following assignments.

Assignment A: In one to two pages describe the curriculum development process in your school. (How is curriculum reviewed? Selected? Who has what responsibilities?) Due at the beginning of the first class, July 11th.

Assignment B: Using both the mission statement of your school and your readings (Pr-1) as criteria (cite them in your paper), in three-to-five pages evaluate your school regarding the curriculum development process as it pertains to:

·        Procedures and materials that can be celebrated in their present form;

·        Procedures and materials that need to be strengthened;

·        Procedures and materials that need to be added or created;

·        Procedures and materials that need to be eliminated.

Due at the beginning of the first class, July 11th.

      Pr-3. Make a copy of your school’s mission statement, course of study, scope and  

sequence and/or school-wide goals/outcomes. Please notify me by email ASAP if you are unable to obtain any of these documents. Bring them to our first On-Campus session, July 11th.

On-Campus Activities

On-1.   Using data collected from the Pr-2 assignment, the class will conduct a needs assessment/curriculum audit.

On-2.   The class will work through the answers to the following questions and in assigned teams develop a PowerPoint presentation on one assigned question:

a.                          What is the educational foundation of a school? (Read Steensma 1-2 & 4; Van Brummelen 1, 4; Vander Ark 1; Jacobs 1 & 2 on Interdisciplinary Curriculum)

b.                          How is an educational foundation developed? (Read Fennema “Beware of Reformed Christian Education”; Stronks 3 & 8; Van Brummelen 5 & 6; Vander Ark 2; Smith “What is Excellent Teaching?”)

c.                          What should be understood about the content and methods of the various disciplines? (Steensma 5, 9, 10, 16; Stronks 9; Van Brummelen 8; Vander Ark 3)

d.                          How do you map out a course of study? (Steensma 6; Vander Ark 4; Jacobs on “Mapping”; web sites on state standards)

e.                          How are the curriculum materials selected? (Vander Ark 5)

f.                            How do you assess the program? ( Vander Ark 6 & 7; Stronks 11)

Post-Campus Activities

Po-1.    Read Van Brummelen Chapter 9 and Stronks Chapter 13.

Po-2.    Develop a curriculum proposal for your principal that includes the following:

·        A step-by-step description of your ideal curriculum evaluation process. Include a flow chart of responsibilities.

·        An update of your evaluation of the curriculum development product in your school. Be sure to include new insights from the class and readings.

·        A statement concerning how the curriculum relates to the state standards.

·        A five-year plan for curriculum review of all disciplines within the school.

·        A form to be used in your school for evaluating curriculum materials.

·        Rationale and job description for a part or full-time curriculum coordinator for you school or system.

Po-3.    Describe your idea K-12 school based on what you have learned in this course. This could be a public, non-Christian private, Christian, home, etc. school.

·        Write a mission statement for the school.

·        List the desired outcomes.

·        Develop a plan to assess the degree to which the school is fulfilling its mission and desired outcomes.

·        Create a scope and sequence chart for one discipline.

  1. Instructional Methods

Methods used during on-campus sessions will be lectures, group work, collaborations, multi-media presentations, and computer work. Pre & Post-campus activities will involve research, reading, interviewing, organizing, and writing.

  1. Use of Technology

Students will research on the internet, communicate through email, use word processing and spreadsheet programs, and create power point presentations.

  1. Diversity

Students will consider the development of curricular programs appropriate for diverse populations (racial, ethnic, special needs, etc.)

  1. Course Evaluation

10%     Pr-1 papers and journal writing

20%     Pr-2 assignments A and B

10%     On-1 & On-2 class participation

20%     On-2 team PowerPoint presentation

25%     Po-2 curriculum proposal

15%     Po-3 description of an ideal school

  1. Grading

A         96-100

A-        90-95

B+       86-89

B          80-85

  1. Course Policies and Procedures

Attendance is expected at all on-campus sessions. Late assignments, due the first day of class, will be reduced in grade. Late post-campus assignments will be reduced in grade by up 25% per week they are late.

  1. Writing Standards

All written work must follow the APA writing guidelines stated in the Publication Manual of the American Psychological Association.