PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

 

I.              COURSE INFORMATION:

EDUC 735 Advanced Curriculum/Interdisciplinary Instruction                                                              

Prerequisites:   None                                                                                                                                                           Credit:    3 semester hours

Period:    TBA                                                                                       .              

                                                                                               

II.            INSTRUCTOR INFORMATION:

                Name:     Dr. Marilyn Ayers-Berrong                               

                Office Location:    Cohort   

                Phone Numbers:   706-896-1681        

                E-mail:    LMBERRONG@BRMEMC.NET                      

                Fax Number:  706-896-1681                

                Office Hours:  Available by appointment, by phone or by email                                                  

 

III.           TIME AND PLACE

              CAMPUS:                                 SEMESTER:                                DATE:

Time:     

Place:     

 

IV.           TEXT AND SUPPLEMENTARY READINGS:

 

REQUIRED FOR ALL STUDENTS: 

Drake, S. M. & Burns, R. C. (2004).  Meeting standards through integrated curriculum. 

               

                Alexandria, VA:  Association for Supervision and Curriculum Development. 

 

American Psychological Association. (2001).  Publication manual of the American Psychological

 

          Association (5th ed.).  Washington, D. C.: Author.

 

REQUIRED FOR EARLY CHILDHOOD INITIAL CERTIFICATION (MAT) STUDENTS:

Pappas, C.,Kiefer, B. & Levstick, L. (1999)  An integrated language perspective in the       

 

elementary school: Theory into action.(3rd ed.). New York:  Longman

 

RECOMMENDED FOR ALL STUDENTS (PROFESSOR’S DISCRETION)

Jacobs, H. H. (1997).  Mapping the big picture:  Integrating curriculum and assessment. 

               

                Alexandria, VA:  Association for Supervision and Curriculum Development

 

 

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

 

 

 

 

V.            PIEDMONT MISSION:

Piedmont College Mission:

Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines.  Learning opportunities are provided through undergraduate and graduate programs offered at various locations.  The institution emphasizes high ethical standards and respect for diversity.

.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.”  The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

 

Specific ideals under-gird our conceptual framework.  We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

 

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback). 

 

Graduate MA and MAT Program Goals:  (Graduate Courses Only)

The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students.  Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:

¨       provide the candidate  with the ability to communicate and teach effectively using an interdisciplinary knowledge base and understanding of multidimensional classrooms;

¨       use and facilitate critical thinking skills;

¨       enhance candidates’ content knowledge, integrating it with instructional technology;

¨       enable candidates to interpret and assess educational research, and conduct their own classroom-based research; and to

¨       provide experiences that enable candidates to assume roles as scholarly practitioners and develop their skills and abilities as professional teachers.

 

MAT Program Goals  (Include if you have MAT Candidates in the course)

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MAT program seeks to:

¨       build the candidate’s knowledge base and understanding of P-5 students’ characteristics, knowledge, skills, experience, interest, approaches to learning, special needs, and cultural heritage;

¨       prepare candidates who have knowledge and understanding about multicultural and global issues and perspectives as well as to plan and implement instruction based on these perspectives;

¨       build the candidate’s knowledge and understanding of content, pedagogy, record keeping and a wide variety of diagnostic and assessment techniques and strategies;

¨       develop the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       build candidate’s ability to create classroom environments that include: respect, rapport, a culture for learning, effective management of classroom procedures, appropriate management of student behavior, and efficient organization of physical space;

¨       inform candidates of resources available for teachers and students to support and enhance student learning;

¨       develop the candidate’s repertoire of strategies for effective teaching;

¨       enable candidates to plan and implement instruction based on acquired knowledge of subject matter, students, and the community;

¨       provide candidates with concrete field experiences across grades P-5 that help them link theory and practice through observation and participation;

¨       develop the candidate’s understanding and use of effective interactions with parents or guardians for supporting students learning and well-being;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to conduct research on an educational topic of interest;

¨       help candidates grow and develop professionally toward becoming proactive, scholarly, reflective practitioners, and lifelong learners who improve the lives of children.

 

MA Program Goals (Include if you have MA Candidates in the course)

Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the MA program seeks to:

¨       enable candidates to critique their planning and teaching strategies so they can more effectively plan instruction based on extended knowledge of subject matter, students, and the community;

¨       broaden the candidates’ knowledge of developmentally appropriate content and resources needed for teaching and interacting with their students;

¨       expand the candidate’s repertoire of strategies for effective teaching and communication with parents;

¨       enhance and expand the candidate’s knowledge and understanding about multicultural and global issues and perspectives as well as ways to plan and implement instruction based on these perspectives;

¨       expand the candidate’s understanding and use of educational technology including the use of computer and other technologies in instruction, assessment, and productivity;

¨       diversify field experiences for candidates to strengthen their understanding of the link between theory and practice;

¨       develop the candidate’s ability to use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms;

¨       develop the candidate’s ability to assume roles as leaders and mentors in the profession;

¨       establish procedures that candidates can use to continually keep up-to-date on changes in the field;

¨       help candidates become more independent in their professional development as scholarly, reflective, practitioners and lifelong learners who improve the lives of children;

¨       encourage candidates’ involvement in professional activities and endeavors; encourage candidates to present at local, state, and national conferences.

 

VI.           COURSE DESCRIPTION AND PURPOSE:

This course provides analysis and assessment of principles for planning educational programs and curriculum activities for education with an emphasis on constructivism, organization, selection, presentation, evaluation, and implementation of interdisciplinary instruction through lesson and unit planning (field experience required).  Students who are now, or will soon be, professional educators must be able to understand, produce and use effective curriculum.  The purpose of this course is to provide graduate students with the knowledge and skills necessary to make meaningful and effective curriculum decisions.  Discussions will center on curriculum problems and issues, some of which may be solved by educational restructuring or curriculum methodology.  Students will apply theory to practice as they explore curriculum choices available in school systems today.  This course will allow students to use information and findings to assist in planning, organizing, implementing of integrated, interdisciplinary and multicultural instruction.  Critical thinking and creativity, the inclusion of a multicultural/global perspective and the use of technology in teaching a diverse student population will be a major part of the focus of this course.

 

VII.         SCHOOL OF EDUCATION OUTCOMES

                Core Candidate Learning Outcomes : 

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.

1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration.  The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.  CO:  1, 2, and 4.  

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.  CO:  1 and 4 

3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO:   1, 2, and 4

4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO:  1 and 4

5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO:  1 and 4

6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO:    1, 2, and 4

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO:   1, 3, and 4

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. CO:  1, 2, and 4 

9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO:  All course outcomes

10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO:   All course outcomes

 

Early Childhood Graduate Candidate Learning Outcomes:  

11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices.  CO:  1

12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional.  CO:  All course outcomes

13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work.  CO:   1, 2, and 4

14) Action Research: The scholarly, reflective, proactive teacher participates in action research.  CO: 4

 

Secondary Education Masters-level Candidate Learning Outcomes: 

For both Initial and Advanced Certification Programs

15) Research:  The teacher refines instructional practices informed by critical consideration of relevant research and by the application of action research as an ongoing aspect of practice.  CO:

16) Democratic Classroom: The teacher guides students toward involvement in activities that provide skills and dispositions to fulfill the roles of a citizen engaged in pursuing the ideals of democracy.  CO:   1, 2 and 4

17) Philosophical Orientation: The teacher studies initiatives, patterns, trends and policies for their philosophical underpinnings as part of a continuing assessment of the efficacy of those underpinnings.  CO:   2 and 3

18) Integrity:  The teacher pursues her/his professional practices with a strong sense of mission beyond keeping a job, and with a keen sense of ethical integrity.  CO:   4

19) Philosophical Pragmatism: The teacher maintains an intellectual spiral in which practices are improved by conceptual refinements, which are in turn refined by assessing the results of implementations over time.  CO:  1 abd 3

 

 

¨       For Advanced Certification Programs

20) Modeling and Mentoring: The teacher both models best practices and accepts responsibility to mentor new and veteran teachers. CO:  1m 2 and 4

21) Professional Discourse: The teacher participates actively in the professional discourses related to the field of certification--at the school and in regional and national venues. CO: 3 and 4

22) Proactive Involvement: The teacher takes advantage of opportunities to influence the school toward curricula, instructional practices, policies and professional climate which result in students acquiring more durable knowledge and skills and in-depth understanding, as well as positive dispositions toward learning. CO:  1 and 4

 

Dispositions for All Candidates:

In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals.  Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly:  Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective:  Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive:  Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic:  Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible:  Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so. 

 

 

 

 

VIII.        COURSE OUTCOMES (CO):

                Upon successful completion of this course, the candidate will be able to:

 

  1. Explain the historical, philosophical, and social foundations of curriculum decision making in education.
  2.  Exhibit a working knowledge of psychological bases for curriculum decisions in education.
  3. Explore, analyze, and assess the principles of curriculum development in education.
  4. Discover and explore the process of curriculum change and improvement, and creatively apply this knowledge in their real world of school.
  5.  Identify, develop and extend a personal knowledge base regarding instructional strategies required for teaching in a changing world
  6.  Discuss, question, and consider curriculum for the future.
  7.  Demonstrate competency in the organization and delivery of appropriate curriculum
  8.  Demonstrate the skills necessary to develop an interdisciplinary curriculum using inquiry learning, cooperative learning groups, and thematic units.
  9. Apply knowledge gained in this course to the curriculum development process.
  10. Explain the process of and the reasons for curriculum mapping.
  11.  Develop appropriate assessment tools for an interdisciplinary unit.
  12.  Develop an interdisciplinary curriculum unit to be taught in the classroom.
  13.  Demonstrate skills in observing, recording and assessing children’s behavior in order to accomplish the final project.
  14.  Demonstrate ability to plan and write effective lesson plans

 

IX.           COURSE POLICIES & PROCEDURES:

1.  Class Attendance/Participation:

Attendance, timeliness, and participation are required and part of your grade.  The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course.  The allotted number of excused absences for this course is one.  Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade.  Work missed due to an excused absence may be made up.  It is your responsibility to inform me in writing how you make up the work.  Your writing should include a statement about why you were absent and a detailed quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class.  Be sure to include a cover page.  If work is not made up, the highest grade a candidate can receive for the course is a B.  Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester.  However, if makeup work is approved by the professor and satisfactorily completed, a passing grade is still possible.  Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.

 

INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean.  An incomplete is not granted just to extend time to complete work that should have been done in a timely manner.  (See the Piedmont College catalog for additional information regarding an incomplete).

 

If the candidate’s illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal.  If the Registrar approves the request, a candidate may receive a “W” for the course.

 

INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive.  Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home.  Candidates who miss class should consult their instructors for assignments and make-up work.  Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor.  When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.

 

PARTICIPATION - Active participation means:

Ø       prepare for classes by reading the text and/or other assigned readings;

Ø       attend all classes for duration of allotted class time;

Ø       take active part and contribute significantly during class discussions and activities;

Ø       be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø       submit all assignments on time.

 

2.  Written Work:

Use APA style (5th ed.).  All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.).  Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. 

 

Quality is important!  Work submitted should reflect your professionalism and graduate level work.  Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.

 

Be sure to keep a duplicate copy of all submitted work for your own records.

 

3.  Academic Integrity:

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception (See the Piedmont College Catalog and the Student Handbook for details of the policy).  This class will be conducted in strict observance of the policy.  The College imposes strict penalties for academic dishonesty (cheating, fabrication, facilitating academic dishonesty, and plagiarism) as defined in the Catalog and Handbook.     

 

Some suggestions for helping you abide by the policy include:

Ø       All work submitted must be your original work created in and for this course. 

Ø       Cite and reference work properly using the current APA guidelines.

o        Cite all quotes or paraphrased material.  It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project.  

§         Any time you use the exact words of researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words.  If more than 40 words, place the quote in an indented block omitting quotation marks.   (See the APA Manual for specific guidelines). 

§         You must also give credit to an author or source when you paraphrase.

§         When referring to information from your course text, be sure you cite and reference the source and/or authors.      

§         Follow the protocol in the current APA manual for citing and referencing all electronic sources. 

Ø       Double dipping is not permitted.   For example:

o        You may not use an assignment created in one course to meet the requirements in another.

o        Visiting a classroom for one field experience may not be used to meet a field experience requirement for another course.   

 

4.  Special Considerations:   Piedmont College makes every effort to provide reasonable and appropriate accommodations to students with disabilities.  Accommodations must be coordinated through the Office of Academic Support by contacting the director at 1-800-277-7020 ext. 1359 or by email - dtaylor@piedmont.edu   Students are  responsible for providing accurate and current documentation of their disability and for making a written request to the Director of Academic Support before receiving accommodations.  Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

 

X.            STUDENT EXPECTATIONS AND COURSE OUTLINE:

                1.  Instructional Methods

This class will operate as a democratic classroom.  Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be.  Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.  Various approaches will be utilized by the candidates and professor including:  lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

 

2.  Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate or could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

All work for the course is to be in on time, or handed in on an agreed upon future date.  Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and the candidate.  To meet the deadline, assignments may be mailed (post marked by the due date) or delivered by a peer at the class meeting.  Make-up tests will be considered if a reason for missing the original test is justified.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

3.   Description of Assignments

 

a.             Schedule & Topic Outline of Classes

                (To Be Determined by Professor)—for a sample see XIII

 

b.             Description of Assignments and Due Dates

                Each student will be responsible for leading discussions, participating in discussions and presenting various topics as assigned from the textbook.  (Each Session) CO:  All

                Suggested items in addition to textbook:

                1.             A weekly one page written review and reflection of a professional reading.  An oral summary of the article/reading will be given in class.  The reading must be related to the scheduled class discussion.  The readings are due at the beginning of each class.  A copy of the professional article must be attached.  (Sessions 2-7) CO:  1, 2, 3, 4, 5, 6, & 9

                2.             Each student will write a weekly one page reflection paper on the prior class session and any readings completed.  This is due at the beginning of each class.  (Sessions 2-7) CO:  2, 3, 6, 8, 10

                3.             Each student must participate in a group class presentation on an assigned topic.  Each group will be required to assess their own presentation as part of their grade.  Topic and group selections will be made at the first class session.  (Session 7 or 8 as assigned) CO:  5, 6, 7, 8, 9, 10, 11

                REQUIRED ASSIGNMENT FOR ALL STUDENTS.   

4.             Each student will develop an interdisciplinary unit with special attention given to the assessment of student progress.  This unit should be taught to your students if you are currently teaching.  For those not teaching it should provide an initial opportunity for curriculum planning prior to teaching.  The lesson plan may follow the format used at your school or as defined by the Professor.  (Session 8) CO:  6, 7, 8, 9, 11, 12, 13, 14

 

Required Unit Components

The following are the minimum requirements for the interdisciplinary unit project.  The unit grade is dependent on: 1) including all of the components listed below and 2) evidence of quality planning (e.g., consideration of learning theory, instructional activities within the context of a larger learning environment, lessons built upon the learning needs of students).

Ø      Select a broad, general theme.  Research the theme in depth and identify:

 

1.                    introduction & rationale

2.                    unit planning map

3.                    goals & objectives

4.                    activities & assessment which support the theme

5.                    appropriate children’s literature support

6.                    appropriate media resources

7.                    how multiple intelligences of students are addressed

 

Ø       At least three disciplines must be used in each unit

Ø       Essential/guiding questions must be used and referenced in each unit (no more than three questions)