| CALIFORNIA STATE UNIVERSITY, BAKERSFIELD |
School of Education
Advanced Studies Department
California State College, Bakersfield
ED-AD 675
SUPERVISION OF CURRICULUM
Dr. Louis Wildman e-mail: lwildman@csub.edu
Phone: 661-654-3047 (office); 661-588-8865 (home)
THE SCHOOL OF EDUCATION THEME
Excellence—Integrity--Caring
CANDIDATE DISPOSITIONS
Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.
Professional Collaboration
Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.
Reflective Practitioner
Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.
Ethical Professional
Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.
Student/Client Centered
Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.
Professional Leader
Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.
Professional Competence
Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.
COURSE CONTENT
Historical, philosophical, and psychological bases for curriculum decisions. The influence of social forces and subject matter on curriculum design. Leadership procedures and processes for curriculum supervision, development, evaluation and improvement of curriculum.
COURSE DESCRIPTION
Supervision of Curriculum assumes that the student has had an introductory philosophical foundations and an introductory curriculum organization course for teachers. (Both of these introductory courses are prerequisites for entry into the educational administration program.) Supervision of Curriculum is intended to teach what administrators need to know to supervise and provide leadership for curriculum revision and improvement. It begins with an introduction to an integrative model that helps administrators analyze the consistency between philosophy, educational theory, and specific educational practice.
The course then examines current thinking in the elementary grades and secondary subject matter disciplines by revising a model curriculum. The course concludes with an investigation of some current curriculum issues, such as the problems associated with tracking, and religious conflicts with the public school curriculum.
ENDURING CURRICULUM PROBLEMS
Homogeneous vs. heterogeneous grouping; coverage vs. mastery; socialization vs. individualism; subject-centered vs. child-centered orientation; cognitive goals vs. affective goals; general vs. differentiated curriculum; the school as a maintainer of the status quo vs. the school as a change agent; disciplinary vs. interdisciplinary curriculum. Fragmentation, relevance, balance, censorship, accountability, the influence of the textbook and test industries, the influence of corporate employers, and the role of the teacher.
GOAL OF COURSE
To develop the knowledge, understanding, processes and procedures necessary for curriculum and instructional supervisory leadership in an ongoing school improvement cycle in order that increasingly wider populations in our society may gain access to knowledge and develop their talents and abilities.
WHAT IS GRADUATE EDUCATION?
Graduate education introduces and engages students in scholarly inquiry and professional work in a field of study. Graduate seminars utilize the expertise of the members, organized and guided by a faculty member.
In this course, the expertise of each member is utilized because the subject matter is so broad. Likewise, each student is called upon to participate in an investigation that hopefully will advance knowledge related to the supervision of instruction.
Since we do not know the outcome of any investigation until it is completed, the search process may be frustrating. Typically, like most creative activities, the frustration level rises as more questions are raised, dead ends are encountered, time for the pursuit grows shorter, and everyone begins to seriously grapple with the issues.
However, inevitably as the term comes to a conclusion, tentative solutions are found, compromises are made, and the project does work out. Looking back, typically most participants feel a certain satisfaction--proportional to the effort that they made--that the project has been completed, advancing knowledge through a team effort. This satisfaction comes from the realization that the grand search for knowledge is comprised of many little steps that have been made for hundreds of years in universities, and which will continue for years to come. Inevitably each project raises more questions, and these will be the subject of pursuits in the future.
COURSE OBJECTIVES
Students will:
1. Gain knowledge of the historical background and the social and cultural influences on curriculum. (Cognitive and Affective) (CPSEL#2)
2. Gain knowledge of the various philosophical bases of curriculum. (Cognitive) (CPSEL#2)
3. Understand the importance of learning theory and the significance of developmental characteristics when making decisions concerning the development or revision of curriculum. (Cognitive and Affective) (CPSEL#2)
4. Understand that the differing structures of subject matter content influence the design of the curriculum and use of appropriate strategies. (Cognitive) (CPSEL#1)
5. Implement an appropriate decision-making model for the development of curriculum. (Cognitive and Social) (CPSEL#3)
6. Gain knowledge of the principles and practices of evaluation of pupil achievement and instructional programs, including the use of data to strengthen schools. (Cognitive) (CPSEL#3)
7. Gain knowledge of effective methods and procedures needed to provide leadership for curriculum development, including leadership for literacy. (Cognitive and Social) (CPSEL#2)
8. Understand the general process of curriculum change and leadership required for the application of a change process. (Cognitive, Affective, and Social) (CPSEL#5)
9. Understand the responsibilities of various individuals within the organization and their participation and roles in curriculum matters. (Cognitive and Affective)(CPSEL#3)
10. Realize the importance of adequate communication to all concerned individuals and groups when changes are made in the curriculum. (Social) (CPSEL#4)
11. Know what resource persons and materials are available at the state, county and local levels and which should be utilized when revising or developing curriculum. (Cognitive) (CPSEL#3)
REFERENCES
Ashmore, Harry, Unseasonable Truths: The Life of Robert Maynard Hutchins. Boston: Little, Brown and Company, 1989.
Bennett, William, American Education: Making It Work. Washington, D.C.: U.S. Government Printing Office, 1988.
Boyan, Norman, Handbook of Research on Educational Administration. New York: Longman, 1988.
Brandt, Ronald, "A New Design for Education in the Arts," Educational Leadership, Vol. 45, Num. 4, 1988.
Brandt, Ronald, Content of the Curriculum. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1987.
California State Curriculum Framework and Criteria Committee for Science, Science Framework For California Public Schools, Kindergarten and Grades One Through Twelve. Sacramento: California State Department of Education, 1978.
California State Board of Education, Health Framework. Sacramento: California State Department of Education, 1994.
California State Board of Education, Physical Education Framework. Sacramento: California State Department of Education, 1994.
Clemens, John and Mayer, Douglas, The Classic Touch: Lessons in Leadership from Homer to Hemingway. Homewood, Illinois: Dow Jones-Irwin, 1987.
Cremin, Lawrence, Popular Education and Its Discontents. New York: Harper & Row, 1989.
English, Fenwick, Fundamental Curriculum Decisions. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1983.
English, Fenwick, Curriculum Management For Schools, Colleges and Business. Springfield, Illinois: Charles C. Thomas, Publisher, 1987.
English-Language Arts Curriculum Framework and Criteria Committee, English-Language Arts Framework For California Public Schools, Kindergarten Through Grade Twelve. Sacramento: California State Department of Education, 1987.
Fehl, Noah, The Idea of a University in East and West. Hong Kong: Chung Chi College, 1962.
Glasman, Naftaly, Evaluation-Based Leadership. Albany: State University of New York Press, 1986.
Glatthorn, Allan, Curriculum Renewal. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1987.
Glatthorn, Allan, Developing A Quality Curriculum. Alexandria, Virginia: ASCD, 1994.
History-Social Science Curriculum Framework and Criteria Committee, History-Social Science Framework for California Public Schools, Kindergarten Through Grade Twelve. Sacramento: California State Department of Education, 1987.
Hicks, David, Norms and Nobility: A Treatise on Education. New York: Praeger Publishers, 1981.
Hord, Shirley, et.al., Taking Charge of Change. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1987.
Hyerle, David, Visual Tools For Constructing Knowledge. Alexandria, Virginia: ASCD, 1996.
Jones, Beau Fly; Palincsar, Annemarie; Ogle, Donna Sederburg; and Carr, Eileen Glynn, Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1987.
Kelly, Henry, et.al., Technology And The American Economic Transition: Choices For The Future. Washington, D.C.: Office of Technology Assessment, 1988.
Marzano, Robert; Pickering, Debra; and McTighe, Jay, Assessing Student Outcomes. Alexandria: ASCD, 1993.
Mathematics Curriculum Framework and Criteria Committee, Mathematics Framework For California Public Schools, Kindergarten Through Grade Twelve. Sacramento: California State Department of Education, 1985.
Molnar, Alex, Current Thought on Curriculum. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1985.
National Endowment for the Arts, Toward Civilization: A Report on Arts Education. Washington, D.C.: National Endowment for the Arts, 1988.
Oakes, Jeannie. Keeping Track: How Schools Structure Inequality. New Haven: Yale University Press, 1985.
Park, J. Charles, "The Religious Right and Public Education," in Educational Leadership, May 1987, p. 5-10.
Resnick, Lauren and Klpfer, Leopold (Editors), Toward the Thinking Curriculum: Current Cognitive Research. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1989.
Schmoker, Mike, Results. Alexandria: ASCD, 1996.
Sergiovanni, Thomas and Moore, John (Eds.), Schooling for Tomorrow. Boston: Allyn and Bacon, 1989.
Smith v. Board of School Commissioners of Mobile County, in West's Education Law Reporter, June 11, 1987, pp. 453-527.
Stodolsky, Susan, The Subject Matters. Chicago: The University of Chicago Press, 1988.
Tanner, David and Tanner, Laurel, Curriculum Development. New York: MacMillan Publishing Co., 1980.
Tanner, David and Tanner, Laurel, History of the School Curriculum. New York: MacMillan Publishing Company, 1990.
Wildman, Louis, et.al., A Middle and High School Curriculum. Lakeivew: Lake County School District, 1986.
Wildman, Louis, A Philosophy of Higher Education. Portland: Institute for Quality in Human Life, 1974.
Wildman, Louis, et.al., An Elementary Curriculum. Lakeview: Lake County School District, 1986.
Wildman, Louis, Educational Administration from a Liberal Arts Perspective. Portland: Institute for Quality in Human Life, 1984.
Wildman, Louis, et.al., Essential Learning Skills. Salem: Oregon Department of Education, 1986.
Wolk, Ronald et al., From Risk To Renewal: Charting A Course For Reform. Washington, D.C.: Editorial Projects in Education, 1993.
TOPIC OUTLINE
The Notion of a Learning Community
An Integrative Curriculum Model
Expository/Investigatory Curriculum
Teacher Constructed Tests
Curriculum K-12 Overview
Pre-school, Kindergarten, 1st, 2nd, 3rd Grade
4th, 5th, 6th Grade, Elementary Physical Education
Middle Grades, Career Education, Art and Music
Home Economics, Language Arts, Mathematics, Physical Ed.
Health, Science, Social Studies, Foreign Language
High School Graduation Competencies
Curriculum Change
Religion in the Public School Curriculum
Curriculum Auditing
When students are in student-centered, student-directed,
collaborative classrooms supported with teacher scaffolding and
authentic tasks, they learn more.
Molly Nicaise and David Barnes
Journal of Teacher Education
May-June 1996, V 47, N 3, 205
CLASS ACTIVITIES AND REQUIREMENTS:
This seminar uses a variety of educational tools and techniques to link theory and practice. These include role-playing, simulation, small group interaction, lectures, discussion and presentation. Throughout the course, participants are expected to take active roles in discussion and debate, lead parts of the seminar, and exchange ideas and information. My teaching strategy involves participants in the process of curriculum analysis and development. Since participants come from many different school districts, one emphasis is on the group analysis and development of a model curriculum which is re-worked and hopefully improved each time this course is offered.
Assignments:
1. Cultural traditions and community values: Read the material in the syllabus pertaining to cultural pluralism, multicultural education, Banks' "Levels of Integration of Ethnic Content," Chicano values, Hispanic biographies, books about Africans and African Americans, and activities to support Black student identity, p. 309-311.5 Focus on the "Cultural factors to consider in planning, supervising, and evaluating curriculum," p. 311.1. Then, write or find a lesson plan which illustrates how cultural traditions and community values can be learned within the school curriculum. [4(c)] Due Session #4.
2. Expository education: Prepare expository materials (utilizing the feedback model, Mager-style objectives, and Gagne's learning map concept) on the teaching of the addition of fractions or other approved objective. Due Session #4. [Standard #6(b)(1)]
3. Tracking: Study the concept of "tracking," p. 329-331. Examine your school district's policy book to determine what guidance your district policies provide, pertinent to tracking. [4(d)] Due Session #4.
While you are looking at your school district's policy book, copy four policies on widely different topics for use in class discussion. Due Session #3.
4. The Integrative Model: Study the "integrative model" ("Source Material in the Humanities For Course Work in Educational Administration," Journal of the California Association of Professors of Educational Administration, Vol. 1, June 1989, p. 75-79.), explained in the syllabus on pages 51-77. Apply the integrative model to Ed Wynne's article, "Managing Effective Schools: The Moral Element" or other approved reading. Due Session #4. [4(d)]
5. The P-12 Curriculum: On four successive class sessions, we will discuss:
(1) the P-3 grades;
(2) the 4-6th grades, elementary physical education, middle grades, and career education;
(3) the art and music, home economics, language arts, mathematics, and high school physical education curriculum, and
(4) the health, science, social studies, and foreign language curriculum.
Prior to each class session, you will be assigned one area within the topic to be discussed, and you should read the relevant portions of the syllabus (pertinent to the research supporting the P-12 curriculum) and interview a teacher in that area so that you may more knowledgeably participate in the subsequent class discussion. As a supervisor of curriculum, you will be expected to "encourage and inspire others to higher levels of performance, commitment, and motivation and to communicate knowledge effectively about the curriculum and its articulation across programs and grade levels." Your participation in the class discussion will be judged on your competence to do this. [Standard #6(e)(3)], [Standard #14(i)], [Standard #15(f)]
You also have the assignment of writing a summary of what is being taught and how in one area of the curriculum, including an explanation of the "accountability system of teaching and learning based on student learning standards," that would be suitable for presentation to community members. Due with the Final Exam. [Standard #6(e)(3)], [Standard #11(a)], [Standard #11(b)], [Standard #11(e)], [Standard #11(h)], [Standard #14(i)], [Standard #15(f)]
6. Hilda Taba's Curriculum Development Model: Explain how you, as a curriculum coordinator, could use Hilda Taba's curriculum development model to design, implement, and evaluate "instructional programs that serve the diverse learning styles and needs of all students and lead in the continual development and improvement of those programs." [11(i)] Due with the Final Exam.
7. Describe (in writing) one outstanding example of investigatory teaching/learning. Due Session #8.
8. Complete an in-class quiz on the case Smith v. Board of School Commissioners in Mobile County.
9. Class Project: Sayings, murals, and diagrams displayed in a school can teach by just being there. Select a standard with which a state test has shown your students have difficulty with, and prepare a public display which could be exhibited in a school hallway which teaches that standard. (On May 25th at 5:30 p.m. in the Stockdale Room the best of these creations will be displayed at the CSUB Graduate Research Symposium. Your attendance is requested.)
10. Take an in-class final examination. See final schedule.
Note: The Supervision of Curriculum course reviews the essential emphases of the P-12 curriculum. Whereas individual teachers and grade level groups of teachers have responsibility for what is taught in individual courses, the educational administration program stresses the role of the principal as instructional leader, having responsibility for seeing that the entire curriculum "fits together." Your understanding of this "integrative" role will be evaluated through the course final examination, which will include questions such as: "Why is it the principal's responsibility to assess curriculum wholeness, and explain one way to approach that responsibility." [Standard #14(i)]
ATTENDANCE POLICY:
Students are expected to arrive promptly and attend all class meetings. Students should participate actively, and, if at all possible, inform the instructor if they plan on missing a class.
To benefit from this seminar, students must be in attendance. Further, cooperative group work is frequently assigned, and each member of the cooperative group must be confident that all members will be in attendance.
Attendance Standard: 20 points will be deducted from the class participation point total (see below) of any student that misses more than one session (one session = one evening = two periods). Since principals must set an example of promptness in their attendance, tardiness to a session will count as one period missed. (For weekend scheduled classes, one weekend = three sessions.)
PROFESSIONAL WRITING STANDARDS REQUIRED:
This graduate course is part of a larger effort to improve the preparation of educational administrators. As future instructional leaders, students in this course are expected to model an understanding of the liberal arts, which includes, but is certainly much more than applying correct spelling and grammar in written assignments. While the instructor expects students to enter the course with these writing skills and understandings, students in need of assistance should work closely with the instructor, starting early in the course, to obtain help in perfecting their writing. The instructor eagerly wants to help students, but also insists upon quality work.
Grading Standards for Writing Assignments
|
Category |
Thesis |
Organization |
Development |
Mechanics |
|
Excellent Addresses the assignment thoughtfully and analytically, setting a challenging task. |
___ Displays awareness of audience.
____ Displays sense of purpose in communicating to an audience.
___ Establishes a clearly focused controlling idea.
|
___ Demonstrates coherent and rhetorically sophisticated organization
____ makes effective connections between ideas. |
___ Provides clear generalizations with specific detail, compelling support and cogent analysis.
____ Cites relevant sources and evaluates their validity, effectively integrating them into text when appropriate. |
___ Displays superior, consistent control of syntax, sentence variety, word choice, and conventions of standard English. |
|
Strong Addresses the assignment clearly and analytically, setting a meaningful task. |
___ Addresses audience needs and expectations.
____ Establishes a clearly focused controlling idea. |
___ Demonstrates clear and coherent organization.
|
___ Provides clear generalizations and effective support and analysis.
____ Cites relevant sources, effectively integrating them into text when appropriate. |
___ Displays consistent control of syntax, sentence variety, word choice, and conventions of Standard English. |
|
Adequate Addresses the assignment with some analysis. |
___ Addresses most audience needs and expectations.
____ Establishes a controlling idea. |
___ Demonstrates adequate organization. |
___ Provides support for and some analysis of generalizations.
____ Cites appropriate sources, adequately integrating them into text. |
___ Displays adequate control of syntax, sentence variety, word choice, and conventions of Standard English.
____ Errors do not slow the reader, impede understanding, or seriously undermine the authority of the writer. |
|
Seriously Flawed Addresses the assignment inadequately. |
___ Shows insufficient audience awareness.
____ Strays from the controlling idea or the idea is unclear. |
___ Displays formulaic, random or confusing organization.
|
___ Lacks generalizations, or provides generalizations with inadequate support or analysis.
____ Fails to cite sources or cites and/or integrates them inappropriately. |
___ Shows deficient control of syntax, word choice, and conventions of Standard English
____ Errors impede understanding. |
|
Fundamentally Deficient Fails to address the assignment. |
__ Demonstrates a lack of audience awareness.
____ Lacks a controlling idea. |
___ Lacks organization or organizes illogically. |
___ Displays inability to generalize, analyze or support ideas.
____ Fails to use outside sources or misuses the texts of others. |
___ Shows inadequate control of syntax, word choice, and conventions of Standard English. |
REQUIRED FORMAT FOR PAPERS AND TESTS COMPLETED OUT OF CLASS
Type all papers. Use a single-space format with one blank line between paragraphs, as in this syllabus. Footnotes may be included either in the body of the text, placed at the bottom of the page, or listed at the end of the document. The form of the bibliographic citations should be consistent with that used in this syllabus. There is no need to use plastic binders or purchased covers for papers. Place your name, last name first, in the upper right hand corner; place the name of the course on the next line; and the date on the third line. Skip a line and then center the title of your paper. If the paper is more than one page long, staple the pages together in the upper left hand corner. In completing examinations, repeat the question, skip a line, and then provide your answer, placing a blank line also between paragraphs.
METHOD OF EVALUATION:
Maximum points will be awarded as follows:
The wisdom, pertinence, clarity, and perceptiveness of class commentary and discussion: 50
In-class quizes: 50 points/quiz. At least 250 points available.
Assignment #1: Cultural Traditions and Community Values 50
Assignment #2: Expository Education 100
Assignment #3: Tracking 50
Assignment #4: The Integrative Model 100
Assignment #5: The P-12 Curriculum 300
Assignment #6: Hilda Taba's Curriculum Development Model 50
Assignment #7: Investigatory Teaching/Learning Example 50
Assignment #8: In-class Quiz on Smith v. Mobile Co. Board 50
Assignment #9: Class Project 100
Assignment #10: In-class Final Exam 100
Grading:
1,100 points is required for an "A."
1,000 points is required for a "B."
900 points is required for a "C."
700 points is required for a "D."
Note: Since this is a professional course in preparation for administrative positions such as the principalship, the instructor's goal has been to set standards which match what is expected of school administrators. For example, principals are required to attend faculty meetings on time, and speak and write cogently. If you have any question about how well you are doing throughout the class, or wish to complete an extra assignment to improve your grade, do not hesitate to ask.
Note: Each of the above assignments has been chosen to further the goals of this course. Occasionally an assignment will not be appropriate for an individual student. When you feel this is the case, discuss the matter with me and I will consider changing the assignment to better meet your needs.
According to a survey conducted by the U.S. Department of Education's National Center for Education Statistics titled "Schools and Staffing Survey: 1993-94 (Teacher Questionnaire)," only 45% of teachers agreed with the following statement: "The principal talks with me about instruction." That percentage should be 100%.
Make-up Assignments:
1. What should we teach students about the organization and purposes of American public education? Write a paper that explains to high school students the purposes and ideals of the various levels of education, ranging from pre-school to doctoral level education. These levels include pre-school, elementary, middle school, secondary, community college, the liberal arts bachelor's degree, the master's degree and the doctoral degree. Include those personality changes and knowledge components which we would expect students to achieve at each of these levels.
2. What are the best materials (for large groups of students) that we presently have to implement the instructor's 10-year curriculum development plan? Another way to ask this question is: What are the great plays, movies, operas, ballets, and historical events, recorded in an audio-visual format, which all students should see? And at what grade level should they see this material?
3. Study the businesses within a well defined geographic area to find out what they need in terms of a trained and educated workforce. Include in your analysis an identification of the areas where students are presently succeeding and where they are falling short.
4. Make a list of commonly required tasks in adult life and business. (Members of the class may be asked to help, after you have composed an initial list.) Survey schools to determine which of these commonly required tasks are being taught and which are not being taught. Suggest ways commonly required tasks not being taught, could be taught.
5. Survey high school report cards. To what degree do they tell what students have studied and how well they have done? Could employers use these report cards in deciding who to hire and how much to pay? Design a model report card.
6. How many of us live in this region and don't know how oil is pumped out of the ground? How many of us who live here in the richest agricultural region in the world don't know the essential steps in the growing and harvesting of cotton, or what vegetables can be grown in a local garden and how this is done? How many of us have driven down the highway and not been able to identify the various kinds of fruit and nut trees? How many of us can explain the geologic history of this region? How many of us have sprinkling systems or swimming pools and not been able to fix simple problems with this equipment? Write some authentic instructional materials that address such questions. Include Mager-style behavioral objectives, textbook type written material designed to help the student attain the objective(s), pertinent expository and investigatory classroom experiences, an evaluation instrument to assess student learning pertinent to the objective(s), and alternative learning paths for students who do not understand.
7. In any school subject at any level, present a matrix showing the progress of an actual class pertaining to a set of key objectives (or standards). Analyze the error patterns for the most troublesome of the objective for students to master. Utilize Gagne's cognitive map concept to determine what prerequisite objectives the students having difficulty need to learn. Identify technology available to help these students remediate their deficiencies (movies, CD's, computer programs, videos, internet sites, etc.). Organize a remedial plan to improve student attainment of the troublesome objective.
DAILY OUTLINE
1. The Notion of a Learning Community
Material from Noah Fehl, The Idea of a Univ. in East and West.
Louis Wildman, "The Schools We Need"
An Integrative Curriculum Model
What Difference Does Philosophy Make?
A Synopsis of "Schools of Philosophy"
Definitions of the Branches of Philosophy
The Parts of the Integrative Model
Small group Use of the Model
2. An Integrative Curriculum Model
A Philosophy of Education analyzed, utilizing the model.
"Managing Effective Schools: The Moral Element," by Edward A. Wynne
3. Expository/Investigatory Curriculum & Teacher Constructed Tests
Integrative model review: reflect on the philosophical implications of four widely different school district policies, [Standard #4(d)]
The Distinction Between expository and investigatory learning/teaching
Writing "Mager style" Behavioral Objectives
Role Playing Exercises: "The Independent Study Proposal"
"The Russian Spelling List"
Specifying Behavioral Objectives in Differing Subjects
A Simple Feedback Model
Material from Naftaly Glasman, Evaluation-Based Leadership
The California Model Accountability Report Card
Suggested Assignment: Determine what outcome measures your school or school district is using to measure how well it is doing in the expository mode.
Problems With Testing
Problems With Intelligence Tests
Software: Louis Wildman, Teacher Constructed Tests, [Standard 6(b)(4)], [Standard #11(c)]
Class Report Assignment: We are now ready to examine the P-3 grade curriculum. You will be assigned one of those grades. Prior to our next class, interview a teacher who is presently teaching your assigned grade level, and ask that individual the following questions:
What is the purpose of the _______ grade?
How is a typical day organized?
How do students learn in the _______ grade?
What are some examples of outstanding work done by _______ graders?
What career education is being taught in the _______ grade?
How is student success systematically evaluated?
What are the strengths of the _______ grade program?
How are computers used at the _______ grade level?
What future curriculum development is needed?
What are the _______ grade objectives?
What ________ grade objectives do students have the most difficulty learning?
Be prepared to answer those questions orally during class discussion.
4. An Overview of the Pre-school, Kindergarten, 1st, 2nd, and 3rd Grade Curriculum
Curriculum Planning
Hilda Taba
John Goodlad
Arthur Steller
Class Report Assignment: We are now ready to examine the 4th, 5th, 6th Grade, Elementary Physical Education, Middle Grades, and Career Education Curriculum. You will be assigned one of those subjects or grades. Prior to our next class, interview a teacher who is presently teaching your assigned topic, and ask that individual essentially the same questions as before.
5. An Overview of the 4th, 5th, 6th Grade, Elementary Physical Education, Middle Grades, and Career Education Curriculum
Class Report Assignment: We are now ready to examine the Art and Music, Home Economics, Language Arts, Mathematics, and High School Physical Education Curriculum. You will be assigned one of those subjects. Prior to our next class, interview a teacher who is presently teaching your assigned topic, and ask that individual essentially the same questions as before.
6. An Overview of the Art and Music, Home Economics, Language Arts, Mathematics, and High School Physical Education Curriculum
Class Report Assignment: We are now ready to examine the Health, Science, Social Studies, and Foreign Language Curriculum. You will be assigned one of those subjects. Prior to our next class, interview a teacher who is presently teaching your assigned topic, and ask that individual essentially the same questions as before.
7. An Overview of the Health, Science, Social Studies, and Foreign Language Curriculum
Reference Material:
The Copernican Plan: Restructuring the American High School
Dress Guidelines
A Summer Curriculum
Why Cultural Pluralism
8. What Should a High School Graduate Know?
The central purposes of secondary education
Sources for the establishment of high school graduation competencies.
Group tabulation and discussion of the high school graduation competency survey results.
Perspectives on public "satisfaction" with American secondary education.
Comparison of the expectations of American and Chinese fathers.
"Ohio Lawmakers Attack Four-Tiered-Diploma System"
Case Study: Notification of Who Will Graduate
Suggested Assignment: Determine what board policies and administrative procedures your school district uses in the resolution of complaints regarding curriculum materials.
9. Curriculum Change and Textbooks
Tracking: A Difficult But Necessary Procedure To Change
Discussion and quiz on studies showing the relationship between socio-economic levels and student achievement. [Standard #4(e)]
Diffusion
Characteristics of Organizations That Change
Who the Adopters Are
Strategies for Change
Reasons for Resistance to Change
Transition Stages
Endings
Three Perspectives on Change At the Local Level
External Efforts to Shape Local Change
Mandates
Grants
Dissemination of Knowledge-based Products
A Form for Screening Promising Practices For Adoption
Change Orientation Survey
Textbooks
Reading and discussion of gender bias in the K-12 curriculum, p. 311.6, [Standard 4(f)]
Title IX Compliance Exercise, p. 383a, [Standard 4(f)]
Textbook Selection in California Public Schools
California Curriculum Alignment
Schedule for Curriculum Framework Development and Adoption of Instructional Materials
Textbook Lecture: "Textbooks and the Market Model"
Cooperative Group Assignment: Develop a Professional Code of Ethics for Dealing With Textbook Publishers
10. Religion in the Public School Curriculum and Curriculum Audits
Fundamental Issues
Teaching About Religion in the Public Schools
Religious Holidays in the Public Schools
Equal Access: Westside v. Mergens
Group debate and Study Questions re: Judge W. Brevard Hand's decision in Smith v. Board of School Commissioners of Mobile County (March 1987)
Lee McCarthy vs. Douglas Fletcher
Challenge Checklist
Suggested Assignment: Obtain a copy of a district accreditation report.
Conducting a curriculum audit
Strategic Audits
Group discussion of accreditation reports
Final
Central Ideas
1. Every educational strategy has philosophical implications.
2. The Integrative Model relates philosophical premises to technical knowledge to educational practice.
3. Curriculum supervision involves assessing consistency between philosophy and practice.
4. There is a basic socio-psychological antinomy between the desire to preserve pre-existing perspectives and the desire to be open to change. This basic antinomy implies that education has two purposes, and suggests expository and investigatory teaching and learning.
5. The Hilda Taba curriculum development model: (a) Diagnoses of needs; (b) Formulation of objectives; (c) Selection of content; (d) selection of learning experiences; (e) organization of learning experiences; and (f) determination of what to evaluate and how.
6. Gayne's Learning Maps, based upon the concept that: Complex tasks and behaviors are invariably composed of simple behaviors and tasks, and the attainment of these simple behaviors is essential before the complex behavior can be learned. Therefore the most appropriate form of sequencing is based on a learning hierarchy that reflects this complex-subtask hierarchy.
7. The (expository) feedback model.
8. The definition of a Mager-style behavioral objective. Goals = broad intentions.
9. Teachers should demonstrate that they use evaluation feedback in making curriculum decisions. Pattern recognition as a method of curriculum supervision.
10. Central purposes of elementary, middle, and secondary schools. Curriculum "mile posts" in the grade levels and in the subject areas. Sources for high school graduation requirements.
11. What we do in schools is supported by the vast majority; what we do in schools is not supported by curriculum experts.
12. The major steps in the process of curriculum change.
13. Perspectives on change: (a) the technological; (b) the political; and (c) the cultural.
14. The process and problems with textbook selection.
15. Problems with tracking.
16. Guidelines for handling religion in the public schools.
17. Fundamentals of a district curriculum review policy.
a. Books cannot be removed from a school curriculum because the school board disagrees with constitutional protected ideas contained in those books, or because the board desires to impose upon students a religious orthodoxy to which the board and its constituents adhere.
b. The policy should include several levels of appeal up to the superintendent and school board.
18. Perspectives on curriculum evaluation: (a) objectives-oriented; (b) management-oriented; (c) consumer-oriented; and (d) expertise-oriented.
19. Curriculum audits.
20. Assessing curriculum wholeness.
Knowledge Base
Curriculum (decision-making, content, instructional methodology, student evaluation, and curriculum change processes)
A. Decision-making Filters (including curriculum development models)
Integrative Model
Hilda Taba's Model
Psychological variables
Sociological variables
B. Content (Determining what is to be taught)
Needs assessment
Goals and objectives
Mager-style behavioral objectives
Bloom's taxonomy of educational objectives
Content selection and alignment
Grade/subject articulation and content sequencing
State frameworks and requirements
Guidelines for teaching about religion in the public schools: teach "about" religion, don't teach "a" religion.
An understanding of contemporary curriculum thinking in the major disciplines, as exemplified in such documents as:
Becoming a Nation of Readers (Reading), and
Everybody Counts: A Report to the Nation on the Future of Mathematics Education and Curriculum and Evaluation Standards for School Mathematics (Mathematics).
C. Instructional methodology (including teaching methods and how content is taught)
Specific Teaching Methods
Lecturing
Laboratory method
Project method
Operant Conditioning
Mastery learning
Programmed instruction
Cooperative learning
Tracking (Problems with, and remedies for)
Bilingual students and multi-lingual classrooms
Classroom organization, strategies, and teaching styles
Student personality and motivation
Diagnosing student learning problems
Gagne's learning maps
Intervention strategies
Instructional materials and textbook selection
D. Student evaluation (Whether content was taught)
Reliability and validity
Decision factors to use in deciding what kind of a test item to use, and factors to consider in constructing simple recall, completion, and matching items, true-false tests, multiple-choice items, short-answer questions, essay items, or a semantic differential.
Teacher/parent observations
Norm referenced testing
Criterion referenced testing
Portfolio development and assessment
Approaches to assessing curriculum "wholeness"
E. Curriculum change processes (How to change what is taught)
Adoption Processes
Factors determining the extent of diffusion
Characteristics of Organizations that innovate
Strategies for change
Stages in Transition
ACCOMMODATIONS FOR DISABILITIES
Bakersfield, Santa Clarita, or Hanford Participants—To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.
Antelope Valley Participants—To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class.
Rights and Responsibilities of Students
Academic Integrity
The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.
There are certain forms of conduct that violate the university's policy of academic integrity. ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. PLAGIARISM is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one's own. Plagiarism may consist of handing in someone else's work as one's own, copying or purchasing a pre-written composition and claiming it as one's own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the SUBMISSION OF THE SAME, OR ESSENTIALLY THE SAME, PAPER or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses.
When a faculty member discovers a violation of the university's policy of academic integrity, the faculty member is required to notify the CSUB Dean of Student Life and CSUB Student Conduct Coordinator and the student(s) involved. A course grade of 'F' may be assigned or another grade penalty may be applied at the discretion of the courses instructor. Additional academic sanctions are determined by the student conduct coordinator. Academic sanctions may include disciplinary probation, suspension, permanent expulsion from the university or from the California State University system, administrative hold on the release of records, and withholding a degree. Disciplinary probation shall be noted on the student's formal academic record only for the duration of the probationary period. Disciplinary suspension and expulsion are a part of the student's permanent record.
The student may pursue a formal hearing or make a settlement agreement with the student conduct coordinator. CSUB Dean of Student Life and CSUB Student Conduct Coordinator shall conduct an investigation, confer with the faculty member, students and any witnesses identified, and review all evidence. The student is entitled to a formal hearing scheduled by the CSUB Dean of Student Life and CSUB Student Conduct Coordinator, in which the evidence of the alleged violation shall be presented before an impartial Hearing Officer (appointed by the President) and the student shall be present to provide an explanation or defense. The Hearing Officer shall submit a written report to the President containing the findings, conclusions, and recommendations. Alternatively, a settlement agreement may be made with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator. The settlement agreement will specify the academic sanctions, the length and terms of disciplinary probation or suspension, and the conditions the student is expected to meet in order to remain in good standing (e.g., training or regular meetings with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator). All sanctions are reported to the instructor reporting the incident, the student's Chair, and the student's Dean.
Any repeated violation of academic integrity shall result in more serious academic sanctions. Normally, this will include suspension or expulsion from the university with a note on the student's permanent record.
Academic Freedom
Freedom to pursue truth and to achieve personal and intellectual development is essential to CSUB's community of scholars. The University is firmly committed to such freedom for both students and faculty. Academic freedom is the University's guarantee of freedom of expression by all students and faculty under the First Amendment.
For the achievement of academic freedom, a necessary condition for such pursuit is an acceptance of the spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and life-styles. Acceptance must be demonstrated not only in the classroom but in all other areas of the campus. The achievement of academic freedom, however, must occur within a respect for law and the protection of the opinions and dignity of others.
Civility and Respectful Conduct
The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students. Because of its importance, students are expected to exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom whenever they are in the classroom.
Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinions. At the same time, faculty have a fundamental responsibility to maintain the integrity of the learning environment. When confronted by unreasonable disruption in the classroom, faculty are expected to initiate actions to correct such conditions. Such actions may result in disciplinary action ranging from removal from the classroom to formal disciplinary sanctions, including probation, suspension, or expulsion.