EDU440 - Curriculum & Instruction

Spring 2009

This course incorporates all three themes of the conceptual framework

with particular emphasis on theme two (critical and caring pedagogy)
and theme three (constructivist learning).

The course also addresses the following principles of Danielson's

Framework for Teaching:

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Component 1b: Demonstrating Knowledge of Students

Component 1c: Selecting Instructional Goals

Component 1d: Demonstrating Knowledge of Resources

Component 1e: Designing Coherent Instruction

Component 2b: Establishing a Culture for Learning

Component 2c: Managing Classroom Procedures

Component 3a: Communicating Clearly and Accurately

Component 3b: Using Questioning and Discussion Techniques

Component 3c: Engaging Students in Learning

Component 3d: Providing Feedback to Students

Component 4e: Growing and Developing Professionally

Instructors: Don Burwell Patti Copple

Offices: Jewett 102 Jewett 103

Office Hrs: M-W-F 9:00-10:00 MWF 10:30-11:30
dburwell@collegeofidaho pcopple@collegeofidaho.ed
e-mail:
.edu u
Phones: ex5232 - 880-2739 ex5233 - 989-2112

Course Description

An overview of school curriculum design and instructional strategies for K­12 teachers. 
Emphasis is placed upon the process of curricula design for k­12 classrooms; 
identification of the basic principles of teaching and learning and their application for 
effective instruction; application of those principles in k­12 classrooms; micro teaching 
using various instructional strategies.

Course Concepts (Themes, Big Ideas)
Curriculum: The term comes from the Latin meaning “to run a course.” In general, it is 
thought of in American education as a course of study.  There are, however, a number of 
different types of curriculum including:
• The overt or written curriculum:  This may refer to a curriculum document, 
texts, films, and supportive teaching materials that are overtly chosen to support 
the intentional instructional agenda of a school. Thus, the overt curriculum is 
usually confined to those written understandings and directions formally 
designated and reviewed by administrators, curriculum directors and teachers, 
often collectively.

• The taught curriculum: This refers to what is actually taught in classrooms. For 
example, a teacher’s written lesson plan may be quite different from what is 
actually taught by that teacher

• The hidden curriculum: This refers to the kinds of learning children derive from 
the very nature and organizational design of the public school, as well as from the 
behaviors and attitudes of teachers and administrators. Examples of the hidden 
curriculum might include the messages derived from the mere organization of 
schools­ the emphasis on: sequential room arrangements; the sequential, timed 
segments of formal instruction; an annual schedule that is still arranged to 
accommodate an agrarian age; disciplined messages where concentration equates 
to student behaviors: students sitting up straight and continually quiet; students 
getting in and standing in line silently; students quietly raising their hands to be 
called on; the endless competition for grades, and so on.

• The null curriculum: That which we do not teach, thus giving students the 
message that these elements are not important in their educational experiences or 
in our society.

• The received curriculum: Those things that students actually take out of 
classroom; those concepts and content that are truly learned and remembered.

Instruction:  In the broadest sense, instruction refers to the ways we teach the 
curriculum. The term Pedagogy, from the Greek term meaning “to lead the child,” refers 
to the effective use of instructional strategies. Vygotski argued that instructional strategies 
are tools (mediating devices) that allow novices to approximate the practice of experts.  
Curriculum Mapping & Curriculum Design: Curriculum maps and Curriculum design 
are valuable planning tools for teachers, helping them to begin with the end in mind and 
chart a course for the year.  Typically, annual curriculum maps are organized by month or 
grading period and provide an overview of: the enduring understandings and overarching 
goals; the standards­based essential skills and concepts; the methods of assessment that 
the teacher and students will be working on throughout the year (e.g., major writing 
assignments, projects, performances); the major content resources. Unit curriculum maps 
include all of the above with the following additions: the unit’s theme, essential 
question(s), and enduring understandings; more detailed notes on the formative and 
summative assessments to be used throughout the unit; the strategies and best practices 
used to explicitly teach the standards­based essential skills and concepts; a list of the 
multi­genre resources that will be used throughout the unit.

Teaching:  Teaching is a complex, situated, and ill­defined activity.  Thus, teaching 
strategies that seem to work for some students may not work for others, and different 
learning goals, different subjects, and different levels of learning all may lend themselves 
to different approaches to teaching. What one person sees in one classroom or in the work 
of a teacher may be quite different from what others see. Complicating matters further, 
the long­term outcomes of teaching are unclear. Even with higher standards and better 
tests, teachers cannot be sure exactly what students will be doing in the future or whether 
what students do in the classroom one day (or in one year) will necessarily lead them to 
behave appropriately or act successfully in related situations in the future. 

The Three “Rs”  (the cyclical teaching process)

• Receptive Teaching:  This phase of the teaching process is often narrowly 
described as “planning.” We call this phase “Receptive Teaching” because the 
teacher is flexible, open to new and creative ideas. Receptive teachers are good 
collaborators. They share ideas with colleagues and bring their students into the 
planning process so that learning goals are shared.

• Responsive Teaching: This phase of the teaching process refers to the teaching 
event or episode. Responsive teachers interact with their students, modifying and 
adjusting the lesson as appropriate. Sometimes responsive teaching means moving 
away from the written lesson to “seize the teaching moment.”  Responsive 
teachers are perceptually and cognitively aware of what is going on in the 
 classroom at all times.  Responsive teachers must know their students: their 
backgrounds, prior knowledge, interests, etc. and adjust their lessons accordingly.

• Reflective Teaching: This phase of the teaching process refers to the ability of 
teachers to think analytically, synthetically and evaluatively about their teaching 
practice. What worked and what did not work during the lesson? What needs to be 
retaught, reinforced or enriched? How can instruction be differentiated to meet the 
needs of all students?  The results of reflection inform the new Receptive cycle of 
the process.

Course Objectives

• To apply the concepts of curricula design to a course of study

• To conceptualize curriculum based upon the "Understanding by Design" process

• To plan and construct teaching units based upon the "Understanding by Design" 
process

• To determine curriculum standards at the national and state and local levels and 
incorporate those standards into a course of study

• To develop a “pedagogical tools” approach to instructional models and strategies

• To plan and teach lessons based upon appropriate instructional models and
strategies

• To observe and teach in k-12 classrooms implementing the 3Rs of teaching

• To devise strategies for differentiated instruction

• To plan for assessing student learning

Required Texts

Understanding by Design (2nd ed.), (2006), Grant Wiggins and Jay

McTighe, ASCD
Classroom Instruction that Works, Robert Marzano, Debra Pickering and
Jane Pollock

Various materials to be handed out or included on the class blog.

All students are required to keep a reflective field journal of their field experience. 
Because many of you are taking EDU430 Teaching in a Diverse Society at the same time 
as this class, you may use the same journal for both courses.

Grading Policy

Attendance & Participation (including placement

10% of final grade
and blog)
10% of final grade Opening of school paper
20% 0f final grade Curriculum Map
25% of final grade Two fully developed teaching units
A Video paper of a taught lesson and a micro
25% of final grade
taught strategy
10% of final grade Placement Journal

Schedule

Weekly Assignments Monday Wednesday Friday

Week 1(2/23-2/27) Overview of Meet in the CRC Meet in the CRC

course and Syllabus Curriculum
Meet with lead teacher: syllabus collaboration mapping
Scope & Sequence; Unit
topics and resources
Week 2 (3/2-3/6) State content Backward design What is under-
Focused observation in Standards Standing?
classroom: procedures and
routines
Week 3 (3/9-3/13) Big ideas & Six facets of under- Structure of
Focused observation in concepts standing knowledge
classroom: management
Week 4 (3/16-3/20) Essential Designing Rubrics
Discuss grading policies questions performance tasks
with lead teacher
Week 5 (3/23-3/27) WHERETO WHERETO Work on unit
Opening of School paper
due 3/27
Week 6 (3/30-4/3) Integration & Differentiation 1st unit due
Unit due 4/3 different-
tiation
Spring Break (4/6-4/10)
Week 7 (4/13-4/17)
Week 8 (4/20-4/24)

Week 9 (4/27-5/1)
Week 10 (5/4-5/8)
Week 11 (5/11-5/15)
Week 12 (5/18-5/22)

Other Items

ADA Compliance: Students who have special conditions as addressed by the Americans
with Disabilities Act and who need any test or course materials to be furnished in an
alternative format should notify me immediately. Reasonable efforts will be made to
accommodate your needs.

Plagiarism: Plagiarized work will result in a failing grade. Plagiarism, as defined by the
Standard College Dictionary, is "to appropriate and pass off as one's own the writings,
ideas, etc. of another." Students may utilize information from any source as long as the
reader is provided with full and proper acknowledgement of the source. Be sure to use
proper notation when using another's words and ideas. Do your own work and document
where you got your words and ideas and plagiarism is easily avoided. (This statement is
an adaptation of the statement from the The College of Idaho English Department)

The College Honor Code: The College of Idaho is a community of integrity; therefore,
we, the students, seek to promulgate a community in which integrity is valued, expected,
and practiced. We are honor bound to refrain from cheating, stealing, or lying about
College-related business. We are obligated to examine our own actions in light of their
effect on the community, and we are responsible to address any violations of these
community standards.