EDU 705 Fall I

EDU
705 – Theory and Practice in Curriculum Development -‐ Syllabus

Instructor – Dr. Raymond Francis

Contact information
Dr. Raymond Francis
franc1rw@cmich.edu
Phone -‐ 989-‐774-‐7701
Office address – EHS 447
Office hours – By appointment either in-‐person, or via Skype

Bulletin Description
Fundamentals of curriculum planning, development, implementation and evaluation. This course
contains complex work that builds upon knowledge and skills acquired in previous work in curriculum
development.

Textbook (required)
Wiles, J., & Bondi, J. (2011). Curriculum development: A guide to practice (8th Ed.). Upper Saddle River,
NJ: Pearson. (ISBN 978-‐13-‐715330-‐5)

Course Objectives
Concept-‐ and knowledge-‐driven: A professional educational practice that is concept and knowledge-‐
driven has, as its foundation, content knowledge. This knowledge base is acquired through serious
study and developed through research.

LEArner centered: A professional educational practice that is learner-‐centered focuses on the cognitive,
affective and physical needs, and characteristics of each learner. It is based on the belief that all
learners grow and develop throughout life and that all students can learn.

Reflective practice relevant to diverse settings and roles: Educators will work in diverse settings – from
the large, urban high school to the small, rural school. Communities and schools are comprised of
diverse people from a wide variety of cultural, ethnic, racial and socioeconomic backgrounds. Best
educational practice requires recognition of and provisions for these differences.

After completing this course, students will be able to:
1. Identify and interpret factors influencing curriculum planning, development, implementation and
evaluation classroom. (LEA, R)

2. Write a rationale for the selection of curricular materials for a given program and students
population. (C)

3. Make a critical analysis of the process of curriculum change in a given state, district, or school to
highlight strengths and limitations and suggest lines of improvement. (LEA, R)

4. Identify at least three curriculum perspectives and compare their strengths and limitations with
reference to a district, or school program she/ he is familiar with. (LEA, R)

5. Define subject centered, learner centered, teacher centered and society centered conceptions of
curriculum, and describe their impact on instructional decision making in the classroom. (LEA, R)

6. Use theories of curriculum evaluation to write a rubric for assessing learning outcomes of a familiar
district, state, or school curriculum unit or program. (LEA, R)

7. Use theories of curriculum planning and development to design a curriculum unit to be implemented
in a familiar state, district, or school program. (LEA, R)

8. Compare the traditionalist and the re-‐conceptualists perspectives on curriculum development and
their impact on classroom teaching and learning. (LEA, R)

Course Outline: weekly schedule with topics and assignment due dates

Week / Date Topic / Concept Assignment due / Date
1 /Wimba Classroom Defining Curriculum and Prior to first Wimba Classroom
Meeting History Meeting
Discussion Board Introduction
Discuss Project 1
2 / Curriculum Theory Due Monday of Week 2
Week 1 Discussion Board
Question due
3 /Wimba Classroom Curriculum Theory Due Monday of Week 3
Meeting Week 2 Discussion Board
Discuss Project 2 Question due
Project 1 due
4 / Curriculum Development Due Monday of Week 4
Week 3 Discussion Board
Question due
Project 2a due
5 / Wimba Classroom Curriculum Planning Due Monday of Week 5
Discuss Project 3 and 4 Question due
Project 2b due
6 / Curriculum Due Monday of Week 6
Implementation Week 5 Discussion Board
Question due
7 / Wimba Classroom Current Trends Due Monday of Week 7
Question due
Project 3 due
8 / Curriculum Policy and Due Monday of Week 8
Decision Making Week 7 Discussion Board
All assignments due no Question due
later than Friday of Week 8.
Due Friday of Week 8
Project 4 due
Evaluation
Project 1 100 pts
Project 2 300pts
Project 3 200 pts
Project 4 300 pts
Discussion Board Questions 100 pts

Total Points Possible 1000 pts

Grading and assignment of letter grades
A = 950 pts or higher
B = >899 pts
C = >800 pts
D = 700 pts or higher
E = <700
* you must earn an “A” grade on all 4 projects to be eligible to earn an “A” grade for the course.

Late Work Policy
Student assignments are not accepted for credit/points when submitted late, unless the student
receives prior permission from the instructor.

Submission of Assignments
All assignments are to be submitted through the appropriate link in blackboard. Grades and instructor
comments will be posted using the same system.

Curriculum / Project Alignment with Objectives
Project 1 (individual) – Factors Influencing Project 2 (group) – Curriculum Analysis
Curriculum Project Project
1. Identify and interpret factors influencing curriculum 3. Make a critical analysis of the process of
planning, development, implementation, and curriculum change in a given state, district, or
evaluation in the classroom. (LEA, R) school to highlight strengths and limitations
2. Write a rationale for the selection of curricular and suggest lines of improvement. (LEA, R)
materials for a given program and students 4. Identify at least three curriculum
population. (C) perspectives and compare their strengths and
8. Compare the traditionalist and the re-‐conceptualists limitations with reference to a district, or
perspectives on curriculum development and their school program she/ he is familiar
impact on classroom teaching and learning. (LEA, R) with. (LEA, R)
5. Define subject centered, learner centered, teacher
centered, and society-‐centered conceptions of
curriculum, and describe their impact on instructional
decision making in the classroom
Project 3 (individual) – Curriculum Development Project 4 (Individual) – Research paper
Project 1. Identify and interpret factors influencing
6. Use theories of curriculum evaluation to write a curriculum planning, development,
rubric for assessing learning outcomes of a familiar implementation and evaluation classroom.
district, state, or school curriculum unit or (LEA, R)
program. (LEA, R) 5. Define subject centered, learner centered,
teacher centered and society-‐centered
7. Use theories of curriculum planning and conceptions of curriculum, and describe their
development to design a curriculum unit to be impact on instructional decision making in the
implemented in a familiar state, district, or school classroom. (LEA, R)
program. (LEA, R) 8. Compare the traditionalist and the re-‐
conceptualists perspectives on curriculum
development and their impact on classroom
teaching and learning. (LEA, R)

COURSE ASSIGNMENTS AND REQUIREMENTS

Project 1 (individual) – Factors Influencing Curriculum -‐-‐ DUE MONDAY OF WEEK 3
Project 1 is designed to prompt students to explore the factors that may influence curriculum in K-‐12
schools, and review the research that provides the foundation for curriculum. Students should respond
the following questions to complete the task to earn full credit for Project 1.

Questions
1 Read pages 3 through 10 and provide both a summary of the author’s view of curriculum and their
view of curriculum development. Provide your interpretation of the definition of curriculum
development.
2 From pages 3 through 10, how does your view of curriculum and curriculum development align or
diverge from the author’s views?
3 How do you view the global usage of the instructional technology impacting curriculum and
curriculum development in the next 20 years?
4 There are 4 primary areas related to curriculum planning, and by adding technology, there are 5 areas
to be addressed (p20). Why is it important to address each of the 5 areas, and what may be the
consequences for overlooking and single area.
5 The authors contend, at a simplistic level, there are 5 primary educational philosophies (p42).
Provide a short description of each of the philosophies. Then share which philosophy you most closely
align with and explain your selection.
6 Discuss the impact your philosophy may have on your role as a curriculum developer.
7 How should students, with special needs, be accommodated within the curriculum design process?
8 How are factors such as race, ethnicity, gender, and socio-‐economic status addressed in the curricular
process?
9 What are key curricular features to ensuring that all students have the opportunity to learn in an
effective manner?
10 Why is the concept of “learning as a process” important in curriculum development?
11 How is curriculum development different from instructional development?
12 Provide an overview of the ADDIE or Systems Thinking Model, Backwards Design Model, Kemp
Instructional Design Model, and Constructivist Design Models. Develop a chart to indicate what you
believe to be the strengths and weaknesses of each model in the design of curriculum.
13 Provide an overview, from your perspective with supporting references of what you believe are the
primary factors that impact curriculum development, and how these factors can impact a curriculum.

Excellent: clearly discuss each question in a full and thorough manner, provide references to the text
when appropriate, support opinions with explanations or rationales,

Task
Develop a concept map that indicates your understanding of curriculum development. The map should
include major factors that impact curriculum development from the perspectives of teachers, students,
administrators, and the local community. This concept map can either be created using electronic
software (inspiration.com or text2mindmap.com), or it can be hand-‐written and scanned (prefer jpg
format) and submitted as an electronic file. Each student should provide a 1 page description of their
concept map, and the major features of the map.


Project 2 (group) Curriculum Analysis Project – PART A DUE MONDAY OF WEEK 4, PART B DUE
MONDAY OF WEEK 5
Project 2 provides students the opportunity to explore existing curriculum projects, and evaluate them
through their own lens of professional practice.

Questions
1 Where did the idea of a standards-‐based curriculum emerge in US education, and what was the
prompt?
2 Examine the 5 competencies of SCANS and provide your interpretation of the importance of each of
the 5 areas with respect to the development of curriculum in Pk-‐16 schools.
3 What is the “Core Curriculum” initiative (http://www.corestandards.org/the-‐standards) and why is it
important for pk-‐16 education?
4 Why are supplemental content activities important to consider in developing curriculum materials
(ex – technology p 145)?
5 How should Gardner’s Theory of Multiple Intelligences be used in the development of curriculum
(p149)?
6 What makes Cooperative Learning a powerful tool in education (p151, or example -‐-‐
http://edtech.kennesaw.edu/intech/cooperativelearning.htm)
7 What are the salient issues in the authors warning related to standards-‐based curriculum and
instruction (p153)?


Task
Part 2a -‐ Each student will identify and critique 2 curricula based upon 12 criteria agreed upon by the
group. The criteria could include such features as: identifiable goals, measurable objectives, timeframe,
identified activities for each curriculum objective, variety of instructional strategies, alignment with
Multiple Intelligences and/or Learning Styles, alignment to state expectations, etc. Each individual will
post their review of their 2 identified curricula on their group Wiki. Be sure to include the links to your
selected curricula in the Wiki post.

Excellent: the criteria used are meaningful and appropriate, the criteria are applied consistently across
both projects, results are discussed and presented in a thorough and complete manner,

Part 2b – once the individual critiques are posted, the group will collaboratively develop an overall
summary report on the curriculum, with general suggestions to help improve the reviewed curriculum
projects, items to be included, and refinements to be made. This final summary report will be posted on
the group Wiki for assessment.

Excellent: provide a rationale for the selected criteria used in the critique, demonstrate all group
members participated in an effective manner, the summary complete and focused on the curriculum
projects, suggestions for the improvement of curriculum made in a positive and corrective manner,

Project 3 (individual) – Curriculum Development Project – DUE MONDAY OF WEEK 7
Project 3 is designed to provide students the opportunity to explore the issues related to curriculum
development, and to develop a curriculum project appropriate for their current teaching setting. This
project need not be a K-‐12 school curriculum, and professional development projects are encouraged.
Using either the ADDIE/Systems Thinking Model or the Understanding By Design process, each student
will individually develop a curriculum module on an approved topic in their professional area. As a part
of the task
Items to be submitted include: the curriculum project developed by the student, a narrative describing
how the development of the project aligned with on of the curriculum development models (1 -‐ 2
pages), and a self-‐reflection (2-‐3 paragraphs) about the quality of the project submitted.
Excellent: demonstrate use and understanding of the selected curricular model, provides rationale for
steps taken and resources developed, submit quality materials for module and written work,

Project 4 (individual) – Research paper on topic in curricular development – DUE FRIDAY OF
WEEK 8
This project provides students the opportunity to expand their understanding of an area of curriculum
development.

Questions
1 Examine the 6 phase instructional planning model (fig 5.1 on page 158) and provide your
interpretations of both the strengths and the weaknesses of the model.
2 In examining the authors Twenty Questions (fig 5.3 on page 163), are there questions you would
eliminate, and are there other questions you would include? Explain.
3 Provide your interpretation of “Teachers as Leaders” in the educational system (p 170).
4. Select either the elementary school program, middle school program, or secondary school program
chapter (ch 6, 7, or 8) and provide a concept map of your understanding of the material presented in
the chapter.


Task
Each student will explore a topic in the area of curriculum development. Topics can include, but are not
limited to: educational theorists, literature review in an area of curriculum development, ADDIE Model,
Systems thinking model, Backwards Design Model, Problem-‐based Learning model, strategies for
curriculum development, or best practices in curriculum development. All topics must be pre-‐approved
by the instructor, and a rubric for the assignment is provided in the appropriate section on blackboard.

Excellent: Topic was pre-‐approved, uses APA format throughout, writing is clear and in depth on topics,

Weekly Discussion Board Question – DUE MONDAY OF EACH WEEK
(Week 2 responses due Monday of Week 3, etc.)

Each student is responsible for posting a thoughtful response to the discussion question posted for that
week, AND for responding to two other posts (10 points total) each week. The introductory post is due
prior to the first class meeting (Week 1). Posts for weeks 1 through 7 are due no later than Monday
following the week the question is assigned. For example, the Week 1 Discussion Question is due
Monday of Week 2, and the Week 2 Discussion Question is due Monday of Week 3. The final Discussion
Question (Week 8) and response is due on Friday of Week 8 and is worth 20 points. Check the syllabus
page in blackboard for specific dates.

Introduction question: For this post, share some of your educational background as it relates to
curriculum, and briefly explain your philosophy of teaching/education.

Week 1 question: What does curriculum development mean to you, and how does that view shape your
professional activities?

Week 2 question: The Committee on Behavioral, Social Sciences, and Education has developed a set of
assumptions related to basic student learning (figure 5.4 page 165). Respond to the assumptions from
your professional perspective.

Week 3 question: How do, or should, the diverse needs of “students as learners” be considered in the
development and implementation of curriculum?

Week 4 question: From your perspective, how is curriculum design different from instructional design?
And, why is each important?

Week 5 question: In what ways will instructional technology continue to enhance, and detract from,
learning in the K-‐16 educational setting?

Week 6 question: As a Curriculum Developer, which curriculum development model would you prefer,
the ADDIE or Backwards Design? Explain.

Week 7 question: Select a country and explain how national values are incorporated into the K-‐16
curriculum? Is this a good, or not-‐so-‐good thing?

Week 8 question: What conclusions can you make about education, from a global perspective?

Bibliography

Apple, M. (1995). Democratic Schools. Alexandria, VA: ASCD.
Apple, M.W. (1991). The politics of curriculum and teaching. NASSP Bulletin 75, 39-‐50.
Berliner, D.C., & Biddle, B.J. (1995). The manufactured crisis: Myths, fraud and attack on America’s
public schools. New York: Longman.
Bobbit, J.F. (1918). The curriculum. Boston: Houghton Mifflin.
Carson T., & Sumara, D. ( Eds.) (1997). Action Research as Living Practice. New York: Peter Lang.
Connelly, F.M., & Clandinin, D.J. (1988). Teachers as curriculum planners: Narratives of experience. New
York: Teachers College Press.
deMarrais, B.K., & LeCompte, D.M. (1995). The Way Schools Work. (3rd ed.). Sociological Analysis of
Education. New York: Longman Publishers.
Dewey, J. (1897). My Pedagogic Creed. School Journal LIV, 77-‐80.
Doll, W.E., Jr. (1993). A postmodern perspective on curriculum. New York: Teachers College Press
Eisner, E.W. (1993). Reshaping assessment in education: Some criteria in search of practice. Journal of
curriculum studies 25, 219-‐234.
Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks, CA: Corwin Press.
Glatthorn, A.A. (1987). Curriculum leadership. Glenview, IL: Good Year Books.
Henson, K.T. (1995). (Ed.). Curriculum development for education reform. Needham Heights, MA: Allyn
and Bacon.
Henson, K.T. (2001). Curriculum planning: Integrating multiculturalism, constructivism, and education
reform. (2nd ed.) Boston: McGraw Hill.
Hollins, E.R. (1996). (Ed.). Transforming curriculum for a culturally diverse society. Mahwah, NJ:
Lawrence Erlbaum Associates.
Kelly, A.V. (1999). The curriculum: Theory and practice. (4th ed.). London: Longman.
Marsh, C.J., & Willis, G. (1999) Curriculum: Alternative Approaches, Ongoing Issues. (3rd ed.). Upper
Saddle River, NJ: Prentice Hall.
McNeil, J. (1995). Curriculum: The teacher’s initiative. Upper Saddle River, NJ: Prentice Hall.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for
educational reform. Washington, DC: U.S. Government Printing Office, p.1-‐36.
Oliva, F.P. (1997). Developing the curriculum. (4th ed.) New York: Longman.
Pinar, F.P. et al. (1996). Understanding Curriculum. New York: Peter Lang.
Posner, G.J., & Rudnitsky, A.N.( 2001). Course design: A guide to curriculum development for teachers.
(6th ed.) New York: Longman.
Protheroe, N. (2007). How children learn. Principal, 86, 40-‐45.
Schwab, J.J. (1969). The practical: A language for curriculum. School Review 78, 1-‐ 23.
Shor, I., & Pari, C. ( Eds.) (1999). Education is Politics. Critical Teaching Across Differences, K-‐12.
Portsmouth, NH: Heinemann.
Short, E.C. (1991). (Ed.). Forms of Curriculum Inquiry. New York: SUNY Press.
Tanner, D., & Tanner, L. (2007). Curriculum development: Theory into practice (4th ed.).
Upper Saddle River, NJ: Prentice Hall.
Tyler, R.W. (1975). Specific approaches to curriculum development. In Schaffarzick, J., & Hampson, D.H.
(Eds.). Strategies for curriculum development. Berkely, CA: McCutchan.
Wagner, T. (2002). Making the grade: Reinventing America’s schools. Routledge Falmer: New York.
Walker, D.F. (1971). A naturalistic model for curriculum development. School review 80, 51-‐65.
Wiles, J., & Bondi, J. (2007). Curriculum development: A guide to practice. (7th ed.). Upper Saddle River,
NJ: Prentice Hall.
William Pinar, F. (Ed.) (1998). Curriculum: Toward new identities. New York: Guarland.
Zais, R.S. (1976). Curriculum principles and foundations. New York: Harper and Row.

Scoring Rubric

Excellent (4) Satisfactory (3) Fair (2) Unsatisfactory (1)
Criteria Student work Student work Student work Student work fails to
represents highest represents mastery represents movement represent movement
level of level performance, toward mastery level toward mastery level
performance, and and meets performance, and is performance. Work
exceeds expectations for the approaching does not meet
expectations for assignment. expectations for the expectations for the
the assignment. assignment. assignment.
Overall Project is focused, General Missing key Does not match the
Project/ logical, rigorous, understanding of the components in proposal; inadequate
Assignment and uses concepts and all concepts; portions of knowledge of
Design appropriate components; key elements application of concepts
strategies. Includes most key regarding application to improve student
Thorough elements regarding for student achievement
understanding of concepts application; achievement
the concepts are
used in enhancing
student
achievement
Project Superior use of Presents adequate Concepts lack Does not present
Usefulness/ concepts; exhibits concepts; relevant sufficient support; successful use of
Application command and material; poor flow of ideas; concepts in the
of Concepts authority over the understands how misses opportunities to classroom; lack of
use of concepts in concepts in the integrate educational focus in application;
the classroom classroom functions concepts; little
understanding of
broad concepts
Mastery of Comprehensive Concepts presented Concepts understood Inappropriate

content / use of the are appropriate, but at a simple level and is application of concepts
concepts and concepts, limited; narrower minimally to to the question; does
support including all key band of theoretical competently applied to not know the key
components; depth in response; the response; theories to apply;
theories align with general knowledge demonstrates limited misuses sources; theory
question; of the theory base command of theory is missing, wrong, or
appropriate use of and authors; base; displays narrow not handled well;
citations to support demonstrates understanding of the random use of theory
arguments; use of mastery of the field with lack of appropriate
theory is subject matter and application; does not
comprehensive, applies information understand basic
complete, appropriately concepts, processes, or
sophisticated, and conventions of the
relevant; integrates discipline
ideas from
multiple sources
and connects
components
seamlessly

Sample Online Resources

http://www.uwb.edu/med/medstudenthandbook/acadprogramrequirements/curriculumdevelopmen
t

E-‐waste == http://www.naturaledgeproject.net/Documents/E-‐Waste%20Literature%20Review%20-‐
%20FINAL.pdf

Wind Power == http://www.masstech.org/Project%20Deliverables/EPA_Curriculum_Ashland.pdf

Systems Design model == http://www.nwlink.com/~donclark/hrd/sat.html

ADDIE Model -‐-‐ http://www.learning-‐theories.com/addie-‐model.html

ADDIE timeline -‐-‐ http://www.nwlink.com/~donclark/history_isd/addie.html

ADDDIE design -‐-‐ http://www.intulogy.com/addie/

ADDIE Slideshow -‐-‐ http://www.slideshare.net/CPappasOnline/the-‐addie-‐instructional-‐design-‐model

ADDIE theoretical overview -‐-‐
http://www.indiana.edu/~molpage/The%20ADDIE%20Model_Encyclo.pdf

ADDIE online training -‐-‐
http://sas.byu.edu/training/documents/TheADDIEInstructionalDesignModel.pdf

ADDIE portfolio design -‐-‐ http://edweb.sdsu.edu/Courses/EDTEC700/ETP/addie.htm

ADDIE another reference -‐-‐ http://theelearningsite.com/2011/03/the-‐addie-‐model-‐why-‐use-‐it/

What is backwards design -‐-‐ http://nhlrc.ucla.edu/events/startalkworkshop/readings/backward-‐
design.pdf

Schooling by design -‐-‐ http://books.google.com/books?hl=en&lr=&id=-‐
2CnNbnsm5wC&oi=fnd&pg=PR4&dq=instructional+design+mctighe&ots=dIKfl0baQN&sig=IURTYTVp
mgcbgdz_cVXjDhR5_F0#v=onepage&q=instructional%20design%20mctighe&f=false

3C3R approach -‐-‐ http://www.sciencedirect.com/science/article/pii/S1747938X08000444

Four component design -‐-‐ http://www.springerlink.com/content/l78648q1261t3588/

Common Core Curriculum (http://www.corestandards.org/the-‐standards),

North Carolina Standard Corse of Study (http://www.dpi.state.nc.us/curriculum/),

Georgia Performance Standards
(https://www.georgiastandards.org/Standards/Pages/BrowseStandards/BrowseGPS.aspx),

Michigan Curriculum Framework
(http://www.michigan.gov/documents/MichiganCurriculumFramework_8172_7.pdf),

Michigan Grade Level Content Expectations (http://www.michigan.gov/mde/0,4615,7-‐140-‐
28753_33232-‐-‐-‐,00.html),

Instructional development vs curriculum development -‐
http://oak.ucc.nau.edu/mr/cte592/Module_1/Curriculum_Development_An_Overview.html

The Curriculum Development Process -‐-‐
http://www.curriculumalignmentassociates.com/What%20is%20the%20Curriculum%20Developmen
t%20Process.pdf

Defining curriculum and curriculum design -‐-‐ http://www.jstor.org/stable/10.2307/1179335

Taba vs Walker -‐-‐ http://educational-‐reflections.blogspot.com/2010/11/when-‐teachers-‐are-‐asked-‐to-‐
develop.html

Dick-‐Care vs Morrison-‐Ross-‐Kemp -‐-‐ https://tojde.anadolu.edu.tr/tojde26/pdf/article_5.pdf

EDUC 6300 -‐-‐ https://sites.google.com/site/educ6300/Home

Ralph Tyler Model of Curriculum Development -‐-‐
http://www.moramodules.com/MoraModules/TylerCurrModel.pps

Taba and others models -‐-‐ http://rflora.wikispaces.com/Models+of+Curriculum+Development

Constructivist Curriculum Design for Professional Development -‐-‐
http://pegasus.cc.ucf.edu/~kthompso/projects/lit_constructivist.html

Cooperative Learning -‐ http://edtech.kennesaw.edu/intech/cooperativelearning.htm

QUOTES

To begin with the end in mind means to start with a clear understanding of your destination. It
means to know where you're going so that you better understand where you are now so that the
steps you take area always in the right direction. - Stephen R. Covey

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705 – Theory and Practice in Curriculum Development -­‐ Syllabus

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705 – Theory and Practice in Curriculum Development -‐ Syllabus