ED606 Curriculum Theory & Practice

for S2P 2009

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Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 606 Curriculum Theory & Practice


S2P 2009 EDS


Kratofil, Michelle Dahlsten


Director of Curriculum and Staff Development, Smithville R-II


Masters in Education, Baker University
Education Specialist in Curriculum and Instruction, University of Central Missouri

Office Location

Smithville R-II District Office

Office Hours

8:00 - 4:30 M-F

Daytime Phone


Other Phone





Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



Understanding by Design by Wiggins and McTighe

Classroom Instruction that Works by Marzano, Pickering and Pollock

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
ED606 Curriculum Theory and Practice: An overview of curriculum theory that discusses current issues in curriculum and gives the teacher the opportunity to develop useful curriculum. A minimum of three (3) hours of practicum experience in the field is required. a. elementary b. middle c. secondary d. early childhood e. adult education

Learning Outcomes:
  Core Learning Outcomes

  1. Students will identify and analyze different approaches to curriculum theory and development.
  2. Students will understand the impact of these different approaches to curriculum on their educational practice.
  3. Students will develop a method of inquiry that will enable them to integrate it into their own professional development.
  4. Students will develop a personal philosophy of curriculum and instruction that can be applied in their own professional setting.
  5. Students will develop a curriculum with a clear sense of purpose, incorporating ideas and issues we have discussed, which can be used in a practical setting.
  6. Students will explore educational issues that impact the classroom and student
  7. Students will explore possible ways education can impact student understanding and participation in a democratic society.

Core Assessment:

Class Assessment:
Culminating Project:  Development of curricular unit using the backward design process described in Understanding by Design
Participation:  Reflections, active involvement in class activities and presentation of curricular unit
Instructional Strategies:  Development of activities based on the work of Marzano, Pickering and Pollock

Culminating Project:  240 points
Participation:  80 points
Instructional Strategies:  80 points

Course Topic/Dates/Assignments:

March 16:
Introduce/Discuss Final Project
Article Analysis - Preparing for Today and Tomorrow by Elliot W. Eisner
UbD:  Introduction
          Stage 1


March 23:  Class Will Not Meet (time will be added to other classes to meet time requirements)
Reading Assignment -
UbD:  Stage 1 (continued) Chapter 4
          Stage 3 (preview)  Chapters 9 and 11
March 30:
UbD:   Peer Critique Stage 1
           Activities/Discussion of Chapters 4, 9 and 11
           Stage 2
CItW: Introduction
          Similarities and Differences
April 6:
UbD:   Peer Critique Stage 2
           Stage 2: Criteria and Validity
           Stage 3: Teaching for Understanding
CItW: Present Activities
          Summarizing and Notetaking
          Effort and Recognition 

 April 13:
UbD:   Peer Critique Stage 3
           UbD as Curriculum Framework
           "Yes, but...."
CItW: Present Activities
          Homework and Practice
          Cooperative Learning
 April 20:
Article Analysis - The Importance of Multicultural Education
UbD:   Peer Critique Stages 1-3
CItW: Present Activities
          Setting Objectives and Providing Feedback
          Generating and Testing Hypotheses
          Cues, Questions and Advance Organizers
 April 27:
Article Analysis - Creating a Timely Curriculum: A Conversation with Heidi Hayes Jacobs
UbD:   Peer Critique Stages 1-3
CItW: Present Activities
          Teaching Specific Types of Knowledge
          Using the Nine Categories in Instructional Planning
 May 4:
Project Presentations

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


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Last Updated:3/15/2009 3:05:54 PM