ED606 Curriculum Theory & Practice

for F1P 2010

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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


F1P 2010 EDG


Hunt, David Scott


Adjunct Professor


BSED  Elemetary teacher
MED Elementary Principal
EDD Superintendent

Office Location

18400 E. 19th St. Independence, MO 64057

Office Hours


Daytime Phone


Other Phone





Semester Dates

August 16 through October 4th

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



Improving Student Learning: One Teacher At A Time, Pollock, Jane E., ASCD, Copyright 2007  ISBN 978-1-4166-0520-1

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

Educational Philosophy:

The instructor's role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.

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:

1)   Class Participation-  Student attendance and participation is essential in achieving maximum learning. It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments. (80 points)

2)   Weekly Reflections:  Each student should submit a weekly reflection journal starting with week two.  The reflection journal is to be submitted each class period and should include the student's reaction to course activities (subject matter, class discussions, comments, presentations,etc.) that occurred the proceeding week.  They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology.  Each journal should be approximately one typed double spaced page in length.  THESE ARE PERSONAL REFLECTION JOURNALS,  IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING!  Whereas your comments are your personal beliefs and reactions, reflective comments will be assessed based on how they relate to the previous weeks activities, not on the position or positions taken. (60 points)

3)  Journal Annotations :  Students will select two (2) journal article on curriculum to present to colleagues during the course of the class.  Each student will be asked to develop a list of talking points for students to discuss and reflect on.  Students will be asked to summarize the article, react to the contents and apply the content to their practice. (50 points)

4)   Bridging the Curriculum:  Each student is asked to share a grade level book that bridges Communication Arts with the content areas.  Students are to identify what Grade Level Expectations coincide with the book.  Students must share a book in 2 of the following areas:  Math, Social Studies, and Science.  (50 points)

5)   Personal Philosophy:   Write a personal statement about how children learn best and how it relates to curriculum.  Please address the following question:  1) What do I want students to learn?  2)  How will I know if they have learned it?  3) What am I going to do if they don't learn it?  (60 points)

6)    Core Assessment:  Choose a unit of study in the curricular area of your choice.  Develop and map the objectives for this curricular unit.  This project must include the following:  1) The objectives/grade level expectations  2) Three formative assessments to check for understanding and remediation  3)  The summative assessment that checks for understanding.  Each student must present their unit of student to their classmates.  Please provide a copy of this unit for colleagues.  (Rubric will be provided) (100 points)



Grading Plan:

   1.  Participation                     80 Points

   2.  Reflections                       60 Points

   3.  Journal Annotations         50 Points

   4.  Book Talks                         2 @ 25 Points each

   5.  Personal Statement           60 Points

   6.  Curricular Map               100 Points

Total Points Possible: 

      A =  360 - 400

      B =  320 - 359

      C =  319 - 300

      D =  299 - 279

      F =   278

Classroom Rules of Conduct:
So that everyone can learn and feel that their thoughts, ideas and suggestions are valid, please keep side bar conversations to a minimum.

Course Topic/Dates/Assignments:

Aug. 16- introductions, Harry Wong, syllabus, odds and ends
Aug. 23- Articles, Chapter 1 of text, curriculum goals, problems in curriculum
Aug. 30- Articles, book sharing, Chapter 2 of text, curriculum products, curriculum maps
Sept. 6- Articles, book sharing, Chapter 3 of text, evaluating curriculum,
Sept. 13- Articles, book sharing, Chapter 4 of text, scaffolding, strategies of instruction
Sept. 20- Articles, book sharing, Chapter 5 of text, SMART goals, backward design, levels of curriculum
Sept. 27- Articles, book sharing, catch up on missed activities
Oct.  4- Finish articles and book sharings, what curriculum is and is not

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 2010-2011 Graduate Catalog Page 20


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 2010-2011 Graduate Catalog Page 20

Attendance Policy:

Instructors 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 2010-2011 Graduate Catalog Page 24

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:8/2/2010 8:56:19 PM