ED 606: Curriculum
Theory & Practice
Tuesdays 5:00 – 9:30
Dr. Anne Franklin
Park Campus Mailbox #
mission of Park
entrepreneurial institution of learning, is to provide access to academic
excellence, which will prepare learners to think critically, communicate
effectively, and engage in lifelong learning while serving a global community.
Park University will be a renowned international leader in providing innovative
educational opportunities for learners within the global society.
University Graduate Catalog describes ED 606 as a course designed to give
overview of curriculum theory that discusses current issues in curriculum and
gives the teacher the opportunity to develop useful curriculum.
Texts are available from
the campus bookstore:
Kliebard, H. M. (1995). The struggle for the American curriculum: 1893-1953 (3rd
ed.). New York: Routledge.
Wink, J. (2000). Critical pedagogy: Notes from the real world (3rd ed.).
New York: Addison-Wesley Longman.
Supplies include four
folders, color coded as follows:
will identify and analyze different approaches to curriculum theory and
development. (MOSTEP 1.2.2, 1.2.3)
will understand the impact of these different approaches to curriculum on their
educational practice. (1.2.3, 1.2.4)
will develop a method of inquiry that will enable them to integrate it into
their own professional development. (1.2.1)
will develop a personal philosophy of curriculum and instruction that can be
applied in their own professional setting. (1.2.6, 1.2.7)
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. (1.2.1,
1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.11)
will explore educational issues that impact the classroom and student learning,
such as issues of race, gender, class. (1.2.1, 1.2.2, 1.2.9)
will explore possible ways education can impact student understanding and
participation in a democratic society. (1.2.2, 1.2.9)
for this class has a true constructivist educational philosophy. The
constructivist perspective on learning holds that the locus of control lies with
the individual learner. Rather than seeing learning as knowledge acquisition,
the constructivist sees learning as information being restructured, or as
knowledge being constructed by each individual learner. Because each
individual makes his or her own unique construction of reality, there is no
single “correct” view of reality in the constructivist paradigm. Instead,
constructivists recognize multiple constructions of what is real, all
co-existing; one person’s construction no more valid than another’s. The
professor will strive to create a climate promoting self-reflection and
tolerance for differing opinions.
This course was
designed to share pertinent information about curriculum theory and practice.
The course will
be conducted in a seminar fashion to enable students to discuss the readings and
to develop understanding. To
carefully examine shared information, a survey of practical and theoretical
concerns will be explored. Content may include age and developmentally
appropriate learning experiences, special needs considerations, sociological
factors impacting education, integrated learning, multicultural issues, multiple
intelligence theory, current findings from brain research, critical thinking,
problem solving, and assessment emphasis areas. Each student will begin to
create, revise, or expand upon a personal curriculum philosophy against which
emerging Ideas and teaching techniques can be gauged.
Park University is
committed to providing equal education to all persons regardless of race, color,
creed, sex, gender, age, religion, marital status, national origin, public
assistance status, or disability. Support and special services are
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 American with Disabilities Act of 1990,
regarding learners with disabilities and, to the extent 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:
www.park.edu/disability. If you have a disability on file in the Academic
Support Center and need special accommodation, please see me after the first
wishing additional information or assistance should contact the Vice-President
for Academic Affairs. I encourage any student with special needs in the
classroom environment to also promptly communicate them to me.
teaching requires well-developed oral, written, organizational, and production
skills, expectations will be high. Reading, reflection, writing projects, and
discussions are required. Attendance and active participation are essential.
It is important
to read the assignments and to record your reactions to the reading in your
journal before beginning work on other assignments or participating in class
discussions. The assigned readings will also serve as a resource for your
philosophy statement and final supporting project. Unless in-class writing is
assigned, all written assignments are to be word processed documents.
articles will be provided by the students and the instructor. You are also
encouraged, but not required, to supplement your reading by researching the
original sources cited in your texts and additional resources. Read for
information and the writer’s point of view. It will become your responsibility
to analyze and synthesize the assigned reading in your journal.
The following questions are offered as suggestions to help you analyze and
synthesize the reading. The purpose is to enable you to critically read and
then to have purposeful discussions relating the readings to educational
practice. Also, the day you lead discussion on a chapter or article, prepare an
additional question or two for your classmates to ponder and with which to begin
the basic assumptions that inform the reading? (Major ideas, subordinate ideas,
serious questions are raised concerning the nature and purpose of education?
forms of inquiry introduced?
the practical implications for teaching and theory development?
serious omissions do you find in the reading? How do these distort or undermine
the author's position?
ideology or worldview governs the author's view?
way does the article reinforce, extend, challenge or oppose your views on
schooling? Be specific!
each of education's constituencies (students, teachers, administrators,
taxpayers, employers, etc.) be affected?
will become a running account of your developing views about curriculum theory
and other educational issues. An informal writing style is appropriate and
expected. Unless in-class writing is assigned, all written assignments are to
be word processed documents.
In this course
journal writing is first intended as an advanced organizer. It is important to
record your reactions to the assigned reading in your journal before beginning
other assignments. Reflect, and then record your thoughts and questions about
the reading assignment before participating in class discussions, projects and
developing your personal philosophy curriculum and instruction.
also be used to house in-class writing, activities, projects, and reflections
about in-class activities. Your journal will become a tangible record of class
participation. Please feel free to make additional entries in your journal at
any time to record insights, answered or unanswered questions, or personal
issues. Your journal is an appropriate context for dialogue between student and
professor. Confidentiality will be maintained.
will be responsible for presenting to the class, and in turn, actively
participating in student-led class discussions and readings. The presentations
are designed to:
combine your newly refined philosophy of curriculum theory with your already
established, more general philosophy of education. This is an informal paper
but should be formally referenced, using the APA format. You should identify
the original source (authors, educators, philosophers, etc.) of influence over
your ideas informally within the body of your work. (See academic honesty
section.) Your personal curriculum philosophy statement will be no longer than
six word-processed, double spaced pages plus a short (no more than one page)
summarizing abstract. You will email or copy your abstract for each member of
You will use
the reading and discussions, your journal, your general philosophy of education,
and your experiences to help you formulate and refine your personal curriculum
philosophy. You should include your understanding of the goals of education and
the roles of teachers, students, administrators, parents, community, and
technology. The resulting paper will be a strong statement of your beliefs at
this point in time. It is understood that this will be a working philosophy,
one that may change as you think, learn, and experience more.
Each student is
responsible for presenting a summary of the refined Curriculum Philosophy
Statement, pointing out the links between the newly refined philosophy and the
Curriculum Project Unit, and
then teaching at least fifteen minutes of a lesson from the accompanying
Curriculum Project Unit. The
Curriculum Philosophy Statement and Supporting
will count as the final exam.
will accompany the philosophy
statement and be an example of your philosophy “in action.”
The project should be
directly applicable to your professional setting, using the methods and ideas
discussed in class. The content will be personal choice, designed as a real life
application of your philosophy.
Each student is responsible for teaching fifteen minutes of one
lesson from the Supporting
Curriculum Project Unit after
presenting the Curriculum Philosophy Statement. Please make sure to overtly
point out the links between your philosophy and the lessons in the unit. Each
student should email or make a copy of their philosophy statement (abstract
only) AND the lesson taught for each class member.
This project should reflect a sizeable piece of curriculum, such as a semester,
quarter, or mini-course. Length will depend on the age level of the students
with whom you work, but your curriculum unit should reflect more than a few
weeks’ lesson plans. Creativity and flexibility are important in developing
this project. In no longer than 25 pages, write this curriculum in such a way
that another teacher could understand and use it. The sections of the project
must be clearly identified, but variations are allowed to make the project truly
useful to you. The following sections must be present and easily identified:
demographics of the environment in which the curriculum will be implemented (age
of students, size of class, socio-economics, type of school, etc.).
Include your goals,
clearly stated, for the overall education of the students. You will discuss the
needs of the learner, society, and school. Discuss reasons this part of
the curriculum is important to the whole curriculum and to each student.
INTENDED LEARNING OUTCOMES (ILO's)
These are objectives,
but they are more inclusive than simple behavioral objectives. ILO’s should be
identified as cognitive, affective, or psychomotor. You will have a mix of all
types, determined by your subject and the age of your students. ILO’s are the
facts, ideas, theories, attitudes, appreciations, skills, and understandings
that you want students to master. Use action words to describe what the student
will learn or do (i.e. list, identify, discuss, understand, appreciate, etc.).
In the ILO’s you will begin to define the scope and sequence of your
curriculum. As you develop ILO's, keep in mind the many issues discussed in
class, and how they might impact what you want students to learn. (i.e. race,
gender, socioeconomic class issues as well as theories in education.) If you
are revising an existing curriculum document, identify objectives, strategies,
etc. that are new changes by using bold and underlining or
different color fonts. If your district has established curriculum objectives or
uses state guidelines, you should include them.
Be sure to include objectives which
address the Missouri Show-Me standards if you are working in a
This is the theme or
idea(s) around which the curriculum is built. You will have an overall focus and
one for each unit. (i.e. for a social studies class: American Revolution;
English class: writing an essay.)
Ways in which you will
you facilitate learning (i.e. reading, lecture, projects, video, discussion,
etc.). Keep in mind the various learning preferences and backgrounds of your
students. Use a variety of strategies. Identify specific strategies for
specific problems. How will you make accommodations for students who need them?
You will list the
videos, books, equipment, etc. needed to complete the work identified in the
strategies. Describe where they can be found—school library, classroom filing
cabinet, resource room, etc.
How you will determine
if the student has achieved the ILO? Evaluation must be measurable or
observable. Each ILO should be evaluated. This is a critical element; do not
otherwise announced, grades will be earned as follows:
90% – 100% B = 80% – 89% C = 70% – 79%
60% – 69% F = Less than 60%
Philosophy Statement 20%
timely attendance is expected and necessary to begin to fulfill the
participation requirement of the course. Please note that, regardless of the
reason for an absence, you cannot begin to earn full participation points when
you are absent or late.
Park Attendance Policy:
Facilitators are required to keep attendance records and report absences. The
facilitator may excuse absences for cogent reasons, but missed work must be
made up within the semester/term of enrollment. Work missed through unexcused
absences must also be made up within the semester/term of enrollment, but
unexcused absences may carry further penalties. In the event of two
consecutive weeks of unexcused absences in a semester/term of enrollment, the
learner will be administratively withdrawn, resulting in a grade of “F”. An
Incomplete grade will not be issued to learners who have unexcused or
excessive absences recorded for a course. Learners receiving Military Tuition
Assistance (TA) or Veterans Administration (VA) educational benefits must not
exceed three unexcused absences in the semester/term of enrollment. Excessive
absences will be reported to the appropriate agency and may result in a
monetary penalty to the learner. Reports of an F grade (attendance or
academic) resulting from excessive absence for learners receiving financial
assistance from agencies not mentioned above will be reported to the
This is an intensive graduate course. Ten to 15 hours of outside class work per
week is a reasonable expectation. Please plan accordingly.
And once again, please note that,
regardless of the reason for an absence, you cannot begin to earn full
participation points when you are absent or late.
active and collaborative group participation, thoughtful discussion and
responses to assignments, cooperation, and tolerance for differences will
fulfill participation criteria.
Applying theory to
practice is the primary goal of this course; therefore your presence and
contribution are necessary for maximum benefit.
Please, turn off all phones or pagers before class starts. If you must be
disturbed while in class, please leave the room to answer the call.
notice and approval, designated written assignments may be made up in cases of
legitimate absence. Park defines a legitimate absence as one which include a)
your illness, b) a death in your immediate family, c) jury duty, d) generally
recognized holidays, and e) approved activities where you are required to
represent Park University.
written assignments may be subject to a reduction in possible points. Please
contact the professor before you will be late in submitting written
cautions that plagiarism
is the appropriation or imitation of the language or ideas of another person and
presenting them as one’s original work. Anyone who plagiarizes will be subject
to failing grades or expulsion. Plagiarism sometimes occurs through
carelessness of documenting sources. If you are uncertain about what
constitutes plagiarism in your assignments for this class, please ask!
This is the
schedule we will follow unless class needs indicate modifications. You are
responsible for keeping current an all assignments and any changes.
One March 15 Introductions
to course, define curriculum, discuss project.
Writing a Philosophy Statement
Two March 22
Chapters 1-5; Identify project
Three March 29
Kliebard Chapters 6-11; Introduction
Four April 05
Wink Chapter 2
Five April 12
Wink Chapter 4
Last Day to
Six April 19
Wink Chapter 5
Wink Chapter 6
Wink Chapter 8
Eight May 03 All Curriculum Projects Due &