TCHL 530 – CURRICULUM DEVELOPMENT
SYLLABUS (PROTOTYPE)
INSTRUCTOR INFORMATION:
Faculty Name:
Office Phone:
E-mail:
Office:
Office Hours: By appointment
CLASS MEETING: TBA
COURSE DESCRIPTION: Study of curriculum design and evaluative techniques used by P-12
teachers. Covers research-based strategies for implementing integrated, differentiated
curriculum. Students must have access to technology resources and/or equipment identified by
instructor.
PREREQUISITE/COREQUISITE: TCHL 500
COURSE RATIONALE: This course is designed to prepare P-12 classroom teachers to design and
implement curriculum and instructional elements. This advanced curriculum design course will
enhance the teacher’s ability to design appropriate curriculum based on students’ needs, current
research on student learning, and the Kentucky curriculum documents.
TENTATIVE TEXTBOOK(S):
Ainsworth, L. (2003). Unwrapping standards. Denver, CO: Advanced Learning Press.
Jacobs, H. (1997). Mapping the big picture. Alexandria, VA: Association for Supervision and
Curriculum Development.
Kentucky Department of Education. ( 2006). Program of studies, core content for assessment
& academic expectations. Frankfort, KY: Kentucky Department of Education.
McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development
workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. & Mctighe, J. (2006). Integrating Differentiated Instruction and Understanding by
Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G., & Mctighe, J. (2005). Understanding by Design. (2nd ed.). Upper Saddle River, NJ:
Pearson/Merrill Prentice Hall.
COURSE OBJECTIVES: At the conclusion of the course, the student will be able to
1. Organize curriculum for horizontal and vertical alignment.
2. Understand the elements of a standards-based unit.
3. Incorporate state curriculum guidelines.
4. Develop standards-based instructional units incorporating Depth of Knowledge (DOK)
and taxonomies.
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5.
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Develop, correlate, analyze, and provide appropriate assessment strategies for each unit
of study developed.
Reflect on personal growth with curriculum design within the unit(s).
Integrate and sequence-appropriate content knowledge into the unit.
Develop an awareness of instructional quality
TENTATIVE CONTENT OUTLINE:
 Organizing curriculum for horizontal and vertical articulation through a holistic
perspective and implementation utilizing contextual awareness, curriculum maps, and
crosswalk documents.
 Connecting theory of curriculum with the created standards-based unit and reflection
of design and implementation of the unit
 Understanding the elements of a standards-based unit, which include:
 Contextual factors and student achievement data that affect classroom instruction
and design (differentiated instruction);
 Setting new high and worthwhile goals at the beginning of each curriculum
sequence that are appropriate for the students;
 Implementing instruction in alignment with the goals;

Evaluating student learning in light of the goals and the instruction and
 Reflecting on student learning, the effectiveness of the instructional design,
including particular concerns and issues.
 Utilizing state curriculum guidelines.
 Implementing the Depth of Knowledge (DOK) and taxonomies to guide the
development of standards-based units of study
 Use appropriate assessment strategies to develop, correlate, analyze, and provide
feedback.
 Understanding content in order to appropriately integrate and sequence
developmentally appropriate practices within a unit.
 Understanding the tenets of instructional quality.
CRITICAL PERFORMANCE DESCRIPTION:
1. Kentucky Advanced Teacher Standard(s) Assessed: Standard 1 – Demonstrates Applied
Content Knowledge, Standard 2 – Designs/Plans Instruction, Standard 3 –
Creates/Maintains Learning Climate, Standard 4 – Implements/Manages Instruction,
Standard 5 – Assesses/Communicates Learning Results, Standard 6 – Implements
Technology, Standard 7 – Reflects on & Evaluates Teaching/Learning,
2.
Product:
A. Standards Based Unit: Submit an instructional unit you have used in the past in
your classroom and that you plan to teach within the next two months during this
semester.
B. Comparison Analysis: Compare before and after instructional unit, reflecting on the
instructional unit changes and analyzing student learning and personal growth.
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INSTRUCTIONAL METHODS AND ACTIVITIES (EXAMPLE): Lecture, discussion, group activities,
application exercises, textbook readings, observations, and critical performances (electronic
portfolio).
SPECIAL INSTRUCTIONAL MATERIALS (EXAMPLE): None
COURSE POLICIES (EXAMPLE, BUT MUST DELINEATE 3, 4, & 5):
1. Missed quizzes and exams: Missed quizzes cannot be made up. One quiz will be dropped
from your average. If you miss a quiz, it will be the one that is dropped. Exams missed
without prior consent will be marked down 5 points per class. Generally, exams that
cannot be taken at the scheduled time should be taken earlier.
2. Critical performance: See Critical Performance Description above. This performance will
serve as part of your grade for the course and will become part of your electronic
portfolio. You must upload this at http://edtech2.wku.edu/portfolio/ by the due date
announced in class. Please note that although I will give you corrective feedback on how
to improve your performance for your electronic portfolio, the first grade you receive will
be the one recorded for this course.
3. Attendance: Attendance at all classes is expected. Excessive absences (more than three)
will affect your final grade.
4. Plagiarism and cheating: Cheating and plagiarism will result in an automatic "F" for the
entire course.
5. Disability accommodations: Students with disabilities who require accommodations
(academic adjustment and/or auxiliary aids or services) for this course must contact the
Office for Students Disability Services (OFSDS), Room 445, Potter Hall. The OFSDS
telephone number is (270) 745-5004 V/TDD. Please DO NOT request accommodations
directly from me without a letter of accommodation from the OFSDS.
BIBLIOGRAPHY/REFERENCES/WEBSITES (EXAMPLE): None
COURSE REQUIREMENTS AND ASSIGNMENTS (EXAMPLE):
1. Quizzes: At the times listed on the class schedule, quizzes will be given over the assigned
readings.
2. Application exercises: During the semester, several application exercises will be
completed during class. These will help you in preparing for the exams.
3. Critical Performance: See Critical Performance Description above. This performance will
serve as part of your grade for the course and will become part of your electronic
portfolio. You must upload this at http://edtech2.wku.edu/portfolio/ by the due date
announced in class. Please note that although I will give you corrective feedback on how
to improve your performance for your electronic portfolio, the first grade you receive will
be the one recorded for this course.
4. Examinations: There will be three exams in the course, each consisting of 40-50 multiple3
choice items. Although some questions may involve recognition of material, many
questions will involve comparing, contrasting, and applying various concepts.
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