Spring 2008
Pittsburg State University
School of Education
Department of Special Services and Leadership Studies
Title: Elementary School, Middle School
and Secondary Curriculum.
Course Number: SSLS 835/836
Credit Hours: 3 hours
Instructor:
Office:
Dr. Richard P. Lipka
304 Hughes Hall
Course Time Schedule: 5:00-9:00 PM; Wednesday
Room: 310 Hughes Hall
Office Phone: (620)-235-4486
Fax: (620)-235-4520
E-mail: rplipka@pittstate.edu
Office Hours: Mon.: 10:30-12:00; 1:30-3:30
Tues.: 10:30-12:00; 1:30–3:00
Wed: 10:30-12:00
Thurs.: 10:30 -11:00; 2:00-3:30
**Other times by appointment**
Focuses upon past and present curriculum design for elementary, middle and secondary school students. Emphasis is given to the establishment of goals and objectives, the assessment of needs, and the selection and organization of content, activities, and evaluation practices .
1. To demonstrate an understanding of different curriculum theories.
2.
3.
To demonstrate an understanding of various curriculum approaches.
To summarize major research related to curriculum.
4.
5.
6.
To identify sources of the curriculum.
To identify the components of effective teaching/learning situations.
To analyze innovations on the basis of curriculum theory.
Beane, J.A. and Lipka, R.P. (2000). When the Kids Come First: Enhancing Self-
Esteem. Troy, New York: Educators International Press.
NOTE: FOR CITATIONS, REFERENCE PAGE, AND OTHER MATTERS OF
STYLE, PLEASE USE THE FIFTH EDITION PUBLICATION MANUAL OF
THE AMERICAN PSYCHOLOGICAL ASSOCIATION, 2001.
Large group, small group an individualized instruction will characterize the course. The 1-3-6 consensus building activity, jigsaw and expert groups are the three most utilized small group formats.
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Spring 2008
Course Requirements/Grading
Grade of “D”
1. Attend and participate in class and class activities.
2.
Grade of “C”
1.
2.
Grade of “B”
1.
2.
Grade of “A”
1.
2.
In groups prepare a five page guide for your chapter of record and present to class. (60 min. presentation)
Complete the “D” grade requirements.
In groups prepare a five page guide for your title of NCLB and present to class. (60 min. presentation)
Complete the “C” grade requirements.
In groups prepare and present your staff development plan based upon your unison case study or one of the other “B” options. (60 minutes)
Complete the “B” grade requirements.
Complete major project with brief class presentation. (20 minutes)
MORE DETAIL-REQUIREMENTS
“D” Grade
Please make your chapter guide and presentation as interactive as possible. Feel free to utilize artifacts that capture the concepts presented in the chapter. Extra- polate both content and process to both the elementary and secondary school settings.
“C” Grade
No Child Left Behind.
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Title #1: Improving the Academic Achievement of the disadvantaged.
Title #2: Preparing, training and recruiting high quality teachers and principals.
Title #4: 21 st
Century schools
Title #5: Promoting informed parental choice and innovative programs.
1. Adopted from the suggestions provided by David Pyle, Jari Jacobs, Tom Hubbard,
Ryan Majors, Jeff Reed and Krista Gorman; Spring 2005 Section of 835/836
Group yourself according to school district (with a maximum group size of four).
Singletons may form groups (up to four) and select one school district as the focal point. Within these groups address the following issues/questions.
1. Conduct a needs assessment to see if your district qualifies for
additional funding under this title. Keep track of all your procedures
and individuals you communicated with during the analysis.
Your activity with this task will be demonstrated by:
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Spring 2008
1. Prepare a five page handout with at least one page being a synopsis of
your title.
2. Lead the class through a 60 minute discussion/presentation of your
activity.
“B” Grade
Option #1:
Unison case staff development (Preferred “B” Option) Working in your
Unison groups, take the most important element in your case study that should be addressed by a year long staff development plan devoted to curriculum development and planning.
A. Written:
1. A minimum of three annotated bibliographies (per group member)
reflecting theory, research or practice regarding your important
element. [(ONE MUST BE RESEARCH THT YOU ANNOTATE
USING THE STRUCTURED ABSTRACT FORMAT.)]
2. A client ready in-service plan that includes: a. Six hour fall workshop for faculty and staff. b. Monthly activities or provisions for a year long activity to be
undertaken by the staff.
B. Oral (Approximately 60 minutes with Q & A.)
1. Overview of theory, research and exemplary practices.
2. Impact upon curriculum design and delivery.
3. Brief “walk through” of in-service plan.
Option #2: “The Met” (Metropolitan Regional and Technical Center, Providence, RI)
Working in small, cooperative groups become the SEK “experts” with this curricular approach with an eye to implementation for our area schools. Your expertise will be demonstrated in a number of ways:
A. Written
1. Each group member will submit two ANNOTATED bibliographies
reflecting the selected topic. (APA Format for citation)
2. Prepare a written 5-7 page implementation document for your topic of
record.
In considering implementation strategies you should address such questions as:
1. What role (s) will the school board have in implementing this topic?
2. What role (s) will the superintendent have in implementing this topic?
3. What will the principal’s instructional leadership look like?
4. What specific roles/behaviors and attitudes will teachers need to
display in order to implement this topic?
5. What specific role/behaviors and attitudes will students need to display
to be successful with this topic?
6. What sort of instructional resources will be needed to implement the
topic?
7. What will the physical environment look like?
B. Oral (Approximately 1 hour with Q/A)
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Spring 2008
1. Overview (theory/research) of your topic
2. “Walk through” of your implementation document.
Option #3
: “The Edible School Yard” (Martin Luther King, Jr. Middle School, Berkeley,
CA) Your expertise will be demonstrated in a number of ways:
A. Written
1. Each group member will submit two ANNOTATED bibliographies
reflecting the selected topic. (APA Format for citation)
2. Prepare a written 5-7 page implementation document for your topic of
record.
In considering implementation strategies you should address such questions as:
1. What role (s) will the school board have in implementing this topic?
2. What role (s) will the superintendent have in implementing this topic?
3. What will the principal’s instructional leadership look like?
4. What specific roles/behaviors and attitudes will teachers need to
display in order to implement this topic?
5. What specific role/behaviors and attitudes will students need to display
to be successful with this topic?
6. What sort of instructional resources will be needed to implement the
topic?
7. What will the physical environment look like?
B. Oral (Approximately 1 hour with Q/A)
1. Overview “theory/research” of your topic
2. “Walk through” of your implementation document.
Option #4 : Computer Based Resource Unit (CBRU vis-á -vis Robert Harnack)
At the school level of your choice (Elem., MS, HS) develop a full blown unit with all of the necessary decision screens.
Oral Presentation:
1. Theory/Thinking behind development of the unit
2. In the most “hands on” manner possible walk the class through the unit.
Option #5 : CORE Curriculum (vis-á-vis Gordon Vars)
Your expertise will be demonstrated in a number of ways:
A. Written
1. Each group member will submit two ANNOTATED bibliographies
reflecting the selected topic. (APA Format for citation)
2. Prepare a written 5-7 page implementation document for your topic of
Record.
In considering implementation strategies you should address such questions as:
1. What role (s) will the school board have in implementing this topic?
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Spring 2008
2. What role (s) will the superintendent have in implementing this topic?
3. What will the principal’s instructional leadership look like?
4. What specific roles/behaviors and attitudes will teachers need to
display in order to implement this topic?
5. What specific role/behaviors and attitudes will students need to display
to be successful with this topic?
6. What sort of instructional resources will be needed to implement the
topic?
7. What will the physical environment look like?
B. Oral (Approximately 1 hour with Q/A)
1. Overview “theory/research” of your topic
2. “Walk through” of your implementation document.
Option #6: “National Sustainable Education Standards-Version #1
Using the curriculum standards from a grade level of your choice (eg. 1 st grade,
7 th
grade, 12grade, etc.) Form test your standards against the recommended
“Sustainability Education Standards” where there are gaps, design on instructional unit that would address these gaps.
Oral Presentation (approximately 1 hour with Q/A)
1.
Theory/ thinking behind the development of the unit.
2.
In the most “hands on” any possible walk the class through the unit.
MAJOR WRITTEN PROJECT 3
A detailed body of work which will enhance your knowledge of preschool, early childhood, elementary, middle-level or high school education and/or increase your effectiveness to teach and/or administer in a preschool/early childhood, elementary, middle-level or high school setting.
The following are examples to serve as a catalyst:
1.
Develop a resource unit that includes teacher/pupil planning and utilizes the problems or needs approach to curriculum development.
2.
Complete the grant application for the U.S. Department of Education Research
Grant Program “Teachers as Researchers,” Or, some other funding source. The focus of the grant would be to secure funds to improve your teaching and/or administrating of a preschool/early childhood, elementary, middle school. or high school.
3.
Develop a local curriculum alignment and evaluation plan that incorporates
Kansas Quality Performance Accreditation and Kansas North Central Association guidelines. Or, the guideline that exist in your state of record.
4.
Any other project of your choice which you can defend as better meeting your needs or having more utility for your teaching/administrating duties.
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Spring 2008
NOTE #1: A 10-20 minute summary of your project must be given in a classroom
presentation.
NOTE #2 : Your written project proposal must be approved prior to the submission
of your written project.
IF for some reason you miss class, you will be required to complete the process/ product undertaken in said class period. If replication is not possible, a congruent activity, agreed upon by the student and instructor, must be completed.
On Campus
NOTE: Each session is about 60 minutes in length.
01/23/08
Session 1 Course outline and other housekeeping chores.
Session2&3 Review four literacies
Session 4 Form, “D”, “C”, and “B” Groups.
02/06/08
Session 1 Chapter 1 When Kids Come First (WKCF).
Session 2&3 Smallwood Drive School.
Session 4
02/20/08
Work time
Session 1 Chapter 2 WKCF.
Session 2 The Children’s School.
Session 3 Video with discussion
Session 4 Work time
03/05/08
Session 1 Chapter 3 WKCF.
Session 2 NCLB title #1
Session 3
Session 4
04/02/08
Pulaski Community Schools.
Work time
Session 1 Chapter 4 WKCF.
Session 2 NCLB title #2
Session 3 NCLB title #4
Session 4 Work time.
04/16/08
Session 1 Chapter 5 WKCF.
Session 2 NCLB title #5
Session 3 Ecogenerism
Session 4 “B” Presentations
04/30/08
Sessions 1, 2, 3 & 4 “B” Presentations
05/14/08
Session 1
“B” Presentations
Sessions 2, 3 &4
“A” Presentations
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