LAKE SUPERIOR STATE UNIVERSITY
SCHOOL OF EDUCATION
TEACHER EDUCATION PROGRAM
TE 605
Integrated Approaches to Curricular Design and Implementation
SPRING 2004
Instructors: Paulette Z. Attie, Ph.D. & Craig D. Freed, Ph.D.
Offices: Dr. Attie—322 South Hall; Dr. Freed—320B South Hall
Office Phones: Dr. Attie—(906) 635-2028; Dr. Freed—(906) 635-2657
E-Mails: Dr. Attie—pattie@lssu.edu; Dr. Freed—cfreed@lssu.edu
Office Hours: Dr. Attie—2-4 M, W; Dr. Freed—1-3 M, W; 11-12 W
TE 605, Integrated Approaches in Curricular Design and Implementation, is a 3-hour graduate class
1. Course Prerequisities:
Graduate student standing; TE 402; Corequisities: TE 491 & TE 601; TE 602
2. Course Description:
This course will introduce theoretical and practical examinations of the principles of integrated
curriculum, acquisition of skills and knowledge bases to facilitate the development of curriculum that
is integrative, responsive to student needs and meets the recommended curricular frameworks and
benchmarks.
3. Knowledge Base:
The theoretical intervention to be examined this semester is the project-based model of servicelearning and its impact on children. Service-learning has traditionally been used to address the issues
of “…feelings among youth of having no critical and acknowledged place in society, growing schoolwork transitional difficulties, deterioration of communities as settings for social growth, and a belief
that schooling isn’t powerful enough to evoke deep commitments to learning…” (Perrone, 1997, p.
1).
Before becoming a fully functioning professional that can meet the academic needs of all students,
the new teacher faces daunting tasks. Among these is to be prepared to assume a leadership role
through various teaching and learning techniques. Among these techniques is the experiential
learning theory and one model of implementing that theory: service-learning (Barber, 1992; Cohen
& Kinsey 1994).
Another important aspect of the course is to allow teacher candidates to work in a team format to
integrate disciplines around an encompassing project. Included in the formation of the project is
student input. The teacher candidate will work within the framework of a project-based teaching
model while at the same time work with colleagues to construct a theoretical model for student
learning.
4. Curricular Relationship:
This course is required by Lake Superior State University for the teacher licensure program.
Participants will utilize knowledge from their content areas in understanding and applying different
teaching methodologies to meet the learning needs of all students.
5. Course Objectives:
Teacher candidates who successfully complete the course will be able to:





Assess the usefulness of information provided in research/literature publications
Locate and identify appropriate literature for a particular research question/problem
Understand the advantages and disadvantages of a student centered classroom
Understand the advantages and disadvantages of project-based education and the
model of project-based education, service-learning
Assess the usefulness of working in a learning community to establish innovative
learning techniques
The NBPTS domains that will be addressed through the objectives are:
1.
2.
3.
4.
5.
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring students.
Teachers think systematically about their practice and learn from the experience.
Teachers are members of learning communities.
All five of the domains will be addressed through the learning objectives designed for this course.
Teaching candidates will be asked to examine their own views of where and how learning occurs for
their students. With a systemic model for radical change, teaching candidates will be asked to
develop learning communities to design a working unit within the guidelines of the course.
6. Course Performance Assignments: (Handouts will give more detailed information on each
item.)
A. Each teaching candidate will work with other teacher candidates to design a service-learning
project that integrates several core disciplines. (Domain(s) 1, 2, 5)
B. Participation. Each teacher candidate will be responsible for attending each scheduled
session of the course. Small exercises will be given these sessions that can not be made up
and will result in points toward a candidate’s final evaluation. There is no difference
between an excused absence or an unexcused absence. (Domain(s) 4)
C. Each candidate will present the service-learning project with team members in the March
sessions of the class. All presentations will be team presentations, not individual
presentations. (Domain(s) 2, 5)
D. Written work. Each project team will submit a final paper on the integrated service-learning
project that will include the following items:
1. A detailed description of the project
2. Specific learning outcomes
3. What kinds of placements you will need in the community
4. Any logistical problems you anticipate (permission slips, transportation, legal issues)
5. What is the most suitable format for the project and why: (long-term, short-term)
6. Your strategy(s) to evaluation the project and student achievement
7. How will your community partner contribute to your students’ learning
(Domain(s) 1, 2, 3, 4)
E. Each project team will submit a grant application for a grant to assist in their teaching or in
the community. (Domain(s) 4)
7. Course text(s):
Candau, D., Doherty, J., Hannafin, R., Judge, J., Yost, J. & Kuni, P. (2001). Intel: Teach to the future.
Sunnyvale, CA: Intel.
Handouts on service-learning concept and grants.
8. Course Evaluation and Disposition:
a.
b.
c.
d.
Participation
Presentations
Service-learning report
Grant application
20%
30%
30%
20%
Grade
Outcomes
A
Consistently exceeds outcome expectations
Materials are exceptionally well presented
Consistently exhibits initiative
Establishes goals with follow through
Synthesis of experiences occur
Leadership skills demonstrated
B
Synthesis of experiences occur sometimes
Meets outcome expectations
Exhibits some initiative
Employs the principles of best practice
C
Meets outcome expectations on a sporadic basis
Shows little initiative
Synthesis of experiences rarely occurs
D
Skills are inadequate for practice
F
Outcome expectations are not met
Grades:
100-90 A
89-80 B
Below 80—no credit for course
All work is expected to be grammatically and mechanically correct or your score will be impacted.
All written work done outside of class should be typed. Proofread your work carefully before
submitting. Late work will be penalized.
9. Course Policy on Attendance:
Regular attendance and participation are essential to successful completion of this course. There is
no difference between an unexcused absence and an excused absence. In-class exercises can not be
made up.
10. Course Policy for Students with Disabilities:
It is the desire of Lake Superior State University that all teacher candidates work to their potential. If
you require course adaptation for accommodations because of a documented disability, if you have
emergency medical information to share with the instructors, or if you need particular arrangements
in case the building must be evacuated, please make an appointment with me as soon as possible.
Our office locations and office hours are posted on the front of this syllabus. Proper registration will
enable the Resource Center for Students with Disabilities to verify the disability and determine
reasonable academic accommodations. RCSD is located in South Hall Office 206. The telephone
number is (906) 635-2454.
11. Caveat:
Even though we will attempt to cover each topic on the days assigned, the instructors reserve the
right to amend the daily syllabus as we progress through the course.
Course Schedule:
Teacher candidates must be on campus the following days:
Session I: January 21, 22, 23
Topics to be covered:
1)
2)
3)
4)
5)
6)
7)
8)
Project-based education
Service-learning model
Integrating the curriculum
Student centered classroom
Designing your unit
Analyzing the impact of the unit on student learning
Grant searching
Grant writing
Session II: March 11, 12, 13
1) Teacher candidate presentations on units and grants
2) Teacher candidate evaluations of presentations
Candidates are encouraged to check the WebCT site on a weekly basis.
You should bring any handouts to class that have been given out in a previous meeting or over the
website.
Please be on time for all meetings. The exact place and time of the meetings will be announced via
the website. Please check for any changes.