Syllabus
Course Prefix/Number: EDE 6206, EDM 6235, ESE 6217, EEC 6263, EEX 5085
Course Title: Integrated Curriculum and Instruction
Course Credit Hours:
Lead Instructor Name and Contact Information:
Dr. Christine R. Ogilvie
University of West Florida
Building 85/173
Office: (850) 474-3460
cogilvie@uwf.edu
Office Hours:
By appointment and telephone. The best way to contact me is via email.
Prerequisites/Co requisites: See individual course descriptions.
Course Descriptions:
EDE 6206 Integrated Curriculum: An advanced curriculum course for graduate elementary
level education students. Class format is 100% online that combines classroom instruction and
student engagement focusing on integration of the content areas. This course will provide
practical knowledge for blending content areas to maximize student learning and to prepare
teachers to meet the needs of all of their students across the curriculum. For students focusing on
elementary level education, all assignments will reflect knowledge, understanding and usage of
major concepts, principles, theories, and research related to the development of children and
young adolescents as well as the ability to construct learning opportunities that support
individual students’ development, acquisition of knowledge, and motivation. At the elementary
level, this includes reading, writing, and oral language, science, mathematics, social studies, the
arts, health education, and physical education. Additionally, students focusing on elementary
level education will demonstrate the ability to integrate and apply knowledge for instruction,
adapt to diverse students, promote the development of critical thinking and problem solving and
active engagement in learning, and utilize communication to foster collaboration. Students will
demonstrate the above competencies through the successful completion of a Collaborative
Interdisciplinary Unit, individual lessons plans utilizing differentiated instruction, a Best
Practices research paper and presentation, and a reflective blog analysis. Additionally, students
will participate in threaded discussions throughout the course of the semester.
EDM 6235 Integrated Curriculum: Advanced curriculum course for graduate middle level
education students. Class format is 100% online that combines classroom instruction and student
engagement focusing on integration of the content areas. This course will provide practical
knowledge for blending content areas to maximize student learning and to prepare teachers to
meet the needs of all of their students across the curriculum. For students focusing on middle
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school level education, all assignments will focus on understanding and analyzing the major
concepts, principles, theories, and research related to young adolescent development and the
application of such. This also includes middle level curriculum and assessment, middle level
teaching fields, and middle level instruction and assessment. Students will demonstrate the above
competencies through the successful completion of a Collaborative Interdisciplinary Unit,
individual lessons plans utilizing differentiating instruction, a Best Practices research paper and
presentation, and a reflective blog analysis. Additionally, students will participate in threaded
discussions throughout the course of the semester. Admission to Teacher Education is required.
ESE 6217 Integrated Curriculum: Advanced curriculum course for graduate secondary
education students. Class format is 100% online that combines classroom instruction and student
engagement focusing on integration of the content areas. This course will provide practical
knowledge for blending content areas to maximize student learning and to prepare teachers to
meet the needs of all of their students across the curriculum. For students focusing on the
secondary level, students will demonstrate the above competencies through the successful
completion of a Collaborative Interdisciplinary Unit, individual lessons plans utilizing
differentiated instruction, a Best Practices research paper and presentation, and a reflective blog
analysis. Additionally, students will participate in threaded discussions throughout the course of
the semester. Prerequisite: ESE 6215.
EEX 5085 Integrating Curriculum and Instruction: Class format is 100% online that combines
classroom instruction and student engagement focusing on integration of the content areas. This
course will provide practical knowledge for blending content areas to maximize student learning
and to prepare teachers to meet the needs of all of their students across the curriculum. Special
Educators at all levels are often called upon to be content experts in many areas while also
providing accommodations and modifications for diverse students. For students focusing on
special education, all assignments will focus on demonstrating knowledge of models, theories,
philosophies, and research methods that form the basis for evidence-based practices in special
education. This knowledge includes information sources, data collection, and data analysis
strategies as well as how to foster environments supportive of continuous instructional
improvement. Students will demonstrate the above competencies through the successful
completion of a Collaborative Interdisciplinary Unit, individual lessons plans utilizing
differentiated instruction, a Best Practices research paper and presentation, and a reflective blog
analysis. Additionally, students will participate in threaded discussions throughout the course of
the semester.
EEC 6263 Early Childhood Education Integrated Curriculum Development and
Instruction/Early: Class format is 100% online that combines classroom instruction and student
engagement focusing on integration of the content areas. This course will provide practical
knowledge for blending content areas to maximize student learning and to prepare teachers to
meet the needs of all of their students across the curriculum. For students focusing on the early
childhood education level, all assignments will focus on the implementation of a curriculum that
is consistent with its goals for children and promoting learning and development in the social,
emotional, physical, language, and cognitive areas. Additionally, the assignments completed by
students focusing on the early childhood education level, will include developmentally,
culturally, and linguistically appropriate and effective teaching approaches that enhance each
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child’s learning and development in the context of the program’s curriculum goals. Furthermore,
students focusing on the early childhood education level will be able to demonstrate support to
families’ diverse needs and interests through education, knowledge, and professional
commitment. Students will demonstrate the above competencies through the successful
completion of a Collaborative Interdisciplinary Unit, individual lessons plans utilizing
differentiated instruction, a Best Practices research paper and presentation, and a reflective blog
analysis. Additionally, students will participate in threaded discussions throughout the course of
the semester. At least one course in early childhood education is required. Prerequisite: EEC
3704.
Purpose of the Course:
The Empowered Professional Making a Difference is the theme of the Professional Education
Unit’s conceptual framework. This theme focuses learning experiences on activities that permit
the candidate to examine what he/she does and to make a difference in the instructional process.
The subject matter, class activities, and skill development of this course were selected to assist
your professional growth in one or more of the following Empowered Professional Making a
Difference characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d)
decision maker, e) problem solver, and f) ethical/moral professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida’s
Uniform Core Curricula outline the knowledge, skills and dispositions that candidates require to
be successful in Florida’s educational system.
This is a critical curriculum and methods course to determine different strategies to connect and
interrelate with the various disciplines. The Florida department of education has recommended
an integrated course to connect discipline-based content and methodology.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Program Student Learning Outcomes
1.3 Articulate and apply the content and practices central to the areas of specialization.
2.1 Explore the current literature related to problem solving and critical thinking and design
activities that will enable students to improve their creative thinking abilities.
5.1 Use emergent instructional technology hardware and software to manage, evaluate, and
improve instruction.
6.2 Act as a student advocate by seeking information about students’ culture, home situations
and backgrounds, and use the community to provide a variety of experiences.
Course Student Learning Outcomes:
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Upon conclusion of this course, students will:
1. Demonstrate knowledge of best practices in the content area and how these relate to other
content areas evidenced the successful completion of a Best Practices research paper and
presentation.
2. Demonstrate knowledge of Florida's Accomplished Practices, Florida’s Sunshine State
Standards and specific grade level (ACEI, NAEYC, CEC, NMSA) standards as well as select
national standards (NBPTS) evidenced by the successful completion of a Collaborative
Interdisciplinary Unit.
3. Demonstrate knowledge of differentiated instruction and multiple learning styles demonstrated
by the successful completion of 3 lesson plans.
4. Demonstrate the ability to be a critical thinker, problem solver, ethical / moral professional,
and decision maker evidenced by the successful completion of class threaded discussions and the
reflective analytical blog.
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Course Alignments by Assessments, Outcomes, and Standards:
Project Name
Conceptual
Program NCATE FEAPs SpecializationNBPTS
and
Framework
Standard Addressed
Areas
Assessment
Outcomes
SLOs Addressed
Tool
(Characteristics)
Interdisciplinary Ethical/Moral
Unit
Professional
1.3
5.1
Best Practices
Critical Thinker
Final Unit
Decision Maker
Problem Solver
1c
2, 4, 5,
10,
NAEYC: 2, 2
3
ACEI: 1, 2, 3
NMSA: 1, 3,
2.1
5, 8, 12
CEC: 2
NMSA: 4, 5
6.2
5, 9, 10,
12
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Resources for State and National Standards:
 Florida Educator Accomplished Practices (FEAPS)
o http://www.fldoe.org/dpe/pdf/AccomPractices_11-09-07.pdf

Sunshine State Standards (SSS)
o http://www.fldoe.org/bii/curriculum/sss/

Council for Exceptional Children Standards for Professional Practices in relation to
Persons with Exceptionalities and Their Families (CEC)
o http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/Professi
onalStandards/Professional_Standa.htm

National Board for Professional Teaching Standards (NBPTS)
o http://www.nbpts.org

Early Childhood Program Standards (NAEYC)
o http://www.naeyc.org/files/academy/file/OverviewStandards.pdf

Middle School: Master Level Teacher Preparation Standards (NMSA)
o http://www.nmsa.org/ProfessionalPreparation/NMSAStandards/tabid/374/Default.asp
x

Association for Childhood Education International Elementary Education Standards
(ACEI)
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o http://acei.org/wpcontent/uploads/ACEIElementaryStandardsSupportingExplanation.5.07.pdf
Tentative Schedule / Topics Covered:
Week
Topic
1
Introduction to Integrated Curriculum and
Interdisciplinary Thematic Units
2
Understanding Your Students
3
Adapting for Individual Differences
4
Backwards Design: Beginning with the End in
Mind
5
Initiating an Interdisciplinary Thematic Unit
6
Initiating an Interdisciplinary Thematic Unit
7
Developing Objectives
8
Assessing Student Learning
9
What Does a Good Rubric Look Like?
10
Evaluating Student Progress
11
12
13
Building Culturally Responsive Family –
School Partnerships: Essential Beliefs,
Strategies, and Skills
Completing Your ITU: Finalizing Activities
and Units
Completing Your ITU: Finalizing Activities
and Units
Texts:
Required:
1. Integrated Curriculum – A Custom Pearson Textbook created by the instructor
ISBN: 1-256-00371-9
2. TK20 Subscription (One time purchase for all courses) available directly at
http://uwf.tk20.com or through the UWF campus bookstore - Student Access Kits (ISBN 09774408-1-8). If you have had no prior experience with TK20 and have questions, please contact
Dr. Richard Faessel (TK20 administrator) at rfaessel@uwf.edu. MUST BE PURCHASED by
MIDTERM.
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Course Requirements & Grade Determination:
*All assignments must be submitted to the appropriate drop box for evaluation.
1.
Best Practices in Integrating Curriculum - Research Paper and Presentation (300 pts)
(PowerPoint) - Students will be required to extensively research best practices associated with
their content area (i.e. elementary areas, high school chemistry, middle school mathematics) and
construct a PowerPoint presentation based on a brief traditional research paper on the exemplary
practices they find. You should search online scholarly and peer reviewed journals in your field.
Examples of best practices in the classroom to help you do an effective presentation will be
available. TK20 KEY ASSIGNMENT
2.
Individual Lesson Plan Utilizing Differentiated Instruction (100 pts) - You will be
required to individually plan and develop three direct instruction lesson plans to be included in
your interdisciplinary unit based on your content area or the area you and your partner negotiate.
The lesson plan format will be prescribed by the instructor. Former examples of exemplary
lesson plans will be provided. The final product should be saved as a Microsoft Word document.
There is not a page limit to this project, since resource availability varies by discipline. A
qualitative professional analysis, based on a rubric, will be used to grade this project. Students
will present their lesson plan to the class in discussions section.
3.
Collaborative Interdisciplinary Unit (300 pts) - You will be required to plan and develop
an interdisciplinary unit with at least one colleague. The unit WILL include full lesson plans in
each subject area. I will provide exemplars for you to review and gain an understanding of the
requirements. The final product should be saved as a PowerPoint with presentation notes
attached. There is not a slide limit to this project, since resource availability varies by discipline.
A qualitative professional analysis, based on a rubric, will be used to grade this project. Students
will submit their interdisciplinary unit to their peers in the discussion section under the
appropriate topic as a PowerPoint. Examples will be provided to guide you through this process.
4.
Reflections & Final Reflective Analysis: (200 pts) - You will include reflections
throughout the class. Reflections will be submitted every other week via a blog posting and will
be evaluated as a single product. The first two submissions will focus on your experiences and
processing of the class concepts. The final reflection will include an analysis of integrated
curriculum and suggestions for how to use this knowledge in your future classroom
5.
Class Discussions (100 pts) - You will be graded for your class participation during the
entire semester throughout the threaded discussions. Your participation grade is based on active
involvement for every assignment and discussion session. Your participation in the discussions
includes reading what your classmates have posted in a timely manner and responding to
classmates discussion entries. Further directions for collaborative activities are provided within
the content of the course.
Grading Criteria:
A
900 – 1000 points
B
800 – 899 points
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C
700 – 799 points
D+
600 – 699 points
F
Below 599 points
Note: Key Assignments must be submitted in TK20. You must earn 70% or better on the
identified student learning outcomes of this assignment to pass this course and continue in this
Teacher Education program.
Special Technology Utilized by Students:
Each UWF Student is expected to:
- activate a UWF ArgoNet email account
- access email two to three times weekly
- have basic word processing knowledge
- purchase and activate a TK20 account
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student's responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Assistance for Individuals with Special Needs: Students with special needs who require
specific examination-related or other course-related accommodations should contact the Student
Disability Resource Center (SDRC), sdrc@uwf.edu, 850.474.2387. SDRC will send an email to
the instructor that specifies any recommended accommodations.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of appropriate
authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor's specifications. Any modifications to this syllabus will be announced
during the first week of the semester.
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References/Bibliography:
1.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: The
Association for Supervision and Curriculum Development.
2.
Beane, J. (Ed.). (1995). Toward a coherent curriculum. Alexandria, VA: The Association
for Supervision and Curriculum Development.
3.
Berko, R., Rosenfeld, L. & Samovar, L. (1997). Connecting (2nd ed). San Antonio, TX:
Harcourt-Brace.
4.
Brooks, J. & Brooks, M. (1993). In search of understanding: The case for constructionist
classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
5.
Cole, R. (Ed.) (1992). Educating everybody’s children: Diverse teaching strategies for
diverse learners. Alexandria, VA: The Association for Supervision and Curriculum
Development.
6.
Drake, S. (1993). Planning integrated curriculum. Alexandria, VA: The Association for
Supervision and Curriculum Development.
7.
Eisner, E. (1990). Creative curriculum development and practice. Journal of Curriculum
and Supervision, 6(1), 62-73.
8.
Florida Department of Education (1996). School improvement and accountability
standards. Tallahassee, FL; Author.
10. Frazee, B. & Rudnitski, R. (1995). Integrated teaching methods. Cincinnati, OH: Delmar
Publishers.
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Books.
12. Gonzalez, V., Brusca-Vega, R., & Yawkey, T. (1997). Assessment and instruction of
culturally and linguistically diverse students with or at-risk of learning problems. Boston: Allyn
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Earlbaum, Inc.
17. Hubbard, B. & Power, B. (1993). The art of classroom inquiry. A handbook for teacher
researchers. Portsmouth, NH: Heinemann.
20. Kellough, R. (1997). A resource guide for teaching K-12, (2nd ed.). Columbus, OH: Merrill.
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21. Kendall, J. & Marzano, R. (1996). Content knowledge: A compendium of standards and
benchmarks for K-l2 education. Alexandria, VA: The Association for Supervision and
Curriculum Development.
24. Kucer, S., Silva, C. & Delgado-Larocco, E. (1995). Curricular conversations. York, ME:
Stenhouse Publishers.
25. Marzano, R. & Kendall, J. (1996). A comprehensive guide to designing standards-based
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VA: Association for Supervision and Curriculum Development.
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schools. Needham Heights, MA: Allyn and Bacon.
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schools. New York: Teachers College Press.
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37. Tomlinson, C. (1995). How to differentiate instruction in mixed-ability classrooms.
Alexandria, VA: The Association for Supervision and Curriculum Development.
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38. Villa, R. & Thousands, J. (Eds.). (1995). Creating an inclusive school. Alexandria, VA: The
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39. Wiggins, G. (1993). Assessing student performance. San Francisco: Josey-Bass.
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Inc.
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