California State University Dominguez Hills
GED 510 Process of Curriculum Development
Fall 2014
Instructor: Jeff Sapp
Office: COE #1453
Telephone: (310) 243-3721
Email: jsapp@csudh.edu
Home Page: www.professorsapp.com
Office Hours: Wednesday 1-8 at The Prep
University Statement Regarding the Americans with Disabilities Act: CSUDH adheres to all applicable federal,
state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with
temporary and permanent disabilities. For students with a disability that may adversely affect their work in class, it is
recommended that they register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly
confidential. Note: no accommodation can be made until a student is registered with the DSS in WH B250. For
information call (310) 243-2028.
University Statement Regarding Academic Integrity and Plagiarism: The CSUDH booklet Student Rights and
Responsibilities states that “...all academic work submitted by a student as his or her own should be in his or her own
unique style, words, and form. When work is submitted that appears to be original, but actually is not, the student has
committed plagiarism.” For this course, you are expected to submit an original instructional unit. You may incorporate
materials and resources developed by other individuals, but be sure to cite the authors or developers of these materials
and resources. Please refer to the University Catalog for the full state of the university’s policies.
Conceptual Framework of the College of Education
Please view the COE website at www.csudh.edu/cps/soe to learn more about our Mission, Vision, Beliefs, and programs.
Mission Statement
We collaborate to design and implement rigorous and relevant programs, recruit and support excellent candidates,
develop interactive learning environments that foster student achievement and empowerment, pose critical questions, and
engage in continuous improvement.
Vision Statement
The College of Education, in partnership with P-14 schools, prepares deeply knowledgeable education professionals who
are passionate about helping all students reach their full potential, and who make urban schools the places where
children, families and teachers thrive.
Core Belief Statements
Developed by faculty and centered on key themes in educator preparation, these statements express the strong values that
underlie our professional work and that have long been held in the College of Education. These beliefs define our work
together even when it branches out into different projects and endeavors. Each theme and statement stems from a strong
knowledge base that includes theories and research from each of the disciplines in our school.
 Access: We believe that every child is entitled to caring, competent and qualified teachers, administrators and
counselors every year.
 Responsive Pedagogy: We believe that all students can learn when educators know them, have high
expectations for them and provide them with appropriate instruction and scaffolding.
 Reflection: We believe that our academic programs and fieldwork must integrate current research, significant
theory and public policy through reflective practices that result in continuous improvement.
 Growth: We believe that education professionals have an obligation to be a force for continual and positive
growth for themselves, their students, their colleagues, and their communities. This gives purpose to our
practice of continuous assessment and improvement.
 Collaboration: We believe that collaboration within and among all stakeholders and communities is integral to
learning and to transforming schools.
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Course Description:
This course is designed to review contemporary developments in curriculum theory and practice.
The course will include experience in the development of units of instruction and the development of
criteria for evaluating published curriculum materials.
NBPTS 5 Core Propositions (National Board for Professional Teacher Standards) nbpts.org
The following propositions need to be implemented through course objectives and assignments to
fulfill NCATE Unit Assessments Data Collection Reports:
1. Teachers are committed to Students and Their Learning
2. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students
3. Teachers are Responsible for Managing and Monitoring Students Learning
4. Teachers Think Systematically about Their Practice and Learn from Their Experience
5. Teachers are Members of Learning Communities
Course Objectives:
Upon completion of this course, students will:
1. Demonstrate an understanding of the historical, philosophical, psychological, and global
dimensions of curriculum development. (NBPTS proposition 1&4)
2. Comprehend the conceptual and methodological knowledge base for curriculum
development in a professional field. (NBPTS Propositions 2 & 4)
3. Design the curriculum so as to provide for more effective articulation of the process (balance,
scope, and sequence) and its final product. (NBPTS Propositions 2, 3, & 4)
4. Distinguish between curricular and instructional concepts and terminology. (NBPTS
Propositions 2 & 5)
5. Develop the rationale and values for instruction and teaching strategies that create and
sustain differing perspectives in curricular issues. (NBPTS Propositions 2, 3, & 4)
6. Identify and utilize the basic tasks and procedures of curriculum planning and its
development of education for all individuals. (NBPTS Propositions 1, 2, & 4)
7. Evaluate current curricular materials across subject areas especially as presented in the
California Framework/Standards. (NBPTS Propositions 2 & 4)
8. Identify and engage in the requirements of leadership for the development, introduction and
improvement of curriculum. (NBPTS Propositions 2, 4, & 5)
9. Use the resource tools available for curriculum development including the curriculum lab,
library, electronic media, and documents from place of work. (NBPTS Propositions 1, 2, 3,
4, & 5)
Required Texts:
Ornstein, A. & Hunkins, F. (2009). Curriculum: Foundations, Principles, and Issues. Boston: Pearson. 5th
Edition.
Grading:
The following percentage grading scale will apply:
A
205-220
BA198-204
C+
B+
190-197
C
B
175-189
C-
168-174
160-167
140-159
130-139
D
F
110-129
<110
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Course Assignments:
All assignments will be further explained in class and you will be given a handout detailing each
assignment. Grades will be lowered on assignments more than one week late.
Course Assignment
Philosophy of Teaching and Curriculum
Curriculum Analysis
Instructional Unit
Blog Entries
Discussion Forums
Points
2 at 10 points each
50 points
75 points
6 at 10 points each
3 @ 5 points each
Due
September 3/December 3
November 12
November 19
On-Going
On-Going
Philosophy of Teaching and Curriculum (2 @ 10 points each) – You will state your initial philosophy of
teaching and curriculum twice – once near the beginning of the semester and once near the end. The second
statement should include a description of the way(s) in which the studies of curriculum theory, analysis and
design have affected your view of teaching. Two to three pages, double-spaced (each).
10 points
5 – 9 points
1 – 4 points
0 points
Statement is submitted on time in the required format and addresses both teaching and
curriculum. Second statement demonstrates changes that have taken place because of
course materials and activities.
Statements submitted late or are missing required elements.
One statement missing or one or both statements appear to be superficial.
Neither statement is submitted.
Curriculum Analysis (50 points) – You will analyze an existing curriculum (your choice of subject area,
grade level and/or program). The curricular materials (copies) should be made available with your analysis.
Limit six double spaced pages for the analysis. Your paper should include:
 The context of the curriculum – grade level, subject, students, district, demographics, family SES
level. How have these factors affected the curriculum or its implementation?
 A description of the philosophical, historical, psychological and social foundations of the curriculum.
 Information about the development of the curriculum. Who developed the curriculum? Is it a
commercial product or was it developed in your school/district? Was it designed specifically for your
school/district or is it widely used?
 Information about the implementation of the curriculum. How and why was this curriculum put into
place at your school? Who was involved in the decision to adopt it? Who decided how it was to be
implemented?
 The goals and objectives for the curriculum. Are they being met? Why/how, or why/how not?
 Besides the grade level, who is taught using this curriculum (e.g., everyone, only general education
students, only gifted)? Are some students excluded? If so, why?
 Given the context of your school, are there any issues that exist in the way the curriculum was
designed/developed and how it was implemented? For example, are there issues of culture, language,
ability, gender, SES, etc.?
 The methods used to evaluate the effectiveness of this curriculum.
 If you were in control of this curriculum what (if anything) would you change?
45 - 50 points
35 - 44 points
20 - 34 points
1 - 19 points
0 points
All required sections are fully addressed and submitted in the required format by the
due date. Appropriate spelling and grammar.
Paper is late or one or two sections are complete.
More than two or three sections are not complete.
More than three sections are not complete.
Project not submitted.
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Instructional Unit (75 points) – You will design an instructional unit (your choice of subject area, grade
level and/or program) and present an overview to your classmates. The write-up is limited to ten double
spaced pages plus a reference list and appendices (if appropriate). Note: The book Posner, G. & Rudnitsky, A.
(2006). Course Design: A Guide to Curriculum Development for Teachers. Boston: Pearson. (7th Edition) will
be especially useful in this process. The following sections should be included:
 Introduction – provide a brief overview, including setting, grade level, subject, student
characteristics
 Rationale
o A rationale/justification for the design of your unit based on student data. What student
performance data justifies the creation of this unit using these strategies/activities? How
might your design change the situation?
o A theoretical, research-based rationale/justification for the design of your unit. In
paragraph form, describe the curriculum philosophy/theory that forms the foundation for
your design. Locate five articles that support the strategies and methods that you are
using. Cite these articles (APA format) within the justification section and include a
reference list (APA format) at the end of the write-up.
 Guiding Questions– list the questions that your students will be able to answer after completing
all unit activities (should be related to the summative assessment)
 California Standards – list the specific standards addressed by the unit as a whole
 Subunits – You will most likely break up your unit into smaller subunits (e.g., class
meeting/day/week). For each subunit, include the items listed below
o Learning Outcomes - The specific objectives for the subunit stated in measurable terms
(what the students will be able to do after completing the activities in the unit). Objectives
should include knowledge, skills and attitudes as appropriate.
o General Teaching Strategies – What will you do with the students? What activities will take
place?
o Technology – Will technology be included? If so, how?
o Vocabulary – What new vocabulary will need to be introduced to students?
o Thinking Skills – How will critical thinking skills be included?
o Differentiation - Methods/strategies for the adaptation of your unit for at least one group of
special needs students (e.g., special education, language difference, gifted).
o Assessment – How will you know students have met the objectives of the subunit (formative
assessment)?
o Resources – What will be required in order to implement this subunit?
 Summative Assessment - create a summative assessment (include in appendix with a rubric)
 References – cite (in APA format) the five articles you included in your rationale.
70 – 75 points
50 – 69 points
30 – 49 points
1 – 29 points
0 points
All required sections are fully addressed and submitted. No more than 10 double-spaced
pages plus reference list and appendices.
o Rationale addresses both data and research to justify the design. Five articles are cited.
o Guiding questions and California standards are included and related to the summative
assessment.
o Subunits form logical groupings of activities and contain all the required elements.
o All objectives/learning outcomes are stated in measurable terms.
o Teaching strategies are clearly described for each subunit.
o Assessment includes pre-assessment and summative assessment (sample with rubric) and
each subunit includes formative assessment.
o Paper is submitted after due date or has problems with format, spelling and/or grammar.
o Citations and a reference list are not in APA format.
o One or more of the required elements are missing or are not well described.
o Subunit activities and assessments do not match objectives/ outcomes.
Two of the problems listed above are indicated.
Three or more of the problems listed above are indicated.
Project not submitted
o
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Blog Entries (6 @ 10 points each) – Write a Blog entry in our course Blog for each of the prompts below.
See the Proposed Schedule for due dates.
 Prompt 1 – How do most educators define curriculum? Do you agree, or is your definition different in
some ways?
 Prompt 2 - With which curriculum philosophy do you most closely identify and why?
 Prompt 3 - Which period in the history of American education would you like to visit and why? What
could you learn from the visit?
 Prompt 4 - With which of the psychological foundations of curriculum presented in Chapter 4 do you
most closely identify with (behaviorism, cognitive psychology, humanism), or a combination of more
than one? Why?
 Prompt 5 – Do you think the curriculum should be different for various types of schools (e.g.,
urban/suburban/rural, public/charter/private)? Why or why not?
 Prompt 6 - Do you think subject-, learner-, or problem-centered curriculum designs are best? Why?
10 points
5 – 9 points
1 – 4 points
0 points
Entry is submitted on time and directly addresses all elements of the related question.
Entry demonstrates thoughtful reflection.
Entry submitted late or addresses only part of the related question or minimal evidence of
thoughtful reflection.
Entry appears to be superficial – completed only because it is required, not demonstrating
thoughtful reflection.
Entry is not submitted.
Discussion Posts (3 @ 5 points each) – Post at least one message and one reply to three Blogs (see Proposed
Schedule for due dates).
5 points
1 – 4 points
0 points
At least one message and one reply to another message are submitted on time.
Message or reply (not both) missing or submitted after due date.
Neither a message nor a reply is submitted.
Computer/Information Literacy Expectations for Students enrolled in this class
Students in this class are expected to: 1) use the university email system (Toromail), 2) use a word processing
program for writing assignments (e.g., Microsoft Word), 3) be able to access assigned websites through the
internet, 4) use the Library databases to find peer-reviewed journal literature, 5) be able to create a power
point presentation, and 6) be able to paraphrase concepts without plagiarizing. For additional information
about computing on campus, including tutorials, students should go to: http://www.csudh.edu/infotech/labs
http://www.csudh.edu/infotech/student_index.shtml
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Class Schedule CUR 510 Fall 2014 Sapp
Assigned readings in Ornstein & Hunkins, Blog entries and discussions should be completed before
the indicated class.
Week/Date
August 27
September 3
September 10
September 17
September 24
October 1
October 8
October 15
October 22
October 29
November 5
November 12
November 19
November 26
December 3
Topic(s)
Introduction to the class, defining
curriculum
Chapter 1 The Field of
Curriculum
Chapter 2 Philosophical
Foundations of Curriculum
Chapter 3 Historical Foundations
of Curriculum
Chapter 4 Psychological
Foundations of Curriculum
No Class – Jeff out of town for
professional meetings
Chapter 5 Social Foundations of
Curriculum
Chapter 6 Curriculum Design
Chapter 7 Curriculum
Development
Chapter 8 Curriculum
Implementation
Chapter 9 Curriculum Evaluation
Chapter 10 Curriculum Issues
and Trends
Presentation of units
No Class/Thanksgiving Break
Presentation of units (as needed)
**Due
**Initial Statement of Philosophy
of Teaching and Curriculum due
**Blog: Prompt 1
**Blog: Prompt 2
**Blog: Prompt 3
**Blog: Prompt 4
**Blog: Prompt 5
**Blog: Prompt 6
**Curriculum Analysis due
**Instructional Unit write-up due
**Final Statement of Philosophy
of Teaching and Curriculum due
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