EDI 639: Curriculum Development
Syllabus of Record
Catalog Description: A study of the various approaches of curriculum construction and
organization in the schools. Examination of principles of curriculum improvement, change,
and evaluation. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS)
Course Standards and Assessments:
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NBPTS Propositions #2: Teachers Know Their Subjects and How
to Teach Them
Appreciate how knowledge is created, organized and linked.
Have specialized knowledge in how to convey the subject.
Generate multiple paths to knowledge.
NBPTS Proposition #3: Teachers Are Responsible for Managing
Student Learning
Call on multiple methods to meet goals.
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Orchestrate learning in group settings.
Place a premium on student engagement.
Regularly assess student progress.
Are mindful of their principal objective.
NBPTS Proposition #4: Teachers Think Systematically About
Their Practice and Learn from Experience.
Seek advice of others; draw on research and scholarship to improve
their practice.
Common Course Assessment: Curriculum Problem Research Paper/Project
Major Topics:
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Understand various meanings of curriculum.
Identify some models and processes used for developing, renewing and
implementing curriculum as suggested by experts and used by practitioners.
Identify and use curricular information sources (students, society, specialists &
subject matter) to determine and select curricular intentions.
Describe influences on curriculum, instruction and assessment e.g. state, federal &
local initiatives, research, philosophies, beliefs, psychology of learning and
development, political realities, and policies
Explain and develop a curriculum vision.
Identify and develop assessments to determine student progress and identify
problems.
Identify and evaluate various instructional activities, resources, and teachinglearning strategies that can facilitate student achievement by all students. Identify a
curricular problem, its importance, background and possible solutions through action
research or a research paper.
Develop a means of solving a curricular problem through a curriculum project for
classroom, school or district use including a problem statement, rationale, solutions,
concept map or visual organizer, objectives, assessments, learning activities, and
resources..
Integrate into the curriculum project a technology component that can be used with
K-adult students.
Identify concepts related to complex curricular change and reform. Demonstrate an
understanding of the complexity of curriculum constructs by completing a variety of
curriculum activities.
Course Knowledge Base:
Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum,
assessment, and action planning. Alexandria, VA: Association for Supervision and
Curriculum Development.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.
Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment K –
12. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria,
VA Association for Supervision and Curriculum Development.
Marzano. R.J. (1992). A different kind of classroom: Teaching with dimensions of learning.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A. (1996). Differentiating instruction for mixed-ability classrooms.
Alexandria,VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies
and tools for responsive teaching. Alexandria, VA: Association for Supervision and
Curriculum Development.
Tomlinson, C.A. & Eidson, C.C. (2003). Differentiation in practice: A resource guide for
differentiating curriculum, grades 5-9. Alexandria, VA: Association for Supervision
and Curriculum Development.
Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction &
understanding by design: Connecting content and kids. Alexandria, VA: Association
for Supervision and Curriculum Development.
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association
for Supervision and Curriculum Development.