TAL 841 Syllabus--- Fall 2009
Long Island University – Brooklyn School of Education
Department of Teaching and Learning
Fall 2009
Professor: Sara Salloum
Office: 210 Pratt Bldg. – Cubicle 10
Telephone: 718 780-4371
Email Address: sara.salloum@gmail.com or sara.salloum@liu.edu (for very urgent matters)
Office Hours: Wednesday 3:00 -4:30 Or By appointment.
Meeting times and places
Wednesday, 6:30 - 8:20.
LCEF (9 Hanover Pl.; 3rd floor)
TAL 841: Curriculum in the Secondary School
This course provides students with the opportunity to investigate issues relevant to secondary
education curriculum content, design and reform. In order to understand more deeply the context in
which secondary teachers work, questions and problems relevant to secondary education will be
explored with an emphasis on curriculum. Areas of investigation include secondary school reform
initiatives, curricular standards, assessment, and Regents requirements.
An important objective of this course is to support students to access resources relevant to curriculum
development in their secondary area. To this end, we will discuss what knowledge is necessary to
develop appropriate lesson and unit plans and methods of assessment.
NOTE: There are 15 hours of fieldwork required for this course.
The KEEPS Mission: This course includes in its goals and objectives the development of teachers who
represent the Long Island University – School of Education Keeps Mission. Therefore, we aim to
prepare teachers who (are):
• Knowledgeable
• Engage in Enquiry
• Empathic
• Pluralistic
• Socially-committed
This is a Seminar Type graduate course so we will explore questions together in assignments and
other classroom activities:
What are the purposes of secondary school curricula?
1. What should students learn in secondary school?
2. How should students learn in secondary school?
What do teachers need to know in order to develop and teach curriculum?
1.
2.
3.
4.
What are the national, state and local standards relevant to your subject area?
What content should be taught and why?
What resources are necessary for effective teaching?
What are some of the relevant assessment tools with which you need to be familiar including
school and district mandates?
5. What is interdisciplinary curriculum and teaching?
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TAL 841 Syllabus--- Fall 2009
What are the issues relevant to standards and assessment?
1. Who decides what should be taught in secondary schools?
2. How can we assess learning?
3. What are standards and how do they aid teaching and learning?
Course Requirements
I. Attendance and class participation:
Attendance is mandatory and extremely important to your grade and success. If you are required to
be absent from class for any reason, please contact me in advance. Much of what we do in this course
will be based on in-class activities and presentations by your classmates. (Pls. refer to rubric below)
II. Required Writing Assignments
Students are responsible for the following assignments:
 A JIGSAW II expert presentation and discussion of assigned readings about reforms in your area.
 OPTIONAL (to improve grade): A reaction paper on readings for curricular reforms in your
subject area.
 Two reading reaction papers (Max 3-pages): It will be expected that you read chapters and/or
articles and react to them in the date assigned in the timetable and before the class discussion.
These reactions should be thoughtful, critically discussing specifics of each reading. Criteria for
reading reactions are the following:
o General impression: 1 pt.
o Discusses at least 3 ideas or issues from at least TWO readings: 1.5 pt.
o Shows understanding of those ideas and/or issues: 1 pt.
o Substantiates choice of these issues (at least once): 0.5 pts.
o Integrates personal experience or refer to literature: 1 pt.




1 lesson plan + student interview as informal assessment
1 lesson plan + formal assessment (test or rubric)
New York State Core Curriculum and Regents Exams Study Paper
A Book review as part of the Curriculum Study
NOTE: You will receive specific guidelines for each assignment in a timely manner.
Due dates are on the schedule and on the assignment checklist below.
Required Reading
Course textbook:
Jay McTighe and Grant P.Wiggins. (2nd Ed.). (2005). Understanding by design. Alexandria, VA :
Association for Supervision and Curriculum Development.
CD of readings will be distributed in class.
OTHER Resources
Curriculum Study Resources:
 New York State Core Curriculum and Learning Standards
(http://www.emsc.nysed.gov/deputy/Documents/learnstandards.htm)
 State Assessment: Regents Exams
(http://www.nysedregents.org/testing/hsregents.html)
 New York State Teacher Certification Examinations:
 Home Page: http://www.nystce.nesinc.com/
 Preparation Guide: http://www.nystce.nesinc.com/NY_viewSG_opener.asp
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TAL 841 Syllabus--- Fall 2009
Book Review Options: If you do not already have one in mind you can visit the Teacher Resource
Center in Pratt 250 to look at the collection there and choose a book from there
All:
Smith, F. (1998). The book of learning and forgetting. New York: Teachers College Press.
Language Arts teachers only
Keith Gilyard. (1991). Voices of the self: A study of language competence. Detroit : Wayne State University
Press.
Judy Blume, Ed. (2001). Places I never meant to be: Original stories by censored writers. New York: Simon
& Schuster.
DeStigter, T. (2001). Reflections of a citizen teacher. Urbana, IL: National Council of Teachers of English.
Math teachers only
Robert P. Moses (2001). Radical equations: Civil Rights from Mississippi to the Algebra Project. Boston:
Beacon.
Please also check out the Mathematics collection in the Teacher Resource Center
Science teachers only
Paul de Kruif. (1996). Microbe hunters. San Diego, CA: Harcourt.
American Association for the Advancement of Science. (1990) Science for All Americans. (web resource:
http://www.project2061.org/publications/sfaa/online/sfaatoc.htm)
Atkin, J. M, Coffey, Moorthy, S., Sato, M, Thibeault, M. (2005). Designing everyday assessment in the
science classroom. New York: Teachers College Press.
Okasha, S. (2002). Philosophy of science: A very brief introduction. New York: Oxford University
Press.
Social Studies teachers only
James W. Loewen. (1995). Lies my teacher told me: Everything your American history textbook got wrong.
New York: New Press.
Wineburg, S. (2001). Historical thinking. Philadelphia, PA: Temple University Press.
Zin, H., & Stefoff, R. (2007). A Young people's history of the United States, Vol. 1: Columbus to the Robber
Barons.
Zin, H., & Stefoff, R. (2007). A Young people's history of the United States, Vol. 2: Class struggle to the war
on terror.
Evaluation
Attendance and Participation
2 Reading Reactions (+1 optional)
Curriculum Reform Presentation
2 Lesson Plans
Curriculum Study Check Point
Curriculum Study and Book Review
Final Presentation
10%
10%
10%
20%
5%
40%
5%
Total:
100%
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TAL 841 Syllabus--- Fall 2009
Your grade will be determined from the following point totals:
91-100
A
89-90.75
A86-88.75
B+
80-85.75
B
76-79.75
C+
70-75.75
C
60-69.75
D
Below 60
F
TAL 841 Assignment Checklist
Assignment
1. Reading Reaction I
Due Date (may
change)
Done &
submitted
checked by Sara &
returned
September 23rd
2. Presentation/ Discussion on SM curriculum reforms
3. Optional: Reaction Paper about the Curriculum Reform
Readings
4. Reading Reaction II
5. 1st Lesson plan with informal assessment
6. 2nd lesson plan with formal assessment (Rubric, quiz, or test)
7. Curriculum Study Check point
8. Curriculum Study Paper & Book Review
* Academic Integrity Statement
The faculty of the School of Education has adopted the LIU, Brooklyn Campus Faculty Senate
definitions of both academic integrity and the various forms that academic dishonesty can take, for
example, plagiarism and cheating. As stated in the definitions, “academic integrity is the practice
of honesty and openness in scholarly, creative, and communal endeavors.” For a fuller description
of academic integrity and related issues, please refer to the School of Education Student
Handbook.
** Accommodations
If there are any students who feel that they may need an accommodation for any type of disability,
please make an appointment to see me during my office hours, so we can discuss services that are
available.
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TAL 841 Syllabus--- Fall 2009
Class Schedule (Tentative)
1.
2.
Date/ Day
Sept. 9
Sept. 16
Topic
Introduction and course overview
NA
Activity: What’s in a name?
Small social to get to know each other.
Background and Historical Context:
The Shaping of School Curriculum
Read:
 Tyack, D., & Cuban, L. (1995): Ch. 2 (CD)
 Ravitch, D. (2000): Ch. 9 (CD)
 Cuban, L. (2006) (CD)
 Cardinal Principles (CD)
Activity: APA Style Jigsaw activity
3.
Sept. 23
Large Purposes of Curriculum and
Politics
Activity: Mini-Inquiry
4.
Sept. 30
Students Presentations start:
Preparation for Reform efforts and
current issues in respective subject
matter areas
Reading, Assignments, Etc..
Read:
 Tyack, D., & Cuban, L. (1995): Ch. 3 & 4 (CD)
 “Nation at Risk” (CD)
DUE:
Reading Reaction I
Read:
REFER to CD for your respective SM area:
Math:
 Orril & Anthony. (2003).
 Shoenfeld. (2004).
Science:
 Brickhouse, N. (2001)
 Bybee, R. (1995).
 Lemke, J. L. (2001)
 Lynch, S. (2001).
 Cuban, L. (1995).
Language Arts
 Brozo, W. G., & Hargiz, C. H. (2003).
 Schuster, E. H. (1999).
 Learning Point Associates / North Central Regional Educational
Laboratory (NCREL). (2005)
Social Studies
 Evans, R. W. (2008).
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TAL 841 Syllabus--- Fall 2009





McGuire, M. (2007).
Hope, W. C. (1996) [under Warren_SS_96_tranform in CD]
Ravitch, D. (2007).
Ross, E. W, & Marker, P. M. (2005).
Fordham Institute Report: Forward & Introduction
http://www.edexcellence.net/doc/ContrariansFull.pdf
The Two Highlighted ones need to be presented by the same group.
5.
Oct. 7
Students Presentations: (cont’d)
Reform efforts and current issues in
respective subject matter areas
Read:
See Above
6.
Oct. 14
Learning Theories
Read:
 Fosnot, C. (1996).: Ch. 2 (CD)
 Wiggins, G. & McTighe, J. (2000): Ch. 10
 Delpit, L. (1995). (CD)
In preparation for curriculum study visit and examine:
New York State Core Curriculum & Regents Exam website
http://www.emsc.nysed.gov/deputy/Documents/learnstandards.htm
http://www.nysedregents.org/testing/hsregents.html
7.
Oct. 21
Designing & Planning Curriculum
Activity:
Graphic organizers as a planning
and instructional tools
Read:
 Wiggins, G. & McTighe, J. (2000): Ch. 1 & 2
 Shulman, L. (1986). HC
Due:
Reading Reaction II
8.
Oct. 28
Planning: Goals and Objectives
Activity:
Driving and Essential Questions
Read:
 Wiggins, G. & McTighe, J. (2000): Ch. 3, 4, & 5
In preparation for curriculum study visit and examine:
New York State Core Curriculum & Regents Exam website
http://www.emsc.nysed.gov/deputy/Documents/learnstandards.htm
http://www.nysedregents.org/testing/hsregents.html
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TAL 841 Syllabus--- Fall 2009
9.
Nov. 4
Planning: Interdisciplinary Lessons
Activity:
Guest Speaker or visit to Teacher
Resource Center for Book Review
Material
10. Nov. 11
Planning & Assessment
Activity: Regents simulation
11. Nov. 18
Assessment and testing
Activity: Creating a rubric
12. Nov. 26
Read:
 Clark, J. H, & Agne, R. M.(2000): Ch 2. (CD)
 Marcia Biedermen. (2001). (CD)
DUE:
1st Lesson plan with student interview as informal assessment
Read:
 Wiggins, G. & McTighe, J. (2000): Ch. 7
 Clark, J. H, & Agne, R. M.(2000): Ch. 11 (HC)
Read: (CD)
 Fedore, H. (2006).
 Lamb, J. H. (2007).
 Lattimore, R. (2001).
DUE:
Curriculum Study Checkpoint and Draft
NO CLASS
ONLINE discussion
Activity: Examining NYS Regents
Exams for Curriculum Study
Read:
ENJOY Thanks giving!
13. Dec. 3
Course Wrap-up &
CS Presentations
Read:
 Darling Hammond. (2004). (CD)
14. Dec. 10
CS Presentations
DUE:
Curriculum Study Paper + Signed Field Work sheet
15. Dec. 17
CS Presentations
DUE:
2nd lesson plan with formal assessment (Rubric, quiz, or test)
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TAL 841 Syllabus--- Fall 2009
Attendance and Participation Rubric (Total of 10 points)
Credits
Attendance
5 points
Participation
5 Points
5-4 points
 No absence or one excused
absence for extenuating
circumstances
 Generally arrives on time to
class (not more that 5
minutes late every once in a
while)
 Contributes to whole class
and group discussions
regularly.
 Asks questions and shares
ideas.
 Provide constructive
feedback in study groups.
 Timely hand-in of class
assignments (one lateness
is permitted)
3
 Missing 2 classes.
 Occasionally late coming
into class.
 Contributes to whole class
and group discussions.
 Occasionally asks questions
and shares ideas.
 Provide constructive
feedback in study groups.
 Occasionally late handing in
assignments with a
maximum of three lateness
per semester
1-2
0
 Misses three classes.
 Persistently late
coming into class.
Misses more that 3
classes (may need to
drop the course)
 Contributes very
minimally to whole
class and group
discussions.
 Provide minimal
constructive feedback
in study groups.
 Persistently late
handing in
assignments
 Two or Three Missing
assignments.
 Does not appear to
be engaged in
discussion during
classes
 Asks questions or
makes comments
that reveal
incompletion of
readings or
inattention to the
class topics of
discussion.
 More than Three
Missing assignments.
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