TE 600 Curriculum Development in Education
Summer 2015
Schedule Number-Suppressed
COURSE INFORMATION
Class Days: Fully Online
Most Assignments Due Thursday Evenings by 11pm.
Office Hours Times: questions via Blackboard or previously
arranged phone conversations
Course Overview
Advanced study of the research in curriculum development, construction and evaluation.
Course Objectives:

Define curriculum

Define inquiry education

List key questions about knowledge that educators need to consider in developing their curriculum

Identify critical thinking skills

Create Problem-based Unit Plans Using the 11 Steps Identified

Identify a variety of instructional strategies that can be used in problem-based learning such as use of graphic
organizers, role playing, debating, creating a newsletter, and working in teams.

Reflect on what is knowledge, whose knowledge is presented, and who benefits from the knowledge being taught.
Enrollment Information
This section of the class is limited to the cohort that was admitted for the Online Master of Arts in Teaching Program. Staring
Summer 2015.
Adding/Dropping Procedures-Can Add if Professor provides schedule line number. Dropping via university rules. Check
university deadlines. There are no exceptions to the university deadlines.
Course Materials
Please provide information about the materials for the course including, but not limited to:

Required Book: Barell, John. (2007). Problem-Based Learning: An Inquiry Approach. Thousand Oaks, CA: Corwin Press.

Other articles from library and accessed through Blackboard (such as by researchers Michael Young and Joyce King)
Success in an Online Course
This online course offers the advantage of learning anyplace and anytime. Despite this flexibility, to succeed in the online
learning environment students should keep in mind the following requirements:
•
A computer - PC or Macintosh- with a stable Internet connection. Higher speed Internet connections (cable modem,
DSL) are strongly recommended.
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Basic computer skills - email, surf the Internet, and create basic word processor files.
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Microsoft Office 2010, or higher (Must include Word and PowerPoint).
•
A reliable email address that will not change from the beginning until the end of the semester.
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A "technology back-up" plan. Students should plan out an alternative location to do assignments and quizzes in the
event their computer or Internet connection is not working! Consider not using Firefox. If stuck, try Explorer.
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Time. Distance learning courses require as much time as traditional (classroom) instruction. The primary difference is
that online instruction allows flexibility.
•
Self-motivation. Online students must be "self-starters" and have the ability to work with a minimum of supervision.
Students who procrastinate are rarely successful in distance learning courses.
Students are also required to:
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Make use of the online course materials available via Blackboard. Access to these materials is available once you have
registered to the course.
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Participate in asynchronous online discussions.
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Complete readings and assignments by the dates indicated on the syllabus.
•
Check email on a daily basis.
Course Structure and Conduct
The structure of the class is comprised of Distance Education modules which include:

Discuss of Concepts

Readings

Videos

Quizzes
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Individual and Group Activities Required – such as discussions, creation of statements, preparing lessons/units

The use of Blackboard
Course Assessment and Grading
Please explain how the course will be assessed and graded by including, but not limited to:

Approximate Due Dates for any Major Assignments or Exams will be Thursdays at 11pm for most modules. However it
is always best to check to ensure you have the right date by reviewing this syllabus.

Scored activities and weighting by percentage of total score (eg. Exams, Quizzes, Participation, etc.)

Grading Scale

Lack of participation and lack of finishing assignments/quizzes/projects will result in failing grades.
Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact
Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact
Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that accommodations
based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student
Disability Services. Your cooperation is appreciated.
Academic Honesty
The University adheres to a strict policy regarding cheating and plagiarism. These activities will not be tolerated in this class.
Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). Any cheating or plagiarism will result in failing
this class and a disciplinary review by Student Affairs.
Examples of Plagiarism include but are not limited to:

Using sources verbatim or paraphrasing without giving proper attribution (this can include phrases, sentences,
paragraphs and/or pages of work)

Copying and pasting work from an online or offline source directly and calling it your own

Using information you find from an online or offline source without giving the author credit

Replacing words or phrases from another source and inserting your own words or phrases

Submitting a piece of work you did for one class to another class
If you have questions on what is plagiarism, please consult the policy (http://www.sa.sdsu.edu/srr/conduct1.html) and this
helpful guide from the Library:( http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)
Turnitin
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to
Turnitin.com or other process for the detection of plagiarism. All submitted papers will be included as source documents in the
Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You may submit your papers in
such a way that no identifying information about you is included. Another option is that you may request, in writing, that your
papers not be submitted to Turnitin.com. However, if you choose this option you will be required to provide documentation to
substantiate that the papers are your original work and do not include any plagiarized material.
Online Classroom
Before your first session
•
Visit the Behind the Blackboard Web Conferencing – First Time Users and complete Step 1: Checking System
Requirements and Step 2: Configuring Your System

View a 7-minute Participant Orientation
In-Session

Be sure to join the session 5-10 minutes prior to the start.

Set your Connection Speed to the Internet.
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Use the Audio Setup Wizard to test your microphone and speakers.
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Participate in the session by responding to polls and providing feedback.

Raise your hand when you have a question or a comment.

Use Chat to send text messages during the session.

Remember that running other applications on your computer can slow your connection to the session.
Participant User Interface
Contact Blackboard Collaborate Technical Support

Available 24 hours/day - 7 days/week

North America, Toll Free: 1 (877) 382-2293
Participate from a Mobile Device (iPhone / iPad)

A free mobile app for iOS devices is available that allows you to participate in a session directly from your iPhone,
iPod touch, or iPad! Students are able to fully interact during the session:

Join live classes or meetings from iPhone or iPad

Interact via text chat and two-way audio

View whiteboard content and shared applications

Use emoticons, hand raising, polls, breakout rooms

Connect directly from Blackboard on your mobile device
Exam and Quiz Instructions
[Be sure to adapt these instructions based on the settings you choose under Blackboard’s Edit the Test Options (such as
whether you are prohibiting backtracking).]
REMINDER: The best browser for Blackboard is Firefox. There are known problems with using other browsers to take tests and
quizzes in Blackboard. Download Firefox for free: http://www.mozilla.com/en-US/
Suggestions for successful completion
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Choose the best answer, then click the little arrow on the bottom right to advance to the next question.
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Test must be completed the first time it is launched.
•
•
•
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Do not resize or refresh the browser window while taking the exam. Be aware that going onto another browser tab
or window will close out the exam. In other words, do not change screens during the assessment.
You can't go backwards. If you attempt to do so the exam will crash. Be sure of each answer before submitting it and
moving on.
If you have trouble for some reason email me (pang@mail.sdsu.edu-however I am not a computer expert)
immediately with an explanation of what happened. I will view your exam attempt. Please avoid having to do this by
following all the previous instructions.
For computer problems, I also suggest you go to the FAQ’s section on the left sidebar of BB. You can post your
question and other students can answer. Also our IT consultant will review the questions periodically.
Upon completion of the exam click on "Save and Submit" and check your score. Then go to "My Grades" to be certain the score
has been recorded. If your score has not been recorded in "My Grades" you must contact me immediately via email.
Procedures, Exams, Assignments
Before you start any module, see the Module term on the sidebar of BB.
When you click for Module 1, be sure to note there is a small side bar (small rectangle, square, and arrow) next to the title,
Welcome from your professor in the first webpage. Look for the square. Click the square. This will give you the module outline
so you can the list of elements for the module. This will show you the order of activities for the module. Be sure to keep that
link open. There is also an arrow. I prefer not to use that function.
Number, Description, Points Each, Total Points- See Module Schedule for exact points and due dates.
Total points without extra credit is 870 points. This is with all assignments completed and quizzes 100% correct.
Total points are 932 with extra credit.
Description of the course environment
The projects for the course are described thoroughly on BB in the modules. Students are encouraged to develop a timeline for
the semester for accomplishing the tasks required.
Participation in online activities, including video analyses and threaded discussions, take place on Blackboard
(https://blackboard.sdsu.edu/webappsllogin).
Threaded discussions and video analyses require synthesis of course readings, video information, classroom experience and
interaction with peers and instructors. See the discussion rubric, attached.
Estimated time commitment
Table 1: Modules and Estimated Hours
Module
Estimated hours
Including homework
and readings
1.
Start Here, Student Profiles
Introduction and
What is Knowledge?
What are the purposes of schools?
What is curriculum?
7.5
2.
What is Constructivism?
Why is constructivism important to
teachers?
5
3.
Preparing for Inquiry Education and
Curricular Overview
5
4.
Learning How To Design A Problem-based
Unit, Teacher-Student Shared Inquiry
6
Module
Estimated hours
Including homework
and readings
5.
What knowledge is being taught in
schools?
Who chooses what is to be taught?
Who benefits from what is taught?
Why are these questions important to
educators?
6
6.
Student-Directed Inquiry, Multidisciplinary
Approaches and Various Instructional
Strategies
5
7.
Major Project: Part 2 (Not a separate
module, but an important assignment in
your class. Want to make sure that you set
aside enough time to create an outstanding
curriculum unit.
6.5
8.
Review of Projects: Extra Credit
4
Grading
Total points- 920 (It is suggested that you earn a B or higher for graduate work.) With extra credit the total points
that can be earned is 982.
Grading Scale
A 828 points and above (90% and above)
B 736 points and above (80% and above)
C 644 points and above (70% and above)
D 552 points and above (60% and above)
Standards
A = Significantly exceeds standards for a 600 level class. For example, written material is of publishable quality. Presentation of
written material is professional with consistent margins, type face, and well-formatted bibliographies and footnotes. Print is
unquestionably legible and cleanly presented. Cover is well formatted and interestingly designed. Content shows originality,
depth of thought, and critical thinking. Passes quizzes with 90% accuracy. 90% of points and above.
B = Exceeds minimal standards for a 600 level course but not the level of an “A.” Content may recapitulate thoughts of others,
but is not particularly original nor critical in its approach. Mechanics are in place and the writing flows well and the thoughts
make sense. Passes quizzes with 80% accuracy. 80% of total points or higher.
C = Meets minimal standards for a 600 level course. You have completed the assignment, but there are errors in the mechanics,
required sections may be somewhat weak or nonexistent, the flow is logical but not consistently so. Passes quizzes with 75%
accuracy. 70% of total points or higher
D = Does not meet minimal standards for a 600 level course as stated above.
How to participate in the course
This online class is developed in a way so that modules build on each other. The major focus is on learning about problembased education and inquiry education. Since this is a curriculum development class, it is important for you to understand that
educators need to think about what knowledge should be taught? Who decided on the knowledge that you learned? Who
benefited from teaching that knowledge? Why was that knowledge taught? How can teachers and students become more
involved in the knowledge identification and selection process?
One of the advantages of problem-based education is that teachers and students have more control over what they learn.
Together they decide on what knowledge is most important. In researching most social problems, students and teachers
examine and gather data from a variety of disciplines. Also diverse viewpoints are also explored. When teaching about
problem-solving education, it is critical that each student identifies solutions to the problem being studied. Each solution will
have consequences too. Most often students do not realize that each solution that they choose has a variety of consequences
that may arise. This is why students need to examine different alternative solutions. Hopefully the critical-thinking skills
students learn in problem-based learning will also help them in their lives as they mature.
Each module will be released on Friday of each week. If you have a friend/colleague in the class, I suggest that you talk with
them. The social interactions and discussions may help you to more fully understand the concepts and content being taught.
Do all assignments and quizzes. The only assignment that is optional is in module 7 for extra credit.
Some of the material is extremely challenging. Your responses may be similar to your students who face difficulties in their
learning. Reflecting on your feelings about the learning in this class, how can the reflections help you to more fully understand
the challenges your students face in your classroom? How your students are feeling? How can you be a more effective teacher?
I plan on having one Office-Hour session during the term so that if you have questions, you can them. It will give you time to
discuss your queries. I will let you know in advance. If you cannot log in at that time, I will archive the session so you can listen
to it later.
Please make sure your assignments and quizzes are finished by 11pm on the due date. No exceptions!
Texts and materials
Required Texts

Barell, John. (2007). Problem-Based Learning: An Inquiry Approach. Thousand Oaks, CA: Corwin Press. You can
purchase this through the Aztec Bookstore. You can also ask them to send the book for free if you use the following
coupon code when ordering the text: 2015.

Your books are available at https://eva.aztecshops.com/ezb/Login.aspx . The flat-rate fee for Ground Shipping is
$8/order unless you have a fully online class and use the coupon book code above. All orders are processed and
shipped by the next business day (Monday-Friday). You can contact EZBooks at shopaztecs.com Customer Service at
866-388-7378.
Course Schedule
Table - Course Schedule with Date, Activity, and Assignment
Due Date by 11pm
Activity
Assignment
May 28, 2015
Student Profiles
Go to Start Here for this assignment. 50 points
Module 1: Purpose of Schools
Mini Assignment, Personal Journal, List three
purposes of schools. Not more than 50 words, 60
points
Module 1: What is Curriculum? What is
Knowledge? Have watched Dr. Michael Young’s
video and article.
Quiz. 112 points, 14 questions, each worth 8 points
Module 2: What is constructivism?
Mini Assignment, Personal Journal: Write the most
important principle of constructivism in less than 17
words. 50 points
Module 2: What is constructivism?
Quiz, 20 questions, 100 points
June 4, 2015
Worth more than 100 because it is a difficult quiz.
Who was Lev Vygotsky?
June 11, 2015
Module 3: What is inquiry education?
Personal Journal. 10 points each, 60 points
What is problem-based learning?
Finish these sentence prompts about problem-based
Due Date by 11pm
Activity
Assignment
learning:
1)
2)
3)
4)
5)
6)
June 18, 2015
Module 4: Creating a problem-based unit. Use
an interdisciplinary approach
What seems important about problem-based and
inquiry education is…
What I would like to know more about problembased and inquiry education is…
The two most important ideas in chapters 1, 2, and 3
are…
The ideas in chapter 1 and 2 reminds me of…
What if…
What I could begin doing with students today is…
Major Project-Part 1
Create an outline based on the format shared in the
module. It is slightly different from the one in the
book. Just have bullets for each of the steps. Upload
this draft to your personal journal section. If you have
a partner, make sure the duties/responsibilities are
spelled out clearly in part 1 for the entire project. You
may be creating this unit with a partner so make sure
both of your names are on this project.
100 points
June 25, 2015
Module 5:
Major Assignment: Major Project Part 2
Major Project-Part is due
Upload your final project.
When you upload the unit please make sure the
following is part of your subject line:
Issue Covered, Grade Level, Subject Areas
Consider creating a powerful cover for your unit. The
cover should represent the issue. Maybe it is a photo
graph, a drawing, or a comic.
200 points
June 25, 2015
Module 6-What is Student-directed inquiry?
Quiz: Student-directed inquiry, 100 points
July 2, 2015
Module 7
Quiz- Joyce King’s article, “Dysconsciousness Racism:
Ideology, Identity, and Miseducation of Teachers”
This article is about social oppression, however the
questions about knowledge are still the same. 100
points
What Knowledge Should Teachers Include in
Their Curriculum?
Whose viewpoint should the knowledge
represent?
July 2, 2015
Module 8-Review Major Projects-Extra Credit
Extra Credit- Write comments on 3 projects. Identity
major themes. Identify common strengths. Give
recommendations for all. Not more than 60 words.
This will be on the Discussion Board.
60 word max extra credit. (comprehensive discussion
60 points, need more analysis of 3 projects= 50
points, weak discussion with limited evidence 40
points)
Place this in the Discussion board: Start Thread with
Final Project Discussion. I will be looking for original
ideas from each submission. Add unique ideas in
order to get any credit. We want to learn from each
other.
Interacting with me
I'll try to respond within 24-48 hours to emails sent me from within Blackboard. For quick questions, the turnaround time may
be much shorter. (If Blackboard is not working or for non-course-related communications, write to me using my outside email
address: pang@mail.sdsu.edu., however always put TE 600 and your name in the Subject line. This will alert me of your
message.)