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Nov 22, 2024
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EDU 5115 - Curriculum Design For Secondary Classroom
credits: 3.0
Is the study of the design of secondary curriculum (grades 7-12) with a focus on developing units of instruction that engage learners and promote transfer. The first unit of the course will focus on the science of learning and the development of the adolescent brain. This brain science will inform that design of lesson plans for secondary classrooms. Utilizing a backwards design model, pre-service teachers will develop learning segments from New York State curriculum standards and design formative and summative assessments to measure student learning. Additionally pre-service teachers will be expected to develop differentiation strategies that allow all students to engage with rigorous content. Further explorations of student-centered learning strategies and brain-based approaches will inform the lesson planning process and allow pre-service teachers to design a learning segment for their content area. Pre-service teachers will also explore critical pedagogy, inquiry-based learning, and critical curriculum theory to deepen their knowledge of the breadth and depth of curriculum studies at the graduate level. Objectives: A) Describe the complex nature of secondary school curriculum, instruction, and assessment and be able to describe trends in curriculum development and instructional practices; B) Synthesize and apply short and long range planning strategies that are consistent with best practices, and district, state, and national requirements; C) Discuss key issues relating to the design and implementation of curriculum and be able to identify, describe, and employ appropriate strategies to achieve learning outcomes; D) Critically analyze professional educational research data in the field of curriculum, instruction, and assessment; E) Use methodologies that integrate disciplines across the curriculum and demonstrates content knowledge of student’s certification area; F) Recognize and utilize technological opportunities available for planning, instruction, and assessment; G) Describe the relationships that exist between and among the topics of student development, diversity, curriculum construction, instruction, and assessment practices; H) Model effective collegial partnerships to maximize student learning, curriculum efficacy, and demonstrate reflective practitioner dispositions. Method of Instruction: Lectures, Discussions, and Readings. Method of Evaluation: Discussion Questions, Context for Learning, Lesson Plans, Summative Assessment, Critical Pedagogy Presentation, and Final Exams for Portfolio Segment and Unit Plan.
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