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Bridging theory and practice in curriculum development, Course Design provides teachers with invaluable concepts and skills for planning effective courses. The goal of the book is to help the reader become a flexible yet systematic curriculum planner by developing a greater awareness of the important decisions to be made and the alterative options available at each stage of decision making. The authors begin with a set of guidelines for developing a course and then lead readers through a step-by-step process of developing an actual course or unit of their own. The seventh edition features significant new coverage of state and national standards, and of multiple intelligences.
Questions for Discussion: The Conceptual Framework.
Relation of Course Design to Curriculum Development.
Alignment with Standards.
Generating Initial Ideas.
2. Setting a Direction.
Developing a Tentative Course Outline.
Intended Learning Outcomes (ILOs).
Formulating Central Questions.
Questions for Discussion: Central Questions.
Questions for Discussion: Mapping.
Finding Out Where the Students Are.
Answers to Exercises.
3. Developing a Course Rationale.
Values and Assumption.
Questions for Discussion: Values and Assumptions.
Rationale and Entry Point in Planning.
Components of a Course Rationale.
The Place of a Rationale in Course Design.
Questions for Discussion: Sample Rationale.
Rationales for Elementary School Units.
Questions for Discussion: Course Rationale.
4. Refining Intended Learning Outcomes.
ILO Statements: Form and Function.
Guidelines for Clarifying ILOs.
Priority of ILOs.
Overall Balance of ILOs.
Questions for Discussion: Intended Learning Outcomes.
5. Forming Units of the Course.
Clustering ILOs into Units.
Forming Units around Instructional Foci.
Titling the Units.
Organization and Sequence for Elementary Unit Planning.
Suggestions for Elementary Unit Planning.
Questions for Discussion: Forming Units.
6. Organizing the Course’s Units.
Organizing the Units.
Alternative Organizations: Some Examples.
Questions for Discussion: The Unit Outline.
Scope and Sequence Charts.
Answers to Exercises.
7. Developing General Teaching Strategies.
Effective Learning Environments.
Approaches to Instruction.
Example 7.1 Subunit Two–Wonders of the Forest Community.
Example 7.2 Subunit Two–Rivers.
Example 7.3 Subunit Two–The Sounds of Poetry (11D2 weeks).
Example 7.4 Subunit One–The Camera.
Introduction and Two Subunits from a High School.
Algebra Unit on Coordinate Geometry.
Example 7.5 Subunit Three–Graphing Two-Dimensional Linear Equations.
Example 7.6 Subunit Four–Operations of Graphs.
Course Planning Steps.
Questions for Discussion: General Teaching Strategies.
8. Planning a Course Evaluation.
Perspective on Evaluation.
Gathering Evidence on Main Effects.
Gathering Evidence of Educational Results.
Authentic Methods of Assessment.
Gathering Evidence of Side Effects.
Questions for Discussion: Course Evaluation.
Appendix A. Colonial America: Social StudiesCurriculum for Grade 5.
Conceptual Map for Unit on Colonial America.
Subunits: Coming to the New World.
Reasons for Coming and Reactions to Life Here.
An Early Settlement: Plymouth Plantation.
Daily Life and Regional Differences.
Religion in the Colonies.
Relationships with Native Americans.
Indentured Servants and Slavery.
Why Do We Call Them Colonies?
Appendix B. A Survey of Western Art.
Cognitions and Cognitive Skills.
Introduction to the Course.
Units: The Ancient World.
The Middle Ages, 5—6 Weeks.
The Renaissance, 5—6 Weeks.
The Baroque and Rococo.
The Revolutionary Age, 5—6 Weeks.
The Twentieth Century, 5—6 Weeks.
A Note on Cognition.
Appendix C. Immigration: A Social Studies:Unit for Sixth Graders.
Intended Learning Outcomes.
Complex Skill: Writing a Research Paper.
Subunits: Why Come to the United States?
U.S. Laws and Regulations Pertaining to Immigration.
Factors for Success and Failure of Immigrants.
Immigrants’ Contributions to U.S. Society and Culture.
Unintended Learning Outcomes.
Appendix D. A Metric Measurement Unit for Grades One and Two.
Susan M. Etheredge.
Intended Learning Outcomes for the Unit in Order of Priority.
“Get Ready” Lessons and Discussion.
Unintended Learning Outcomes.
Evaluation of High-Priority Intended Learning Outcomes.
Evidence of Main Effects of the Five High-Priority ILOs.