Curriculum Issues and Trends (Core Ideas in the Study of Teaching) CI 6830 Sample Syllabus. The University of Toledo Judith Herb College of Education

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1 Curriculum Issues and Trends (Core Ideas in the Study of Teaching) CI 6830 Sample Syllabus The University of Toledo Judith Herb College of Education Instructor: Dr. Rebecca Schneider, Professor and Chair (preferred) Phone: Office Hours: Office: 2000LL Gillham Hall UT Blackboard Login Site: site: Credit Hours: 3 graduate semester hours Overview Designed for educators, this course guides students in exploring core ideas to develop a framework for the study of teaching. Students investigate issues of what and how to teach in the content areas as well as explore the knowledge of expert content teachers. As a core graduate course in curriculum and instruction, students analyze and integrate ideas to form a theoretical framework and are guided in developing professional written work grounded in the literature. Topics include: Educative experiences, learning progressions, ambitious teaching, e-learning environments, and pedagogical content knowledge. Prerequisites 1) Graduate student status at the University of Toledo 2) Those seeking the Education Specialist degree must enroll in the doctoral level (CI 8830) Instructional Approach This fully online course is designed to stimulate student learning through the web-based delivery of readings, video, and audio, as well as collaborative activities involving asynchronous discussion and group projects. No on-campus meetings will be required. As an online (distance learning or DL) course all interactions and communications will be facilitated online. You will need to prepare and participate weekly in online activities and discussions, in interactions with other students, and the course readings and assignments. Your learning and that of your peers is depended on consistent and progressive conversations, discussions, and assignments. Although this course is somewhat flexible and adjustments are made for individual needs and schedules, this is NOT a self-paced course. Students are strongly cautioned against falling behind the overall pace of the course activities. Spring 2016 CI 6830 Curriculum Issues and Trends 1

2 Student Learning Outcomes Learners will be able to: 1. Demonstrate knowledge of core ideas in curriculum and instruction including current ideas and issues in a thoughtful and substantive manner 2. Design a plan for studying learning that integrates core ideas and develops pedagogical content knowledge 3. Develop and articulate a theoretically grounded and supported argument regarding the study of teaching in a content area 4. Reflect on his or her own thinking, learning, and pedagogical content knowledge 5. Critique and provide productive feedback for peers 6. Communicate professionally in formal writing using language style and conventions of academic English and APA guidelines 7. Participate knowledgably, reflectively, and professionally in discussions regarding core ideas for the study of teaching 8. Participate professionally in an online learning community Activities and Evaluation Your performance will be evaluated on the following tasks. Reflection and response Throughout the course you will respond to questions posed by the instructor based on class activities, assigned readings or other homework. Questions are intended to encourage thoughtfulness and reflection. Journal. Responses will be posted on your online journal. Journals are private conversations between each student and the instructor. Responses are informal but must be thoughtful. This is a place to try out ideas and get feedback. Responses are typically a paragraph or two. Consistency is essential; it is important to not fall behind. Responses to all questions are required. Discussion. We will also have a public discussion board. There will be forums for each module and the overall course. An important aspect of any learning community is the active engagement of students and teachers around worthwhile content. Your contributions are essential to your learning as well as to the health and learning of our own classroom community. No set number or pattern of posting is required. However, it is your responsibility to be prepared to be an active participant in each discussion by raising relevant questions, making contributions that promote discussion, being sensitive to eliciting the ideas of others in the class. Learning Study Plan The learning study is an examination of learning centered on one or more high impact ideas in your content area. Learning studies will include a description of the teaching context, the target Spring 2016 CI 6830 Curriculum Issues and Trends 2

3 idea(s) and how it is meaningful and worthwhile, student cognitive task and artifact, sequence of learning, and anticipated student ideas. Learning studies are written descriptions with examples and references. References will be in APA format. Learning study drafts will be review by a peer in the class. Final learning study plans will be posted publicly on your blog for the class. More details will follow in class. Peer reviews Each student will formally review another student's (a) draft learning study and (b) draft position statement. Reviews are a written critique describing strong points, areas for improvement with suggestions, and overall action items. Reviews will include 2-3 references to support your position in your review. Reviews are semi-private, between only two students. More details will follow in class. Position statement on the study of teaching The position statement is a professional argument regarding the study of teaching. It should be a thoughtful and persuasive presentation of your position. Position statements should be professionally written and suitable for sharing publically via an online blog. Selection of specific topics will be made in consultation with the instructor. Position statements must integrate and apply ideas from class, the course readings, and personal experience as appropriate for master s level work. Work must be thoughtful and clear, and claims should be supported (i.e. references should be cited). References will be in APA format. Statement drafts will be review by a peer in the class. Final statements will be posted publicly on your blog for the class. More details will follow in class. Spring 2016 CI 6830 Curriculum Issues and Trends 3

4 Assessment Scheme: Assignments are due on the dates noted below. All work must be turned in on due date. Grades on assignments will be lowered by one letter grade for each day an assignment is late unless prior arrangements are made with the instructor. The requirements are subject to change and adaptation at the discretion of the professor. You must submit an assignment on time in order to participate in any revision option. A grade of I (incomplete) will be given only under extreme conditions and with agreement of the instructor. Students must earn a grade of C or better on EACH assignment in order to earn a C or higher grade for the course. Assignment Percent of Grade Due Date Reflection and response Journal Discussion As Assigned Learning study plan Version one for review Final version with response to feedback Peer review Learning study Position statement Position statement on the study of teaching Version one for review Final version revised with response to feedback Required Reading: Readings will be electronic files supplies by the instructor. Studying Teaching Grossman, P., Schoenfeld, A. H., & Lee, C. (2005). Teaching subject matter. In L. Darling- Hammond & J. D. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1-22). P/F P/F 30 Educative Experiences Dewey, J. (1938). Experience and education. New York: Macmillan Publishing. (Read Chapter 3, Criteria of Experience) Hawkins, D. (1974). I, Thou, and It. In D. Hawkins (Ed.), The informed vision: Essays on learning and human nature (pp ). New York: Agathon Press. Learning Progressions Ayres, W. (2010). To teach: The journey of a teacher. New York: Teachers College Press. Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press. Spring 2016 CI 6830 Curriculum Issues and Trends 4

5 Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidencebased approach to reform. New York: Center on Continuous Instructional Improvement. Grossman, P., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher (pp ). New York, NY: Pergamon Press for AACTE. National Research Council. (2007). Taking science to school. Washington, D. C.: National Academy Press. (chapter 2 Goals for Science Education) Shavelson, R. (2009). Reflections on learning progressions. Paper presented at the Learning Progressions in Science (LeaPS), Iowa City, IA. Sikorski, T.-R., & Hammer, D. (2010). A critique of how learning progressions research conceptualizes sophistication and progress. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (pp ). Chicago, IL: International Society of the Learning Sciences. Optional Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas: Routledge. Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment. Washington, D. C.: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Schwab, J. (1964). Structure of the disciplines: Meanings and significances. In G. W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 6-30). Chicago: Rand McNally. Yin, R. K. (1991). Case study research: Design and methods (Vol. 5). Newbury Park: Sage Publications. Leaning Study Pang, M. F. & Ling, L. M. (2012). Learning study: Helping teachers to use theory, develop professionally, and produce new knowledge to be shared. Instructional Science. 40, Tan, Y. S. M. & Nashon, S. M. (2013). Promoting teacher learning through learning study discourse: The case of science teachers in Singapore. Journal of Science Teacher Education. 24, Ambitious Teaching Cartier, J., Smith, M. S., & Stein, M. K. (2013). 5 Practices for orchestrating task-based discussions in science: National Council of Teachers of Mathematics. (chapter 2) Duckworth, E. (2006). The having of wonderful ideas. New York: Teachers College Press. (chapter 12) Hawkins, D. (1974). Messing about in science. In D. Hawkins (Ed.), The informed vision: Essays on learning and human nature (pp ). New York: Agathon Press. Lampert, M., Boerst, T. A., & Graziani, F. (2011). Organizational resources in the service of school-wide ambitious teaching practice. Teachers College Record. 13 (7), Spring 2016 CI 6830 Curriculum Issues and Trends 5

6 Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education. New York: Routledge. (chapter 26) National Research Council. (2005). How Students Learn History, Mathematics, and Science in the Classroom. Washington D. C.: The National Academies Press. (chapter 9) Optional Abell, S. K., & Lederman, N. G. (Eds.). (2007). Handbook of research on science education. Mahwah, NJ: Erlbaum. Merseth, K. K. (1991). The case for cases in teacher education. Washington D.C.: American Association for Higher Education. National Research Council. (2006). America's lab report: Investigations in high school science. Washington, D.C.: National Academies Press. (chapter 3) E-Learning Garrison, G. D., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge. (chapter 2 and 3) Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education. San Francisco, CA: Jossey-Bass. (chapter 2) Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), The AACTE Committee on Innovation and Technology (Ed.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge. (chapter 9) Optional McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers' perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22, Framework for Studying Teaching Ball, D. L., & Forzani, F., M. (2007). What makes education research "educational"? Educational Researcher, 36(9), Darling-Hammond, L., Bransford, J. D., LePage, P., Hammerness, K., & Duffy, H. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do: Jossey-Bass. Dewey, J. (1929). The sources of a science of education. New York: Liveright. Fredricks, J. A., Blumenfeld, P., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), Optional Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-26, 46. Spring 2016 CI 6830 Curriculum Issues and Trends 6

7 Recommended Resources American Psychological Association. (2010). Publication manual (6 th ed.). Washington DC: American Psychological Association. University Policies Policy Statement on Non-Discrimination on the basis of Disability (ADA) The University is an equal opportunity educational institution. Please read The University s Policy Statement on Nondiscrimination on the Basis of Disability Americans with Disability Act Compliance. Academic Accommodations The University of Toledo is committed to providing equal access to education for all students. If you have a documented disability or you believe you have a disability and would like information regarding academic accommodations/adjustments in this course please contact the Student Disability Services Office. College of Graduate Studies Policies This course follows the policies described by the College of Graduate Studies. This includes both the general information and the Graduate Student Handbook available at: Please be sure you are familiar with these documents. Forms and other information for graduate students are also available from the College of Graduate Studies ( Spring 2016 CI 6830 Curriculum Issues and Trends 7

8 Grading guidelines Ideas are on track and work is well done...a Ideas on track but there are one or two minor points to adjust...a minus Main ideas are on track but there is at least one substantive issue to address...b plus Main ideas are on track but there more than one substantive issue to address...b Main ideas are on track but there are multiple substantive issues to address...b minus Many ideas on track but there are key weakness to address...c plus Some ideas on track but there are several key weaknesses...c One or more critical point or idea is wrong...c minus Only minor points are on track...d plus No ideas are on track...d You turned something in...d minus On track means consistent with ideas of the field (e.g. science education), what we are addressing in class, and where you should be at this point in the class and in your graduate program. Substantive issues are important issues that must be attended to but are fixable without totally restructuring your work. Key weaknesses are issues of greater impact and weaken or undermine your work. Revision will likely involve restructuring your work. Critical points are potential deal breakers that raise significant doubts about your understanding. Spring 2016 CI 6830 Curriculum Issues and Trends 8

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