Curriculum+-+EDU+4310

= MISSION STATEMENT = Arlington Baptist College endeavors to prepare men and women for Christian life and ministries, both lay and professional, through studies in Bible, general education, church vocations and practical service, integrating faith and learning in the context of a Christian world view. I. COURSE DESCRIPTION This course is designed to familiarize students with curriculum in general, as well as with the various disciplines in an elementary school curriculum (content, learning activities, pedagogy, assessment). Special attention is given to evaluating curriculum guides, to discussing issues beyond the daily teaching experience, and to using the Texas Essential Knowledge and Skills (TEKS) in lesson planning. A review of basic principles relative to classroom management and discipline is also included. This course is a prerequisite to student teaching and is taken as part of the student teaching block in the senior year. II. COURSE GOALS A. To help students explore the definition, origins, aims and scope of curriculum in general. B. To familiarize students with published curricula and curriculum guides (EC-8th). C. To help students review various terminology relevant to the teaching experience (speakers and reports) – especially related to exceptional education. D. To help students review some basic principles of classroom discipline and management and to formulate a plan of their own. E. To familiarize students with content, learning activities, pedagogy, and assessment tools for various disciplines in an elementary (EC-8th) school curriculum. F. To expose students to the Texas Essential Knowledge and Skills (TEKS) for various disciplines (EC-8th). III. INSTRUCTIONAL GOALS Upon the completion of this course, student will be able to: A. Define curriculum and discuss its origin, aims and scope. B. Evaluate published curricula and curriculum guides for various subjects for various grade levels (EC-8th). C. Discuss various issues related to exceptional education which affect the classroom teaching experience and instruction. D. Discuss several key principles related to appropriate and effective discipline and management techniques useful in the classroom, as well as use these principles in creating their own discipline / management plan. E. Demonstrate knowledge of the relation between learning outcomes (objectives), learning activities, methods of teaching, assessment activities, and TEKS (Texas Essential Knowledge and Skills) through specific teaching activities used (during student teaching practicum) and compiled in a teaching file. IV. INSTRUCTIONAL OBJECTIVES A. After discussing curriculum – its origin, aims and scope – the students will write a three- to five-page report which summarizes what they have learned about curriculum. B. After discussing the components of an effective published curriculum guide, the students will evaluate three separate published curriculum guides (specific to the student’s area of specialization). C. To further expose the students to curricula related to their area of specialization, the students will review ten (10) additional curricula or curriculum guides. D. After hearing lectures and engaging in discussions on issues that influence the actual teaching experience, the students will type one-page reports which will demonstrate their understanding of the different issues addressed. E. After reading, summarizing and discussing journal articles related to effective and appropriate classroom discipline and management techniques, each student will create a personal discipline / management plan. F. To help students become more familiar with the content of the elementary curriculum, as well as the appropriate activities, evaluation methods, and methods of teaching concepts from various disciplines, the students will develop and organize a teaching file consisting of the following. They will collect and organize at least 5 teaching activities and 5 bulletin board ideas for each of the following disciplines: language arts, reading, math, science, and social studies (used during the student teaching practicum). The students will collect at least fifteen visual teaching aids (student teaching practicum). The students will create a picture file for different concepts taught in EC-8th, as well as a file of creative writing pictures. The students will make or buy five different (sizes/shapes) sets of letter patterns. V. REQUIREMENTS A. Develop a three- to five-page typed report which summarizes what the students have learned about curriculum. This report should contain a definition of curriculum. It could include a discussion of the following: historical influences, aims of curriculum, types of curriculum, curriculum planning, curriculum orientation, etc. This report should use parenthetical referencing for quotes and paraphrases, and it should contain a “works cited” page. This report will be due on January 22. B. Using a pre-written evaluation guide, the students will evaluate five different published curriculum guides. Review three different guides relevant to the student’s area of specialization. These three evaluations will be due on January 25. C. Using a condensed pre-written evaluation guide, the students will review and evaluate ten (10) additional curricula and curriculum guides related to their area of specialization. D. After hearing several lectures and engaging in several discussions on issues that affect the teaching experience, the students will type one-page reports on each presentation made. (Due: Jan. 27) E. After selecting at least three journal articles related to classroom management and discipline, the students will complete a two page typed summary on each article. After presenting these summaries to the class and taking notes on other summaries presented, each student will create a discipline and management plan for his/her future class. This plan should include: grade level, a list of classroom rules, a specific discipline system (rewards and punishments), a section on strategies for children with behavior disorders, a list of general “tips” for effective management / discipline, and other areas the students would like to include. The “plan” should be organized and structured for quick reference (bold titles, lists, charts, drawings, etc.). Include all of the articles and summaries with this plan. (Due Jan. 29) F. Collect, create, and organize a Teaching File. This file will be due on May 06. Most of the following assignments can be placed in one large plastic container or in a hanging file box. 1. Collect **five (5)** teaching activities for each of the following disciplines: language arts, reading, math, science, social studies. Each activity must have been used during the student teaching practicum and should have at least one objective written on it –as well as the TEKS that it covers. Also, each activity should include the subject and the date in which the activity was used. 2. Gather **five (5)** bulletin board ideas for each of the disciplines mentioned in #1. Each of these must have a diagram and a clear indication of the concept being taught or reinforced. Highlight or write out the concept. If a diagram is not available, the student will sketch one. (A couple of these should be ones that you had to display during “student teaching”.) 3. Buy or create **fifteen (15)** visual teaching aids. These visuals must be ones that you made / bought and used during student teaching. There must be a variety of disciplines represented in this collection. (No more than two math or two reading, etc.) Attach a note to each visual indicating how and when it was used during student teaching (introduction of concept, concept development, concept practice, closure, evaluation, etc.) 4. Create a picture file for different concepts taught in EC-4th or 4th-8th. This file should contain at least 15 different sections of pictures with at least 5 pictures in each section. Also, there needs to be a separate section of pictures for creative writing. There should be at least 15 pictures in this file. You will be graded on organization (labeling) as well as on having the correct number of sections and pictures. The pictures do not need to be mounted – but they must be cut out neatly. 5. Make or buy five different sizes/shapes of letter patterns. If you buy bulletin board letters, one of each letter must be “punched out” and put in a plastic bag (for instance) to be used for tracing. VI. ATTENDANCE / GRADING Due to the nature and length of the in-class portion of this course, there cannot be any excused absences. However, should a student have to miss, there will be a deduction of 5 points from the final grade for each absence. Also, it will be necessary for the full class time to be used productively, so for each tardy infraction, there will be a deduction of 3 points from the final grade. Curriculum Report- 10% Curriculum Guide Evaluations 05% Student Special Report- 10% Typed Summaries of Reports 20% Teaching File 35% Article Summaries/Pres/Disc&Mgt PLAN- 20% VII. ASSIGNMENT SCHEDULE January 11 Introduce Course Discuss Curriculum / Curriculum Guides Assign Special Reports January 12 Research / Curriculum Guide Evaluations January 13 Student Teaching Handbook: Dr. Sullivan Discuss Curriculum / Curriculum Guides January 14 Research / Curriculum Guide Evaluations January 15 Discuss Curriculum / Curriculum Guides January 18 Article Reports (3) – Discipline/Classroom Mgt. January 19 Research / Discipline/Classroom Mgt Plan and Special Reports January 20 Special Reports Presentations January 21 Research / Special Reports January 22 Special Reports Presentations Three-Page Curriculum Paper Due January 25 Special Reports Presentations Curriculum Guide Evaluations Due January 26 Prepare Discipline / Mgt. Plan January 27 Presentations: Discipline / Mgt. Plan Summaries of Special Reports Due January 28 Curriculum File / Miscellaneous January 29 Presentations: Discipline / Mgt. Plan

= BIBLIOGRAPHY =
 * Magazines: **

Education Digest
Instructor Learning Teaching PreK - 8 [] [|http://www.aisd.net] (Information: Helpful Links: TEA: Curriculum & Ed. Programs: Statewide Curriculum Centers: TEKS) [] (Handout of 50+ Internet sites related to classroom centers.) [|http://www.eduref.org] Interdisciplinary Lesson Plans (Click on “Lesson Plans”. Click on “Interdisciplinary”.) [] (Discipline and Classroom Management) [] (Discipline and Classroom Management) [] (Bilingual Education) [] (Inclusion) [] (IEP-Individualized Education Program) [] (IEP) [] (IEP, ARD Meeting) [] (Parental Rights – Educational Exceptionality) [] (Glossary of Terms in Exceptional Education) [] (Special Education – practical suggestions)
 * Internet: **