1. Module 6 TED 356 Curriculum in Sec. Ed.

2. Module 6 Explain how teachers use standards-based curriculum to develop courses, supported by professional development resources (including technological resources) recommended or described by professional organizations.

3. Reading Read the following in the Duplass textbook: –Topic 19: “Planning Efficient Instruction” Refer to the following as needed: –Unit 8 (Topics 41-45)

4. Introduction Congratulations! You have a teaching job!!! You start in 3 weeks. You are informed that you will teach 4 courses your first year. You need to plan the courses.

5. Introduction How do teachers plan courses? If a teacher knows how: –He/she will plan the courses. If a teacher does not know how: –He/she will rely on the textbook to form the structure of the course.

6. Step 1: Assemble Materials Assemble the following materials: –State standards. –Professional standards. –Test specifications (PSSA). –Textbook(s). Publisher’s ancillary materials and other resources for both background knowledge and materials that you could use in class.

7. Teacher Preparedness Do I have the background knowledge to teach this topic? –If not, where and how can I get up to speed, fast? –How much time am I going to have to commit to learning the content to teach it well? What resources are available to teach it well? Are there resources for the students so that this can be an active learning experience?

8. Step 2: Develop Key Topics Ideal: –Read through the materials you have gathered. –Determine and list down the key topics. Realistic: –Use the textbook units/chapters to assist in organizing. Review result. Add, subtract, move as necessary.

9. Develop Key Topics Conceptualize the following: –Big Ideas. –Identify Procedural and Information Knowledge related to the state Standards. –Identify the Basic Skills and Academic Disposition that can be developed using the Information Knowledge you will teach.

10. Step 3: Name and Description Course Name: –List the name of the course. Course Description: –What is the course about? Write a brief description that could describe what the course is about to the students.

11. Step 4: Course Questions Course Questions: –List critical questions that the course will answer. By the end of the course, every student will be able to answer these questions. –Develop approximately 6-12 questions. At this point, you can build a final in essay format. Use big questions (maybe suggested by sections of your textbook).

12. Step 5: Course Expectations Course Expectations: –Delineate learner expectations. What must students to do to earn grades? –Answer: What? Value?

13. WhatValue 5 Units (projects, homework, quiz) 4 quarterly tests 1 Major project 1 Final exam 5 units @ ? Pts = ? 4 tests @ ? Pts = ? 1 project @ ? Pts = ? 1 exam @ ? Pts = ?

14. Setting Course Expectations 5 Units projects homework quiz 4 quarterly tests 1 major project 1 Final exam 50 @ 10 pts @ 5 pts @ 10 pts @ 20 pts 100 Convert to Letter grade

15. Setting Course Expectations 5 Units projects homework quiz 4 quarterly tests 1 major project 1 Final exam 40 60 @ 8 pts @ 5 pts @ 20 pts 100 Convert to Letter grade

16. Typical Scenario Unit 1 2 3 4 5 Projects x x x x x Homework x x x x x Test x x x x x Participation Final Exam Course Project xxxxxx

17. As You Work, Consider… What tasks can I have students complete to ensure that they reconstruct the knowledge? Design homework that is project-based. Remember that class participation is not an effective measure of student achievement.

18. Step 6: Critical Concepts Critical Concepts: –List critical concepts that will be emphasized throughout the course, that relate to course questions, and that cut across more than one unit.

19. Step 7: Units Units: –Name the units in which the critical concepts will be learned. –Draw a course map. Course Units Unit

20. Step 8: Community Principles Community Principles: –List principles or “rules of the road.” –Students, while we work through these units, we will… –In 7-12, you can work with students to establish these rules.

21. Step 9: Performance Options Performance Options: –Consider performance options (universal design). For example, if a student cannot read, what will you do regarding text, materials, quizzes/tests for this student? –Determine whether options exist for all or just some students.

22. Step 10: Learning Rituals Learning Rituals: –List the teaching routines, learning strategies, and communication systems related to learning that will be used throughout the course to enhance learning. Examples: Assignment planners, paraphrasing, self questioning, feedback sessions, class problem solving, mnemonics.

23. Address These Questions Is there Procedural Knowledge that can be the focus of the lesson? If not, are there Basic Skills that could be the focus? Are there both? How can I make the topic relevant to students’ lives? What instructional approaches should I use to ensure that I am accommodating individual differences among the students and using a variety of methods? Will this change the way students think in the future (create a new Academic Disposition)?

24. Step 11: Create Syllabus Title: Description: Objectives (learner-oriented): Implementation Plans: Evaluation/Grading: Policies: Contact Information:

25. MODULE PROJECT Using information presented in class about how to plan and organize a course, and a textbook that might be available in your field placement (or textbook material supplied at our course textbook’s Web site): a)Use the course organizer presented in class to organize and build a course. b)Then, write a course syllabus that you might share with students in high school.  Submit both the organizing document and the course syllabus.