EDS 651 PRACTICUM IN DESIGNING CURRICULUM AND INSTRUCTION

 

COURSE OUTLINE  

Dr. Ali Yıldırım

210-4027, aliy@metu.edu.tr

Overview

Well-crafted designs are the backbone of effective instruction.  The purpose of this course is to study various instructional design models and apply one or more of these designs to a curriculum design problem.  The class participants will be actively involved in examining alternative design models and will design a curriculum in their area of specialization from which they will field test at least one unit.  The participants will report all the steps taken to complete the process to class and to the instructor.

 

Course Requirements

1. Instructional design model presentation (10%)

This presentation will be on the instructional design models listed above.  You will review and discuss the main aspects of the model and provide a 8-10 page summary of the model to the class participants. 

2. An instructional design (60%)

You will design a course curriculum (in any subject area, and for any target population) for one semester or an academic year.  The design will include at least one unit plan and two lesson plans.  You may use one of the ID models discussed in class in designing your unit or you may come up with your own ID model based on a combination of several models. You will report to the class the progress you make on the stages of instructional design to receive feedback from class participants and the instructor.  A report on each stage will be handed in to the instructor.

3. Critique of instructional design models (15%)  
Choose any three instructional design models, review and compare them in terms of their strengths and limitations, potential subject areas and target populations to which the model could be applied effectively, potential of application in your own subject area, etc. (max. 10 pages)

4. Participation in class discussion and feedback sessions (15%)

 

Final Report Outline

1. Introduction (including the discussion of the model adapted and justification)

2. Review of literature (basis for the curriculum, approaches, developments, etc.)

3. Needs assessment (procedures, instruments and results)

4. Curriculum design (objectives, content, methods and evaluation)

5. Unit plan (a more detailed design for instruction including two lesson plans)

6. Field testing (process and outcomes, reflections for the design)

7. Comments on the process and design

8. References

9. Appendix (tools, models, etc.)

 

Required Textbooks

Dick, W. & Carey, L. (1996). The systematic design of instruction. New York: Harper Collins.

Kemp J. E., Morrison G. R., & Moss S. (1994). Designing effective instruction. New York: Merrill. LB1028.38 K46

Posner, G. J. & Rudnitsky, A. N. (1997). Course design: A guide to curriculum development for teachers. New York: Longman.

Reiser, R. A. & Dick, W. (1996). Instructional planning: A guide for teachers. New Jersey: Prentice Hall.

Stufflebeam L. D. et al. (1984). Conducting educational needs assessment. Boston: Kluwer Nijhoff.

Wulf M. K. & Shave B. (1984). Curiculum design. New Jersey: Scott, Foresman and Company.

Zook, K. (2001).Instructional design for classroom teaching and learning.  Boston: Houghton Mifflin.

 

Other Major Resources on Instructional Design

M.E.B. (1993). Model for curriculum development. Ankara: Education Research and Development Directorate.

Smith, P. L. & Ragan, T. J. (1993). Instructional design. New York: Merrill.

Zenger W. F. & Zenger S. K. (1992). Curriculum planning: Outcomes-based accountability. California: R. and E. Publishers. LB1570 Z46

 

Weekly Schedule

1. Introduction and overview

2. Setting up the schedule

3. Review of basic instructional designs

    Reiser and Dick, Wulf and Schave

4. Review of basic instructional designs

    Posner and Rudnitsky, Kemp et al.

5. Review of basic instructional designs

    Dick and Carey, Zook

6. Discussion on the review of literature

7. Discussion on the needs assessment procedure

8. Discussion on the needs assessment instruments

9. Free----for implementing instruments

10. Reporting the results of needs assessment study

11. Discussion of the objectives, content, methodology, and evaluation procedures (the design)

12. Discussion of the unit plans

13. Free----for field testing

14. Discussion of field testing

15. Handing in the final reports / Wrap up

 

References

Armstrong, D. G. (1989). Developing and documenting the curriculum. Boston: Allyn and Bacon.

Barnes, D. (1987). From communication to curriculum. New York: Penguin Books.

Beane, J. & Richard L. (1986). Self-concept, self-esteem and the curriculum. New York: Teachers College.

Billett, R. O. (1970).  Improving the secondary-school curriculum: A guide to effective curriculum planning New York: Teachers College Press. LB1607 B52

Bishop, G. (1985). Curriculum development: A textbook for student. New York: MacMillan. LB1570 B23

Bloom, B. J. (1976). Human characteristics and school learning. New York: MacGraw Hill.

Bloom, B. J. (1979). Taxonomy of educational objectives: The classification of educational goals: Handbook I: Cognitive domain. New York: McKay.

Boostrom, R.. (1993). Developing creative and critical thinking. Lincolnwood, IL: National Textbook.

Brooks, J. and Brooks, M. (1993). In search of understanding the case for constructivist classrooms. ASCD.

Bruner, J.S. (1966). Toward a theory of instruction. Cambridge: Harvard University.

Busshoff, L. (1981). Curricula and lifelong education: Studies for Unesco. Paris: Unesco. LB1570 C8836

Campbell, L. et al. (1996). Teaching and learning through multiple intelligences. Allyn and Bacon.

Cangelossi, J. (1992). Systematic teaching strategies. New York: Longman.

Clendening, C. P. (1983). Challenging the gifted : Curriculum enrichment and acceleration models. New York : Bowker. LC3993 C558

Cooper, J. M. (1994). Classroom teaching skills (5th ed.). Lexington, MA: D.C. Heath. LB1025.3 C57

Crary, R. (1969). Humanizing the school: Curriculum development and theory. New York: Knopf. LB885 C7

Cruickshank, D. R., Bainer, D. L., & Metcalf, K. K. (1995). The act of teaching. New York: McGraw Hill. LB1025.3 C78 (RESERVE)

DePorter et al. (1999). Quantum teaching: Orchestrating student success. Boston: Allyn and Bacon.

Eisele, J. E. (1971). Computer assisted planning of curriculum and instruction; how to use computer-based resource units to individualize instruction. New Jersey: Educational Technology Pub. LB1570 E4

Ellis, A. K. (1998). The interdisciplinary curriculum. New York: Eye on Education. LB1628.5 E55

English, W. (1984). Fundamental curriculum decisions: ASCD 1983 Yearbook Committee. Virginia: Association for Supervision and Curriculum. LB1570 F574

Flinders, D. J. (1997).  The curriculum studies reader. New York: Routledge. LB1570 C957

Foshay, A. W. (1981). Considered action for curriculum improvement: The ASCD 1980 Yearbook. Virginia: Association for Supervision and Curriculum. LB1570 C755

Gage, N.L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press.

Gaskell, J., & Willinsky, J. Gender informs curriculum: From enrichment to transformation. New York: Teachers College Press. LC212.8 G46

Giroux, H. A.; Penna, A. N.; & Pinar, W. F. (1981).  Curriculum and instruction: Alternatives in education. Berkeley, California: McCutchan Pub. Corp. LB1570 C883

Goodlad, J. (1979). Curriculum inquiry : Study of curriculum practice. New York: McGraw-Hill. LB1570 C925

Goodson, I. (1983). School subjects and curriculum change. London: Croom Helm. LB1570 G654

Hameyer, U. (1979). School curriculum in the context of lifelong learning. Hamburg: Unesco Institute for Education. LB1570 H34

Hammersley, M. & Hargreaves, A.. (1983). Curriculum practice: Some sociological case studies. New York: Falmer Press. LB1628 H224

Harmin, M. (1994). Inspiring active learning: A handbook for teachers. ASCD.

Hass, G. (1987). Curriculum planning: A new approach. 5th Ed. Boston: Allyn and Bacon. LB1570 C976 1987

Hendrick, J. (1990). Total learning: Developmental curriculum for the young child. 3rd Ed. Columbus: Merrill Pub. Co. LB1140.2 H438 1990

Hirst, P. H. (1975). Knowledge and the curriculum : A collection of philosophical papers. Boston: Routledge & K. Paul. LB1555 H65 1975

Holt, M, (1983). Curriculum workshop: An introduction to whole curriculum planning. Boston: Routledge & Kegan Paul. LB1564 G7 H64

Hunter, M. (1976). Improved instruction. Thousand Oaks, CA: Corwin.

Hunter, M. (1996). Mastery teaching. Thousand Oaks, CA: Corwin.

Jackson, P. W. (1992). Handbook of research on curriculum. New York: Macmillan Pub. Co. LB1570 H264

Jacobs, H. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: ASCD.

Joyce B. and Joyce, M. (1996). Models of teaching (5th ed.)Boston: Allyn and Bacon.

Keith, R. (1989).  The second language curriculum. Cambridge: Cambridge University Press. P53.295 S44

Kemp, J. E. (1977). Instructional design: A plan for unit and course development. Belmont, CA: Lake Pub.

Kim, E. C. & Kellough, R. D. (1987). A resource guide for secondary school teaching: Planning for competence (4th ed.). New York: MacMillan.

Kirk, G. (1986). The core curriculum. London : Hodder and Stoughton. LB1564 G7 K57

Krawtwohl, D. R. Bloom, B. S. & Masia, B. B. (1973). Taxonomy of educational objectives: The classification of educational goals: Handbook II: Affective domain. New York: McKay.

Lewy, A. (1977). Planning the school curriculum. Paris : Unesco. LB5 F85, no. 23.

MacDonald, R. (1991). A handbook of basic skills and strategies for beginning teachers. New York: Longman.

Mager, R. F. (1984). Preparing instructional objectives (2nd ed.).  Belmont, CA: Lake Pub.

Marlowe, B. and Page, M. (1998). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin.

McNeil, J. (1996). Curriculum: A comprehensive introduction (5th ed.). Harper Collins.

Merrill, M. D. (1971). Instructional design: Readings. New Jersey: Prentice-Hall. LB1055 M44

Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. New York: Cambridge University Press. PB36 M85

Ogletree, E. J. (1973). Writing instructional objectives and activities for the modern curriculum. New York: MSS Information Corp. LB1028.5 O37

Ornstein, A. C. (1998). Curriculum: Foundations, principles, and issues. Boston: Allyn & Bacon. LB2806.15 O76

Posner, G. J. (1995). Analyzing the curriculum. New York: McGraw-Hill. LB1570 P643 1995 (RESERVE)

Post et al., (1997). Interdisciplinary approaches to curriculum: Themes for teaching. New York: Merril.

Price K. and Nelson, K. (1999). Daily planning for today’s classrooms: A guide for writing lesson and activity plans. Belmont, CA: Wadswort.

Richards, C. (1984). Curriculum studies: An introductory, annotated bibliography. 2nd Ed. New York: Falmer Press. BIBL Z5814 C9 R514 1984

Romiszovski, A. J. (1984). Designing instructional systems. London: Kagan Page.

Ruggiero, V. (1988). Teaching thinking across the curriculum. New York: Harper and Row.

Saylor, J. G. (1981).  Curriculum planning for better teaching and learning. 4th Ed. New York: Holt, Rinehart and Winston. LB1570 S29 1981 

Schaffarzick, J. (1975). Strategies for curriculum development. California: McCutchan Pub. Corp. LB1570 S77

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn and Bacon.

Skilbeck, M. (1990). Curriculum reform: An overview of trends. Paris, France: Organisation for Economic Co-operation. LB1570 S555

Smith, P. L. & Ragan, T.J. (1992). Instructional design. New York: Merrill. (LB1028.38 S65). (RESERVE)

Stice, R. (Ed.). (1987). Developing critical thinking and problem solving abilities. San Francisco: Jossey-Bass.

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Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Underwood, G. L. (1983). The physical education curriculum in the secondary school: planning & implementation. Sussex: Falmer Press. GV361 U56

Vance, B. (1973). Teaching pre-kindergarten child: Instructional design and curriculum. Brooks/Cole. LB1140.2 V36

Vargas, J. S. (1972). Writing worthwhile behavioral objectives. New York: Harper & Row. LB1051 V328

Weis; L. (1990). Curriculum for tomorrow's schools. Buffalo, New York, USA: Buffalo Research Institute on Education. LB2806.15 C84 1990

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Wisconsin Social Studies Curriculum Development Task Force. (1986). A guide to curriculum planning in social studies education. Wisconsin: Wisconsin Dept. of Public Instruction. H61 W811