Summer 2020 - EDUC 471 D100

Curriculum Development: Theory and Practice (4)

Class Number: 1429

Delivery Method: Distance Education

Overview

  • Course Times + Location:

    Th 8:30 AM – 12:20 PM
    REMOTE LEARNING, Burnaby

  • Prerequisites:

    60 units.

Description

CALENDAR DESCRIPTION:

Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.

COURSE DETAILS:

This course will be delivered remotely through self-directed modules.  Students will not be expected to be online and available during scheduled class times; however, occasional check-in meetings with the instructor will be required throughout the semester.

Contact hours: Virtual contact can be made on Wednesday / Thursday (between 12pm – 4pm) through:

  • Phone
  • Video call: By appointment
  • Video conference may take place from time to time (TBD)
  • Email: Response within 24 – 48 hours



The word ‘curriculum’ coming from the Latin curriculum, which means the course or circuit that a race is to follow, implies the path or track to be followed or the course of study to be taken. It is usually defined as a ‘prescribed / scripted document’ that teachers use and is one of the foundation of effective schooling and teaching. The main question to be explored include; what should the school curriculum entail or be left out? What are the aims in education and teaching? Should it be specific to subject and / or grade level? How comprehensive should it be or not be? How do we evaluate the effectiveness of curriculum? How do 21st century skills embedded in the school curriculum? This course will explore the nature of curriculum theory and development, review the factors that do and / or should govern the theory and practice, and rethinking curriculum in the context of 21st century learning, how the role of technology can enhance learning. The emergence of technology resulted in the growth of culture filled with visual images and messages, of which the benefit have yet to be exploited and implemented into the curriculum.

COURSE-LEVEL EDUCATIONAL GOALS:

To engage the students in the discussion around curriculum development and implementation which may include but not limited to: its purposes, how it is designed and planned, what learning theories drive its development, education aims and philosophies, and teaching in the 21st century. At the end of the semester, students will gain a broad base of knowledge in curriculum development, particularly the major theories in curriculum development and their fundamental assumptions. It is hoped that the students will be able to create an effective curriculum material that is developed through an understanding of both theoretical and practical ideas of curriculum.

Grading

  • Participation (Weekly online discussions and activities) 20%
  • Reflective Papers (2 x 10%) 20%
  • Curriculum Development Project 40%
  • Curriculum Practice: Lesson Plan 20%

NOTES:

There is no final examination for this course.

Materials

MATERIALS + SUPPLIES:

Prerecorded lecture material will be posted and accessed on Canvas

REQUIRED READING:

Barrow, Robin (2015). Giving Teaching back to Teachers: A Critical Introduction to Curriculum Theory. Routledge. (eText is also acceptable)
ISBN: 9781315685434

Jacobs, Heidi Hayes (2010). Curriculum 21: Essential education for a changing world. Association for Supervision and Curriculum Development (Chapters 2-3, 5, 8, 12-13) (eText is also acceptable)
ISBN: 9781416609407

RECOMMENDED READING:

Walker, D. F., & Soltis, J. F. (2009). Curriculum and Aims, 5th Edition. New York: Teachers College Press
ISBN: 9780807749845

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SUMMER 2020

Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.