/(I

EDUOON

471-4 ?

CURRICULUM DEVELOPMENT: THEORY AND PRACTICE

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THE PROFESSOR: Maurice Gibbons.

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THE DATA: Intersession (May? to June 15 )...Monda y

s and

Wednesda y

s (5:30 to 9:30 p.m.) ... 4 credit hours.,

THE FORMAT: The basic format of class meetings will /be

Presentation ... Workshop Application ... Teamwork

Assignment. ..Student Presentations.

THE TEXTS: Benjamin Bloom ALL OUR CHILDREN LEARNING, And

Elliot Eisner THE EDUCATIONAL IMAGINATION. Participants

should also be prepared to pay $5:00 for the

reproduction of current material

THE ASSIGNMENTS: Students are expected to be present, on

time and prepared. Readings will be assigned for most

sessions and ten minute weekl

y

quizzes will be given on

their essentials. Individuals will develop aclass

curriculum unit for actual use following a systematic

process, and will work with a team of four or five

others to develop a larger scale curriculum applying the

same process. In anticipation, students may wish to

consider the most promising and ambitious new

developments the

y

might pursue. These two assignments

will be conducted as negotiated learning contracts.

THE COURSE: The focus of the course will be on the

following topics:

* What is curriculum? What is the range of

choices? What processes are involved?

* What is the role of the teacher: user, chooser or

developer? Can developers develop curriculum without

developing themselves? What program of development can

developers follow?

* How can we make systematic, strategic curriculum

decisions? How can we anal y

ze the situation we're in to

derive appropriate goals and purposes?

* How can we generate new ideas, ideas about how to

achieve the goals in powerful wa

y

s? What are the basic

paradigms of education?

* What content should be selected and how should it

be organized into sequence's?

* What activities should be selected for high

impact teaching? What are the sources of instructional

power? How should learning activities be organized?

* How can new programs be implemented effectively?

How can the

y

be improved in use? How can we determine

how effective a new program is?

* What do we do if we fail? If we are successful?

How do we build themes of improvement throughout our

professional lives?

As you can see, the course follows the developmental

stages students will be pursuing in their individual and

group projects. The course concludes with demonsttions

and celebration of student accomplishments.