EDUCATION 4/1-4 CURRICULUM
    u1vLu1'N!N1:
    THEORY AND PRACTICE
    FALL,
    1985
    ?
    INSTRUCTOR: Maurice Gibbons
    TUESDAYS, 4:30 - 8:30
    ?
    LOCATION: MPX 8651
    PRE READING: Students can pick up the pre-reading package from the
    undergraduate desk after August 1st. It should be read before the first
    class.
    THE FORMAT:
    ?
    The basic format of class meetings will be Presentation...
    ?
    Workshop Application... Teamwork Assignment... Student Presentations.
    THE TEXTS:
    ?
    participants should be prepared to pay $15.00 for the
    ?
    reproduction of current materials.
    THE ASSIGNMENTS: Students are expected to be present, on time and
    prepared. Readings will be assigned for most sessions and ten minute
    weekly quizzes will sometimes be given on their essentials. Individuals
    will develop a unit in the Universal Curriculum for actual use in class.
    They will also work with a team of four or five others to develop a larger
    scale curriculum applying the same process to the same topic. Students
    will keep a working journal to track the development of their curriculum.
    In anticipation, students may wish to consider the most promising and
    ambitious new developments they 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 invoved?
    * 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 analyze the situation were in to derive appropriate goals and
    purposes?
    ?
    -
    How can we generate new ideas, ideas about how to achieve the goals
    in powerful ways. What are the basic paradigms of education?
    What content should be selected and how should it be organized into
    sequences?
    * 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 they 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?

    Back to top