George Mason University
College of Education and Human Development
Graduate School of Education
EDCI 683 Curriculum Development and Evaluation in Science Education
Fall 2009
Monday 4:30 - 7:10 PM, A412 Robinson Hall
3 graduate credits
Erin E. Peters, Ph.D, NBCT Office Hours: by appointment
703 993-9695 (office) A354 Robinson Hall
Online Syllabus and Resources: http://courses.gmu.edu/
Course Description:
This three credit graduate course for experienced science teachers investigates curriculum development and evaluation of the implementation of curriculum involved in teaching and learning biological, chemical, physical, and earth sciences from kindergarten through grade twelve.
Goals: The class is organized into three major themes:
Theme / SubtopicsCurriculum Development / State and local curriculum maps
Vertical articulation
Backwards design
Materials and Resources / Textbook adoption
Budget
Grant writing
Assessment and Evaluation / Assessment of learning
Evaluation of curriculum
The learning targets for the class are:
· Examine the evolution of the standards and assessment given in the state of Virginia
· Compare curriculum maps from local school districts
· Identify vertical articulation of concepts from K-12
· Design curriculum using the processes in Understanding by Design
· Evaluate textbooks for future adoption
· Develop a realistic budget for a science department/school district
· Write grants to obtain funding for new curriculum design
· Assess learning within the curriculum and evaluate curriculum in a systematic way
Relationship to Program Goals and Professional Organizations:
This is the second course in a three-course sequence for experienced science teachers in the science education master’s degree programs. The course follows the recommendations of the National Science Education Standards, Benchmarks for Science Literacy, and Standards of Learning for Virginia Public Schools. Additionally, it focuses on implementing the expectations for teaching and learning outlined by the National Council for Accreditation of Teacher Education (NCATE), the National Board of Professional Teaching Standards (NBPTS), and the Interstate School Leaders Licensure Consortium (ISSLC). Students in this course will become familiar with the curriculum locally and nationally and be able to design curriculum for science in the K-12 setting. EDCI 683 expands the teachers’ knowledge and skills in the most up-to-date, research-based curriculum design and evaluation processes.
Nature of Course Delivery:
Each face-to-face class will include a variety of activities and exercises. Some of the sessions will be conducted through use of the course Blackboard site (www.courses.gmu.edu) by providing questions and online interactions. Web-based resources will also be collected by means of the Blackboard class site.
Classes will reflect a balance of activities that encourage the exploration of the use of educational research in science teaching and learning. To promote an atmosphere that allows us to accomplish this, we will:
a. Agree to disagree respectfully during class discussions;
b. Backup claims with evidence;
c. Strive to be open to new ideas and perspectives; and
d. Listen actively to one another.
Students are expected to:
a. Write papers that are well researched, proofed, submitted in a timely fashion, and that conform to APA guidelines;
b. Participate actively in class discussions in a manner that challenges the best thinking of the class;
c. Provide constructive feedback to others both on their ideas and on their written work, striving to learn from each other and to test each other’s ideas.
We will endeavor to create a classroom climate that approximates what we know about communities of practice. As such, it is important that we create a space that allows participants to try out new ideas and voice opinions without fear of ridicule or embarrassment. The hallmark of a community of practice is a balance between openness and constructive feedback; hence, everyone is expected to:
a. Come fully prepared to each class;
b. Demonstrate appropriate respect for one another;
c. Voice concerns and opinions about class process openly;
d. Recognize and celebrate each other’s ideas and accomplishment;
e. Show an awareness of each other’s needs.
CEHD Syllabus Statements of Expectations
The College of Education and Human Development (CEHD) expects that all students abide by the following:
· Professional Behavior and Dispositions. Students are expected to exhibit professional behavior and dispositions. See gse.gmu.edu for a listing of these dispositions.
· University Honor Code. Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code.
· Responsible Use of Computing. Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.
· Disabilities. Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.
Texts:
Required
· Berns, B. B. & Sandler, J. O. (Eds.) (2009). Making science curriculum matter: Wisdon for the reform road ahead. Thousand Oaks, CA: Corwin Press.
· Wiggins, G. & McTighe J. (2005). Understanding by design: Expanded 2nd edition. Upper Saddle, NJ: Pearson.
Recommended
· American Association for the Advancement of Science, (1993). Benchmarks for Science Literacy. New York: Oxford University Press.
· National Research Council (1996) National Science Education Standards, Washington, DC: National Academy Press.
Online Resources:
National Standards
· American Association for the Advancement of Science (1993). Benchmarks for Science Literacy. Online: http://www.project2061.org/tools/benchol/bolframe.htm
· American Association for the Advancement of Science (1989). Science for All Americans. Online: http://www.project2061.org/tools/sfaaol/sfaatoc.htm
· American Association for the Advancement of Science (2000). Atlas of Science Literacy. Online: http://www.project2061.org/publications/atlas/toc.htm
· American Association for the Advancement of Science (200?). Atlas of Science Literacy. Online flash movie: http://www.project2061.org/video/atlas/promo.htm
· National Research Council (1996) National Science Education Standards, Online: http://www.nap.edu/books/0309053269/html/
Virginia Standards
· Commonwealth of Virginia (2003) Science Standards of Learning for Virginia Public Schools. Richmond, Virginia: Author. Online: http://www.pen.k12.va.us/VDOE/Superintendent/Sols/ScienceSOL02.html
· Commonwealth of Virginia (2003) Science Standards of Learning Curriculum Framework. Richmond, Virginia: Author. Online: http://www.pen.k12.va.us/VDOE/Instruction/Science/sciCF.html
· Commonwealth of Virginia (current) Standards of Learning Currently in Effect for Virginia Public Schools. Richmond, Virginia: Author. Online: http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml
Grading:
Since this is a graduate level course, high quality work is expected on all assignments and in class. Attendance at all classes for the entire class is a course expectation. All assignments must be completed to receive a passing grade for the course. All assignments are due at the beginning of class on the day they are due. Graded assignments that are late will automatically receive a ten percent grade reduction (one full letter grade lower). In the event a class is missed, the student will develop with the approval of the instructor an additional assignment that relates to the work being missed.
Performance Based Assessments:
The assignments are organized according to the themes of the class:
· Curriculum Development
o Local school district curriculum maps
o Evaluate differences in local curriculum maps
o Vertical articulation of one concept
o Backwards Design Unit
· Materials and Resources
o Discovery of textbook adoption process
o Budget for one school year
o Grant writing
· Assessment and Evaluation
o Evaluate differences in local curriculum maps
Assessment Descriptions and Due Dates
1) Curriculum Development
· Local school district curriculum maps (due September 14)– Students will choose a local school district and interpret the science curriculum from kindergarten to twelfth grade. Students will present a 20 minute summary of the scope and sequence of the science offered in that school district to the class via PowerPoint.
· Evaluate differences in local curriculum maps (due September 21 in class)– All students in the class will work as a group to find differences in K-12 science curriculum among the chosen school district maps and will find a form of communication to express that to an outside audience. (Also applies to the assessment and evaluation topic)
· Vertical articulation of one concept (due September 28)– After examining AAAS Atlas and Benchmarks, students will choose one concept and create a map of the learning progressions from kindergarten to twelfth grade.
· Backwards Design Unit (due November 9 )– Using the Understanding by Design template found on pages 327-332, students will create a unit plan for a chosen theme in science. The unit plan should span approximately 3 weeks of class time.
Materials and Resources
· Discovery of textbook adoption process (due November 9 ) – Students will choose a school district and interview the science supervisor or appropriate person about the process they use to select a textbook.
· Budget for one school year (due November 23) – Students will define a community (school district, high school, middle school) and write a budget for all science equipment purchased for one school year.
· Grant writing (Due December 7)– Students will select an actual grant program such as the Toyota Tapestry grant and complete the application for a project of their choice.
Points for Assignments:
Local school district curriculum maps / 5 pointsEvaluate differences in local curriculum maps / 10 points
Vertical articulation of one concept / 10 points
Backwards Design Unit / 20 points
Discovery of textbook adoption process / 10 points
Budget for one school year / 15 points
Grant writing / 10 points
TOTAL / 80 points
Grading Scale:
A = 93-100%
A- = 90-92%
B+ = 88-89%
B = 80-87%
C = 70-79%
F = Below 70%
Fall 2009 Schedule
Date / Topics / Readings / Homework due /August 31 / Introduction to the Course
History of the SOLs
SOL blueprint
September 7 / Labor Day – no class
September 14 / Building successful science programs
What exists now? / Berns & Sandler - Chapters 2 and 3 / Local school district curriculum maps
September 21 / Identifying differences in local school curriculum
Vertical Articulation / AAAS Atlas and Benchmarks (online)
Berns & Sandler – Chapter 4
September 28 / Online Class
October 5 / Backwards Design Planning / Wiggins & McTighe - Chapter #5-9 / Vertical articulation of one concept
October 12
Monday classes meet on Tuesday / Backwards Design Curriculum / Wiggins & McTighe – Chapter #10-13
October 19 / Work Week
October 26 / Presentation of Backwards Design Units / Backwards Design Unit Draft
November 2
. Optional - VAST conference is November 5-7 in Herndon, VA / AAAS analysis
presentation
Consultation on Backwards Design Units / On blackboard / Bring in any questions about Backwards Design Unit
November 9 / Presentation of textbook adoption process / Discovery of textbook adoption process
Final Backwards Design Unit due
November 16 / Equipping a laboratory
Considerations for developing a budget / On blackboard
November 23 / Discussion of budgets
Funding projects – writing grants / On blackboard / Budget for one school year
November 30 / Writing grants –part 2
Consultation on grant / Identify your grant and draft the application
December 7 / Student Assessment – how do we know about student learning?
Program Evaluation / Berns & Sandler - Chapters 5 and 6 / Final grant
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