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| Figures and Tables | |
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| Preface | |
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| Getting Oriented | |
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| The Approach | |
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| The Project | |
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| Some Guidelines for Getting Started | |
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| Questions for Discussion: Getting Started | |
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| A Framework for Course Design | |
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| Questions for Discussion: The Conceptual Framework | |
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| Relation of Course Design to Curriculum Development | |
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| Alignment with Standards | |
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| Generating Initial Ideas | |
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| References | |
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| Setting a Direction | |
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| Graphic Organizers | |
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| Developing a Tentative Course Outline | |
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| Intended Learning Outcomes (ILOs) | |
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| Formulating Central Questions | |
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| Questions for Discussion: Central Questions | |
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| Conceptual Maps | |
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| Questions for Discussion: Mapping | |
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| Narratives | |
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| Flowcharts | |
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| Finding Out Where the Students Are | |
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| Related Material | |
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| Answers to Exercises | |
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| References | |
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| Developing a Course Rationale | |
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| Values and Assumption | |
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| Questions for Discussion: Values and Assumptions | |
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| Rationale and Entry Point in Planning | |
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| Components of a Course Rationale | |
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| The Place of a Rationale in Course Design | |
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| Questions for Discussion: Sample Rationale | |
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| Rationales for Elementary School Units | |
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| Questions for Discussion: Course Rationale | |
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| References | |
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| Refining Intended Learning Outcomes | |
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| ILO Statements: Form and Function | |
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| Categorizing ILOs | |
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| Guidelines for Clarifying ILOs | |
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| Priority of ILOs | |
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| Overall Balance of ILOs | |
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| Summary | |
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| Questions for Discussion: Intended Learning Outcomes | |
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| References | |
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| Forming Units of the Course | |
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| Clustering ILOs into Units | |
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| Forming Units around Instructional Foci | |
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| Titling the Units | |
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| Organization and Sequence for Elementary Unit Planning | |
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| Suggestions for Elementary Unit Planning | |
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| Questions for Discussion: Forming Units | |
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| References | |
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| Organizing the Courses Units | |
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| Organizing the Units | |
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| Alternative Organizations: Some Examples | |
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| Questions for Discussion: The Unit Outline | |
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| Scope and Sequence Charts | |
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| Answers to Exercises | |
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| References | |
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| Developing General Teaching Strategies | |
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| Effective Learning Environments | |
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| Academic Tasks | |
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| Teaching Strategies | |
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| Approaches to Instruction | |
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| Some Examples | |
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| Subunit Two Wonders of the Forest Community | |
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| Subunit Two Rivers | |
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| Subunit Two The Sounds of Poetry (11D2 weeks) | |
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| Subunit One The Camera | |
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| Introduction and Two Subunits from a High School | |
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| Algebra Unit on Coordinate Geometry | |
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| Subunit Three Graphing Two-Dimensional Linear Equations | |
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| Subunit Four Operations of Graphs | |
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| Course Planning Steps | |
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| Questions for Discussion: General Teaching Strategies | |
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| References | |
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| Planning a Course Evaluation | |
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| Perspective on Evaluation | |
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| Gathering Evidence on Main Effects | |
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| Gathering Evidence of Educational Results | |
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| Authentic Methods of Assessment | |
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| Gathering Evidence of Side Effects | |
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| Troubleshooting | |
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| Summary | |
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| Questions for Discussion: Course Evaluation | |
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| References | |
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| Epilogue | |
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| Reference | |
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| Colonial America: Social Studies Curriculum for Grade 5 | |
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| Comments | |
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| Introduction | |
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| Conceptual Map for Unit on Colonial America | |
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| Subunits: Coming to the New World | |
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| Reasons for Coming and Reactions to Life Here | |
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| An Early Settlement: Plymouth Plantation | |
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| Daily Life and Regional Differences | |
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| Government | |
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| Religion in the Colonies | |
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| Relationships with Native Americans | |
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| Indentured Servants and Slavery | |
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| Why Do We Call Them Colonies? | |
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| Evaluation | |
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| A Survey of Western Art | |
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| Margaret Timmerman | |
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| Comments | |