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Course Design A Guide to Curriculum Development for Teachers

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ISBN-10: 0205457665

ISBN-13: 9780205457663

Edition: 7th 2006 (Revised)

Authors: George J. Posner, Alan N. Rudnitsky

List price: $112.80
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Description:

Bridging theory and practice in curriculum development, Course Design provides teachers with invaluable concepts and skills for planning effective courses. The goal of the book is to help the reader become a flexible yet systematic curriculum planner by developing a greater awareness of the important decisions to be made and the alterative options available at each stage of decision making. The authors begin with a set of guidelines for developing a course and then lead readers through a step-by-step process of developing an actual course or unit of their own.
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Book details

List price: $112.80
Edition: 7th
Copyright year: 2006
Publisher: Allyn & Bacon, Incorporated
Publication date: 7/19/2005
Binding: Paperback
Pages: 312
Size: 7.50" wide x 9.25" long x 0.75" tall
Weight: 1.276
Language: English

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