SRJC Course Outlines

5/30/2024 9:47:44 AMEDU 65 Course Outline as of Fall 2024

New Course (First Version)
CATALOG INFORMATION

Discipline and Nbr:  EDU 65Title:  CURR DEV DIV LRNRS  
Full Title:  Secondary Curriculum Development for Diverse Classrooms
Last Reviewed:10/9/2023

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum4.00Lecture Scheduled4.0017.5 max.Lecture Scheduled70.00
Minimum4.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total4.00 Contact Total70.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  140.00Total Student Learning Hours: 210.00 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:
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This course is designed to provide an overview of curriculum models, approaches, and standards related to secondary curriculum development. Students will learn how to plan learning experiences in all content areas; facilitate and guide classroom experiences based on developmentally appropriate principles; support physical, social, emotional, cognitive, and creative needs at the secondary level within a cultural context.

Prerequisites/Corequisites:


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course is designed to provide an overview of curriculum models, approaches, and standards related to secondary curriculum development. Students will learn how to plan learning experiences in all content areas; facilitate and guide classroom experiences based on developmentally appropriate principles; support physical, social, emotional, cognitive, and creative needs at the secondary level within a cultural context.
(Grade or P/NP)

Prerequisites:
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Fall 2024Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

Approval and Dates
Version:01Course Created/Approved: 10/9/2023
Version Created:4/25/2023Course Last Modified:3/13/2024
Submitter:Lynn Erikson RhodeCourse Last Full Review:10/9/2023
Version Status:Approved New Course (First Version)Prereq Created/Approved:10/9/2023
Version Status Date:10/9/2023Semester Last Taught:
Version Term Effective:Fall 2024Term Inactive:


COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Differentiate between various curriculum models, approaches, environments, and standards for learning including indicators of quality.
2. Identify the teacher's role in the classroom, including planning, implementing, and evaluating activities and environments.
3. Select and apply grade-appropriate teaching strategies and theories to curriculum and environment design.
 

Objectives: Untitled document
At the conclusion of this course, the student should be able to:
1. Compare and contrast various models and approaches to curriculum.
2. Examine ways curriculum is integrated across all domains and content areas.
3. Identify ways in which the environment functions as an essential component of curriculum.
4. Observe and evaluate teaching strategies and environmental designs.
5. Document observations of students in classroom settings for planning curriculum and lessons.
6. Design appropriate experiences in the student's content area to support learning.
7. Develop plans for environments that are appropriate for individual ages, grades, and needs.
8. Plan and record the curriculum development process using various forms of documentation.

Topics and Scope
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I. Program Models and Approaches
    A. State and national standards and accreditation
    B. Theoretical frameworks for planning curriculum and environments
II. Environments
    A. Effect of environment on behavior
    B. Routines and schedules
    C. Indicators of quality
    D. Integration of content
III. Ongoing Curriculum Cycle
    A. Observation
    B. Assessment
    C. Planning
    D. Documentation
IV. The Role of the Teacher
    A. Best practices in teaching
    B. Current research
    C. Planning and evaluating curriculum and environments
    D. Interactions
    E. Family involvement
V. Development
    A. Physical
    B. Cognitive
    C. Language
    D. Social
    E. Emotional
    F. Self-regulation
    G. Self-help skills
VI. Content Areas
    A. Math
    B. Science
    C. English language development
    D. Language and literacy
    E. History and social science
    F. Social and emotional development
    G. Visual and performing arts
    H. Physical development
    I. Health
VII. Planning for the Diverse Needs of Learners
    A. Age
    B. Temperament
    C. Interests
    D. Abilities
    E. Gender
    F. Culture
    G. Language

Assignments:
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1. Reading textbook, state frameworks, handouts, journals, and articles
2. Class discussions
    A. Practicing Socratic discussion: clarifying and questioning beliefs, theories or perspectives
    B. Making plausible inferences, predications, or interpretations
3. Reflective writing assignments based on readings, content standards, and assessments such as:
     A. Curriculum Plans
    B. Documentation and evaluation of curriculum
    C. Observations and assessments of classrooms, students, and activities
         I. Environmental assessment
          II. Generating or assessing solutions
    D. Creating activity plans based on adolescent interests, age/developmental needs, and grade level standards
    E. Assessing a classroom environment using standardized assessment tools
4. Quiz(zes) and Exam(s) - may include Midterm and Final Exam

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
30 - 40%
Reflective writing assignments
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.Exams
30 - 40%
Quiz(zes) and exam(s)
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
20 - 40%
Class discussions


Representative Textbooks and Materials:
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Curriculum Development: A Guide for Educators.1st ed. Charles, M. and Boyle, B. SAGE Publications. 2016 (classic).
Curriculum Development: Perspectives, Principles and Issues. 1st ed. Talla, M. Pearson Education India. 2012 (classic).
Curriculum Development and Design. 2nd ed. Print, M. Taylor & Francis. 2021. 
Instructor prepared materials

OTHER REQUIRED ELEMENTS

Student Preparation
 Matric Assessment Required:Unknown
 Prerequisites-generate description:NPNo Prerequisite
 Advisories-generate description:NANo Advisory
 Prereq-provisional:NNO
 Prereq/coreq-registration check:NNo Prerequisite Rules Exist
 Requires instructor signature:NInstructor's Signature Not Required
   
BASIC INFORMATION, HOURS/UNITS & REPEATABILITY
 Method of instruction:02Lecture
 71Internet-Based, Simultaneous Interaction
 72Internet-Based, Delayed Interaction
 Area department:CSKLCollege Skills
 Division:71Language Arts & Academic Foundations
 Special topic course:NNot a Special Topic Course
 Program Status:1Certificate Applicable Course
 Repeatability:00Two Repeats if Grade was D, F, NC, or NP
 Repeat group id:  
   
SCHEDULING
 Audit allowed:NNot Auditable
 Open entry/exit:NNot Open Entry/Open Exit
 Credit by Exam:NCredit by examination not allowed
 Budget code: Program:0000Unrestricted
 Budget code: Activity:4939College Skills
   
OTHER CODES
Disciplines:Education
OR
English
 Basic Skills:NNot a Basic Skills Course
 Level below transfer:YNot Applicable
 CVU/CVC status:YDistance Ed, Not CVU/CVC Developed
 Distance Ed Approved:YEither online or hybrid, as determined by instructor
 Emergency Distance Ed Approved:N
 Credit for Prior Learning:NAgency Exam
NCBE
NIndustry Credentials
NPortfolio
 Non-credit category:YNot Applicable, Credit Course
 Classification:YLiberal Arts and Sciences Courses
 SAM classification:ENon-Occupational
 TOP code:0801.00Education, General
 Work-based learning:NDoes Not Include Work-Based Learning
 DSPS course:NNO
 In-service:NNot an in-Service Course

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