The purpose of this course is to note how various philosophies have influenced the development of the elementary curriculum in order to meet the changing social and economic trends. Research articles will be studied in order to evaluate selection of procedures and materials. Practical experiences will be provided in the construction of course of study units for the elementary grades.
Course Resources
545 Requirements & Rubrics .rtf
Required Texts: Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.
Textbook websites: www.GrantWiggins.org, www.AuthenticEducation.org/BigIdeas, www.ubdExchange.org
Other Resources:
Copple & Bredekamp. (2009). Developmentally Appropriate Practice. Washington, DC: National Association for the Education of Young Children. Available online: http://naeyc.org/about/positions/dap.asp.
Mooney, C.G. (2000). Theories of Childhood: An introduction to Dewey, Montessori, Piaget, Erikson, Piaget, and Vygotsky. St. Paul, MN: Redleaf Press.
Schlecty, P. (2002). Working on the Work: An Action Plan for Teachers, Principals, and Superintendents. San Francisco: Josey-Bass.
Texas Essential Knowledge and Skills (TEKS). http://ritter.tea.state.tx.us/teks/
We will use this template to develop our course projects: McTighe Understanding By Design Template .doc or McTighe Understanding By Design Template .rtf
http://faculty.tamu-commerce.edu/jthompson/Resources/poems.songs.nurseryrhymes.htm
Let's write well: http://www.tamu-commerce.edu/litlang/WritingCenter/
http://owl.english.purdue.edu/owl/resource/560/01/
Tentative Schedule (current as of 06/13/2009)
| Tentative Schedule (as of 06/13/2009) | ||||||
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
| 6/9/2009 5:00-9:00 | 6/11/2009 | |||||
| Chat: 5:00-6:00pm | understanding by design | Discussion: Intro | understanding understanding | Disc: 1a | ||
| Required Reading: W&M chap 1 | RR: W&M chps 2, 3, & 4 | |||||
| 6/16/2009 | 6/18/2009 | |||||
| Chat: 5:00 & 10pm | project design essential questions | assessment | ||||
|
Quiz
|
RR: W&M chaps 5 & 6 | RR: W&M chaps 7 & 8 | ||||
| Assignment 2: Research Topics (D:1b) | ||||||
| 6/23/2009 | 6/25/2009 | |||||
| Chat: 5:00-6:00 | planning for learning | eCollege: deliberation |  |
|||
| Quiz: 8 | RR: W&M chap 9 | RR: W&M chap 10 | ||||
| A3: Research Review | A4: Best Practices Paper | |||||
| 6/30/2009 | 7/2/2009 | |||||
| Chat: 5:00-6:00 | scope | eCollege: evaluation | ||||
| Quiz: 10 | RR: W&M chap 11 | RR: W&M chap 12 | ||||
| A5: Best Practices Presentation post in discussion | A5: Best Practices Presentation | A6: Teaching Project Plan | ||||
| 7/7/2009 | 7/9/2009 | |||||
| Chat: 5:00-6:00 | connections | A8: Reflective Journal | ||||
| Quiz: 12 | RR: W&M chap 13 | A9: Final | ||||
| A7: Teaching Project Presentation | ||||||
| 7/13/2009 | ||||||
| Chat: 5:00 | ||||||
Blog
06/18
Copple & Bredekamp. (2009). Developmentally Appropriate Practice (3rd ed.). http://www.naeyc.org/positionstatements/dap.
Developmentally appropriate practice .ppt
06/16
Why Essential Questions? .ppt This is the powerpoint on Curriculum-Framing Questions that we viewed in class, minus the video. I can help you access the videos if you need them.
Drafting Curriculum Framing Questions .doc
Unit Plan Template .doc
INTEL Teach to the Future
http://www97.intel.com/education/teach/ Designing Projects
http://www.intel.com/education/designprojects/
http://www97.intel.com/en/ProjectDesign/Design/ Project Approach:
http://www97.intel.com/en/ProjectDesign/Design/PlanningProjects/ Project Design Prompts:
http://www97.intel.com/en/ProjectDesign/Design/PlanningProjects/Plan_a_Project.htm
06/11 Observation .htm
“Makin’ a List, Checkin’ it Twice, Gonna Find Out Who’s .ppt
McTighe Understanding By Design Template .doc
McTighe Understanding By Design Template .rtf
Quote from Haim Ginott. (1969). Teacher and Child.
I have come to a frightening conclusion..
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child's life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a crisis
will be escalated or de-escalated, and a child humanized or de-humanized.
06/09 www.moritherapy.org/article/dr-seuss-today-you-are-you/
Seuss (1969) Happy Birthday, You! SE645yo
yes, YOU!
today you are you. there’s no one alive who is youer than you.
Contact
Phone: 903-468-8627
Fax: 903-468-5997
Email: Josh_Thompson@TAMU-Commerce.edu
Office: EdSouth 221
MPLX 129
Department of Curriculum &
Instruction
Texas A&M University-Commerce
P.O. Box 3011
Commerce, Texas 75429-3011
