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Course Design A Guide to Curriculum Development for Teachers,9780205457663

Course Design A Guide to Curriculum Development for Teachers

by ;
Edition: 7th
Format: Paperback
Pub. Date: 7/19/2005
Publisher(s): Pearson

Summary

Bridging theory and practice in curriculum development,Course Designprovides 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. The seventh edition features significant new coverage of state and national standards, and of multiple intelligences.

Table of Contents

Figures and Tables
viii
Preface xi
Getting Oriented
1(30)
The Approach
2(2)
The Project
4(1)
Some Guidelines for Getting Started
5(2)
Questions for Discussion: Getting Started
7(1)
A Framework for Course Design
7(6)
Questions for Discussion: The Conceptual Framework
13(1)
Relation of Course Design to Curriculum Development
13(4)
Alignment with Standards
17(9)
Generating Initial Ideas
26(3)
References
29(2)
Setting a Direction
31(47)
What Does It Mean to Set a Direction?
32(1)
Graphic Organizers
33(7)
Developing a Tentative Course Outline
40(3)
Intended Learning Outcomes (ILOs)
43(4)
Formulating Central Questions
47(3)
Questions for Discussion: Central Questions
50(1)
Conceptual Maps
51(8)
Questions for Discussion: Mapping
59(1)
Narratives
60(5)
Flowcharts
65(3)
Finding Out Where the Students Are
68(3)
Multiple Intelligences
71(3)
Related Material
74(2)
Answers to Exercises
74(2)
References
76(2)
Developing a Course Rationale
78(15)
Values and Assumptions
79(1)
Questions for Discussion: Values and Assumptions
80(1)
Rationale and Entry Point in Planning
81(1)
Components of a Course Rationale
81(7)
The Place of a Rationale in Course Design
88(1)
Questions for Discussion: Sample Rationale
89(1)
Rationales for Elementary School Units
90(1)
Questions for Discussion: Course Rationale
91(1)
References
92(1)
Refining Intended Learning Outcomes
93(24)
ILO Statements: Form and Function
94(4)
Categorizing ILOs
98(5)
Guidelines for Clarifying ILOs
103(10)
Priority of ILOs
113(1)
Overall Balance of ILOs
114(1)
Summary
114(1)
Questions for Discussion: Intended Learning Outcomes
115(1)
References
116(1)
Forming Units of the Course
117(28)
Clustering ILOs into Units
119(5)
Forming Units around Instructional Foci
124(10)
Titling the Units
134(1)
Organization and Sequence for Elementary Unit Planning
134(9)
Suggestions for Elementary Unit Planning
143(1)
Questions for Discussion: Forming Units
144(1)
References
144(1)
Organizing the Course's Units
145(19)
Organizing the Units
146(2)
Alternative Organizations: Some Examples
148(8)
Questions for Discussion: The Unit Outline
156(1)
Scope and Sequence Charts
157(7)
Answers to Exercises
160(2)
Suggested Readings
162(2)
Developing General Teaching Strategies
164(32)
Effective Learning Environments
165(4)
Academic Tasks
169(2)
Teaching Strategies
171(8)
Approaches to Instruction
179(2)
Some Examples
181(9)
Example 7.1 Subunit Two---Wonders of the Forest Community
182(2)
Example 7.2 Subunit Two---Rivers
184(2)
Example 7.3 Subunit Two---The Sounds of Poetry (1 1/2 weeks)
186(2)
Example 7.4 Subunit One---The Camera
188(2)
Introduction and Two Subunits from a High School Algebra Unit on Coordinate Geometry
190(3)
Example 7.5 Subunit Three---Graphing Two-Dimensional Linear Equations
190(2)
Example 7.6 Subunit Four---Operations of Graphs
192(1)
Course Planning Steps
193(1)
Questions for Discussion: General Teaching Strategies
193(1)
References
193(3)
Planning a Course Evaluation
196(23)
Perspective on Evaluation
197(2)
Gathering Evidence on Main Effects
199(7)
Gathering Evidence of Educational Results
206(1)
Authentic Methods of Assessment
207(4)
Gathering Evidence of Side Effects
211(4)
Troubleshooting
215(2)
Summary
217(1)
Questions for Discussion: Course Evaluation
217(1)
References
218(1)
Epilogue
219(2)
Reference
220(1)
APPENDIX A Colonial America: Social Studies Curriculum for Grade 5
221(18)
Kerry Nappi
Comments
221(1)
Introduction
221(4)
Conceptual Map for Unit on Colonial America
225(1)
Subunits: Coming to the New World
226(11)
Reasons for Coming and Reactions to Life Here
228(2)
An Early Settlement: Plymouth Plantation
230(1)
Daily Life and Regional Differences
231(1)
Government
232(1)
Religion in the Colonies
233(1)
Relationships with Native Americans
234(1)
Indentured Servants and Slavery
235(1)
Why Do We Call Them Colonies?
236(1)
Evaluation
237(2)
APPENDIX B A Survey of Western Art
239(19)
Margaret Timmerman
Comments
239(1)
Rationale
239(1)
Introduction
240(1)
ILOs
241(1)
Cognitions and Cognitive Skills
241(1)
Psychomotor-Perceptual Skills
242(1)
Affective Understandings
242(1)
Introduction to the Course
242(3)
Units: The Ancient World
245(10)
The Middle Ages, 5--6 Weeks
247(2)
The Renaissance, 5--6 Weeks
249(1)
The Baroque and Rococo
250(2)
The Revolutionary Age, 5--6 Weeks
252(1)
The Twentieth Century, 5--6 Weeks
253(2)
Course Evaluation
255(2)
A Note on Cognition
257(1)
APPENDIX C Immigration: A Social Studies Unit for Sixth Graders
258(17)
Michelle Chang
Comments
258(1)
Introduction
258(2)
Conceptual Map
260(1)
Intended Learning Outcomes
260(3)
Content Outline
263(1)
Sequence
264(1)
Subunits: Why Come to the United States?
265(7)
U.S. Laws and Regulations Pertaining to Immigration
267(1)
Factors for Success and Failure of Immigrants
268(2)
Immigrants' Contributions to U.S. Society and Culture
270(1)
Current Events
271(1)
Unintended Learning Outcomes
272(1)
Evaluation
272(1)
Test
273(1)
Possible Sources
274(1)
APPENDIX D A Metric Measurement Unit for Grades One and Two
275(17)
Susan M. Etheredge
Comments
275(1)
Rationale
275(1)
Central Questions
276(1)
Introduction
276(1)
Intended Learning Outcomes for the Unit in Order of Priority
277(4)
``Get Ready'' Lessons and Discussion
281(1)
Subunits: Linear Measurement
282(6)
Weight Measurement
284(2)
Volume (Liquid) Measurement
286(1)
Temperature
287(1)
Unintended Learning Outcomes
288(1)
Evaluation of High-Priority Intended Learning Outcomes
289(3)
Glossary 292(2)
Index 294

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