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Curriculum Design and Evaluation (EDUC535)

Professor: Sandy Buczynski, Ph.D. Office: MRH 249

Office Phone: 619-260-7991 Email: sandyb@sandiego.edu Semester: Spring 2019 Schedule: Section 1: Tuesday 4:00 pm – 6:50 pm Location: MRH 127 Office hours: Monday1-4:00

Tuesday 2:00p.m. – 4:00 p.m.

Additional office hours can be

arranged by appointment.

Course Description: Beginning with an overview of why teaching for and assessing understanding can be both challenging and critically important, this course offers an introduction to the research, learning theory, and design elements of using backward design for curriculum writing. As such, each of the six facets of understanding will be uncovered as we explore students’ ability to explain and interpret what they learning, apply it to new and unpredictable situations, and demonstrate a growing capacity for analyzing perspectives, expressing empathy, and exhibiting self-knowledge. Gaps in current curriculum offerings are analyzed to determine what the curriculum needs are. Then, using a project based learning format, students design an original, standards based curriculum package for K-12 learners that examines learning in a technology rich context, as well as critically analyzes the true impact of technology to promote student learning and the global influence of technology on learning. Effective curriculum focuses on measuring desired results, meaning making of the content, and transfer of knowledge by the learner. Department of Learning and Teaching Metavalues: Diversity and inclusion

1 Critically analyze technology and the environment in which it promotes learning for an inclusive environment.

2 Evaluate a continuum of methods for appropriately assessing the degree of students’ ability to apply content then and design curriculum accordingly.

Changemaking for a more just world

3 Examine curricular issues from different perspectives developing an informed application of needs-based curriculum design.

Critical Inquiry

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4 Read and discuss the relationship between theoretical and empirical research and technology.

5 Develop a personal viewpoint, wherever possible, in relation to the curricular themes and issues studied

Internationalization and Global Citizenship

6 Define the theoretical and practical implications in the use of the six facets of understanding for curriculum design, assessment, and teaching with a global perspective.

Attendance & Particiaption (5% of grade)

This class requires active and thoughtful preparation and involvement in activities and

discussions. For each of us to gain perspective, we each must listen to one another and expand

the ideas generated collectively. For this course to have professional meaning, we must be

willing to contribute, be prepared for class presentations, and attend all classes. One absence is

acceptable. Each additional absence will result in a loss of 5 percentage points on your overall

average. An attendance folder will be circulated weekly for you to initial.

A word about cell phones: Please turn them off before entering class. Unless you are the parent

of small children, or caring for a seriously ill family member, cell phones should not ring in

class. This is simply an issue of professionalism.

Activities:

1. Curriculum Analysis (15)

○ Produce and present an in-depth analysis of status quo curriculum (5-8 page

double spaced paper) and instruction patterns at practicum school site. Talk with

the cooperating teacher, observe classroom activities, and analyze key documents

used for instruction such as curriculum maps, unit and lesson plans, textbooks,

readings, handouts, and various instructional materials.

Begin by Unpacking the curriculum from your practicum into its component parts

Describe Context 1. How are students learning? (classroom activities, textbook, readings, handouts, mobile

learning technology, etc.). How much “exposure time” is there to this curriculum?

2. How are teachers teaching? (unit and daily lesson plans, curriculum maps, etc.)

3. What is the culture of the school? (belief system and values)

4. What is the purpose of the curriculum? Is any “hidden curriculum” evident?

5. What are the assumptions of this curriculum? What does the curriculum take for granted?

6. What are the silences of the curriculum? What it does NOT address (gender, prejudices

in society, socioeconomic statuses, alternative perspectives, etc.)

7. What resources does the curriculum need? (teacher professional development, technology,

Describe Impact

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1. What are the effects of the curriculum?

2. What theories, principles, methods, standards are in evidence?

3. What is the relevance of the curriculum in relation to the standards?

4. How will the success of this curriculum be determined? (Standardized test scores, GPA, )

Next, Evaluate how the parts fit together in terms of focus and coherence

1. What are the underlying beliefs and assumptions?

2. How are the curriculum choices and assumptions justified?

Finally, Conclude

1. Identify strengths and successes of the curriculum in order to build on them.

2. Identify actual and potential problems, blindspots, biases, perspectives in order to change

them.

3. Examine whether assumptions underlying the curriculum are valid and defensible.

4. Recommend possible solutions.

5. Recommend or deny future support for continuation of this particular curriculum.

Curriculum analysis is NOT

Student assessment, although student data could inform curriculum decisions

Teacher appraisal, although teacher performance data could impact on curriculum decisions.

2. Strategy Map (10)

A strategy map plots a comprehensive and logical learning plan for one enduring

understanding. The learning modules follow the strategy plan laid out with a progression of

activities and assessments that logically lead learners to the stated learning objectives.

Craft one enduring understanding and provocative essential question that can be explored

throughout the modules. Next consider what would constitute evidence of understanding of the

key topical questions guiding these modules.

3. Midterm interview (20). Given 13 questions from the reading of the text, at your assigned

midterm time, you randomly draw and orally answer 3 questions. See Appendix A for sample

questions.

DESIGNING ORIGINAL CURRICULUM

6. Incorporating Technology in the design (15) Technology plays a large role in today’s classrooms. a. Create an original graphic for use in instruction (examples might include diagrams, interactive

photos, annotated screen shots, course banner, graphic organizer, etc.). Be sure to consider the

elements of graphic design. Design a product that will add value to the student learning

experience. (5)

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b. Create a brief (3-5 minutes) video (screencast) instructional event. Experiment with

applications for creating instructional media. Consider using Educreations, an Avatar

simulation, Show me or some app you have not used before. Be purposeful! Select a learning

activity from your strategy map that suits this type of media. (5)

Technical proficiency: Audio is clear and images and graphics easy to follow; motion is

smooth and media plays without obvious flaws.

Content and delivery: Presentation is articulate and effective. Content is delivered in an

engaging manner.

Purpose: The designed product will add value to the student learning experience.

c. Use Web-based tools to design a learning activity. (5)

7. Prototype Activity (7.5) There are 3 parts to each activity: Introduce the concept; teach the content; evaluate the learning

outcomes. The prototype activity includes all of the materials necessary for a teacher to

implement this activity: blackline masters, answer keys, anticipated student responses, clear

instructions, etc,

8. Activity 2 (7.5) After field testing a second activity, post on Blackboard for individual activity review BEFORE

including it into your final curriculum package. Make revisions, if necessary.

9. Field Testing original activities (10): The only way to know if your original activity is going to work as you expect it to, you must field test it with learners. Select the activity that you need the most help with and peer present in class. The peer feedback received should be incorporated into the final product design. 10. This is a project-based learning forum. Toward that end, your final project will be an original Curriculum Package (20) that you have developed using the backward design process. The curricular package consists of two modules and a summative assessment. Each module needs to contain a minimum of 2 activities. Each activity must be complete and polished with all supporting materials. The curriculum package must have a graphic design theme. An understanding by design rubric is applied to the finished curriculum package for a score. Grades:

Curriculum Analysis 15

5

Strategy map Enduring understanding, Essential Question, Big Idea, Measurable objectives

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Original Technology based activities Instructional Graphic (5) Screencast (5) Web-based tools (5)

15

Midterm Interview

15

Field Testing original activities

10

Prototype Activity

7.5

Activity 2 7.5

Final Curricular Package

20

100%

Required Reading:

Wiggins, G. & McTighe J. (2005). Understanding by Design. Alexandria, VA:

Association for Supervision and Curriculum Development. Edition: expanded 2nd

(Full text electronic version available through Copley Library: ProQuest, Ebook Central)

Understanding by Design Guide to Advanced concepts in creating and reviewing Units

(Full text provided electronically on Blackboard)

Choi, H. J., & Johnson, S. (2005). The effect of context-based video instruction on learning and

motivation in online courses. American Journal of Distance Education, 19(4), 215-227.

Retrieved from:

https://pdfs.semanticscholar.org/291a/db034f78a60ed219e13a3d8144086a1417fc.pdf

deJong, T. (2010). Cognitive load theory, educational research, and Instructional Design: Some

food for thought. Instructional Science, 38(2), 105–134. Retrieved from:

https://link.springer.com/article/10.1007%2Fs11251-009-9110-0

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice,

41(4), 212–218. Retrieved from: https://www.depauw.edu/files/resources/krathwohl.pdf

Mayer, R. E. (2002). Rote Versus Meaningful Learning. Theory Into Practice, 41(4), 226–232.

Koechlin, C. & Zwann, S. (2002). Focus on understanding. Teacher Librarian, 30(1), 8-13.

Retrieved from: https://www.thefreelibrary.com/Focus+on+understanding.-a093450439

Kohn, A. (1999). The costs of overemphasizing achievement. School Administrator, 56(10), 40-

42,44-46. Retrieved from: https://www.alfiekohn.org/article/costs-overemphasizing-

achievement/

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Schwartz, M. (2006). For whom do we write the curriculum? Journal of Curriculum Studies,

38(4), 449-457.

Blackboard

Blackboard is the learning management system for this course. Supplemental readings,

announcements, and ALL assignments are submitted through Blackboard.

Schedule/Topics: The following is a tentative list of the weekly topics.

Week Activity

1 Jan. 29

What is curriculum?

Introduction

Overview of design process

Review of syllabus & course requirements

How can the status quo be enhanced by innovative curriculum? Where is the need for new

curriculum?

1:1 classrooms

on-line learning modules

supplemental curriculum for a specific topic: AIDS, bullying, Character Ed, Museum, outdoor

ed., creativity, art & science, ELL, What would happen IF, critical thinking, engineering, story

starters, literacy, math games, cross-curricular, forensics, etc.

What is curriculum & what is a lesson plan?

Bring a copy of your content standards to class next week

Reading: UbD Chapter 1: Backward Design

2 Feb 5

Interpreting and Aligning National, State, and Local Standards NATIONAL STANDARDS through a curriculum design lens

How do “Big Idea” statements relate to Standards from your content area?

Designing local curricula aligned to standards – filling in the gap.

WORKSHOP: From your “big ideas” and content standards, generate topic

questions & measurable objectives for the package you will be designing.

Reading: UbD Chapter 2: Understanding Understanding

Reading: Schwartz, M. (2006). For whom do we write the curriculum? Journal of

Curriculum Studies, 38(4), 449-457.

Assignment: Unpacking Standards: Write 5 measureable objectives (learning outcomes)

from standards, concept, big idea, and enduring understanding.

3 Feb 12

Curriculum Analysis

What is the state of the current curriculum being used in your practicum site?

How is understanding measured? Are learning activities engaging and effective? What needs

to be changed?

Reading: Mayer, R. E. (2002). Rote Versus Meaningful Learning. Theory Into

Practice, 41(4), 226–232.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into

Practice, 41(4), 212–218.

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3 Feb 19 Assessment for Conceptual Design

How will understanding of content be measured?

DESIGNING ASSESSMENTS: Diagnostic, Formative, and

Summative evaluations, alternative assessments

What essential questions are at the heart of your concepts?

How do Bloom’s taxonomy of questions relate to this design

process?

UbD Chapter 3: Gaining Clarity on Our Goals

UbD Chapter 5: Essential Questions: Doorways to

Understanding

Reading: Kohn, A. (1999). The costs of overemphasizing achievement. School Administrator,

56(10), 40-42,44-46.

Assignment: Write 3 essential questions for curriculum package

Write 5 measurable objectives

4 Feb 26

Six Facets of Understanding

What constitutes knowledge and skills?

Compare facets to Bloom’s taxonomony

Anticipate Misunderstandings

Differentiated Instruction

Apparent vs. Enduring Understanding

Reading: UbD Chapter 4: The Six Facets of Understanding

UbD Chapter 6: Crafting Understandings

Reading: Koechlin, C. & Zwann, S. (2002). Focus on understanding. Teacher Librarian,

30(1), 8-13.

CURRICULUM ANALYSIS DUE

March 5 SPRING BREAK

5 March 12

SMAR: Incorporating Technology into curriculum design

Readings: UbD Chapter 7: Thinking like an Assessor

UbD Chapter 8: Criteria and Validity

Strategy Map DUE

Assignment:

1. Design a graphic, screencast, and web-based tool for curriculum package.

Read: Choi & Johnson. The effect of context-based video instruction on learning and

motivation in online courses.

6 March 19

How will we know if learning has taken place?

Acquisition, Meaning, Transfer

Rubric design

Norm and Criterion based assessment

Validity and Reliability of grading

Writing Clear and easy to follow directions for activities Components of an activity: introduction, teaching event, evaluation Read: deJong. Cognitive load theory, educational research and instructional design

7 March 26

Designing Activities: Coverage / Uncoverage “Where are we headed?” (the student’s Q!)

How will the student be ‘hooked’?

What opportunities will there be to be equipped, and to experience and

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explore key ideas?

What will provide opportunities to rethink, rehearse, refine and revise?

How will students evaluate their work?

How will the work be tailored to individual needs, interests, styles?

How will the work be organized for maximal engagement and effectiveness?

Review for midterm

graphic, screencast, and web-based tool DUE

8 April 2

MIDTERM: INTERVIEWS

NO CLASS MEETING, instead meet individually with instructor Schedule a 20-minute interview with instructor during this week to discuss level of

conceptual application of basic framework of curriculum design and evaluation. Individual

student conference will include discussion of 3 selected mid-term questions and reflections

on the design process – SEE APPENDIX A for Midterm questions.

Bring prototype activity for discussion + a revised strategy map (if needed)

9 April 9

Field Testing of prototype Activity – sign up for a 30 minute slot Check: Is every desired result assessed.

10 April 9

Addressing Misconceptions Differentiation of Instruction.

Options for gifted learners, remedial, ELL, bilingual, etc. Sections of curriculum package may

include independent study or extension activities. Technology may be used to differentiate

instruction.

Prototype activity due on Blackboard

11 April 16

NO CLASS MEETING

Continue design of curriculum package

12 April 23

Field Testing of Activity 2– sign up for a 30 minute slot Check: Is every desired result assessed?

13 April 30

Workshop Class: Curriculum Design Homestretch: Multi-media, edits, references, citations, content, logos, credits, captions, glossary, teacher edition, blackline masters etc. Implementing supplemental curriculum – change leaders

Activity 2 due on Blackboard

14 May 7

Field Testing of Activity 3– sign up for a 30 minute slot Check: Is every desired result assessed?

15 May 14

LAST CLASS Learning Fair: Gallery walk presentation of curriculum packages

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Academic Integrity

All members of the University community share the responsibility for maintaining an environment of academic integrity since

academic dishonesty is a threat to the University. Acts of academic dishonesty include: a) unauthorized assistance on an

examination; b) falsification or invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e)

misappropriation of resource materials; f) any unauthorized access of an instructor’s files or computer account; or g) any other

serious violation of academic integrity as established by the instructor.

An act of academic dishonesty may be either a serious violation, or if unintentional, a non-serious violation of course rules, an

infraction. If the instructor determines that an infraction or serious violation has occurred, the instructor can impose penalties

that may include: a) reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be retaken;

and d) a requirement that additional work be undertaken in connection with the course exercise. Policies and procedures

regarding academic integrity follow the guidelines established in the Student Honor Code Academic Pledge.

Grade of Incomplete

The grade of Incomplete (“I”) may be recorded to indicate 1) that the requirements of a course have been substantially completed

but, for a legitimate reason, a small fraction of the work remains to e completed, and 2) that the record of the student in the course

justified the expectation that he or she will complete the work and obtain the passing grade b the deadline. It is the student’s

responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the

posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the

tenth week of the next regular semester, otherwise the “I” grade will become a permanent “F”.

A petition for a grade of incomplete must accompany all requests for an incomplete at the end of the course term. Criteria for

changing a grade of incomplete to a letter grade must be negotiated with the instructor before the final class. The criteria must be

outlined on the signed Incomplete Request Form. A completed form with both the instructor and student signature must be

turned in by the last session of the class. Without a student signed form the registrar requires assignment of a grade of F. A

student must complete an incomplete by the 10th week of the next session or a grade of F is permanently calculated I the overall

grade point average. Any attempt to complete an incomplete after the 10 week deadlines requires the approval of the Associate

Dean of the School of Education after the 10-week deadline requires the approval of the Associate Dean of the School of

Leadership and Education Sciences.

Requests for Accommodation

Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with

disabilities who require specific instructional and testing modifications. Students with such requirements must identify

themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every

effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in

considering specific accommodations.

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Appendix A

2019 Midterm questions for conversation Understanding by Design, Wiggins and McTighe

You will be responsible for verbally discussing 3 of these questions

1. Define curriculum. What are differences between curriculum and lesson plans? Between

curriculum and instruction? Who is the audience for a curricular package?

2. What is an essential question? How does it differ from topical questions? Give a few examples of essential questions and topical questions for your content area / project. How does an essential question lead to performance tasks?

3. Explain the stages in the backward design process and analyze its value in helping to avoid

common inadequacies in curriculum and assessment planning. How does identifying new “big

ideas” for learning require new ways of thinking about old problems?

4. Define the theoretical and practical implications in the use of the six facets of understanding

for curriculum design, assessment, and teaching. How should we determine which of the six

facets of understanding apply best to a unit of study? Are the facets of understanding of equal

importance? How do the facets relate to Bloom’s Taxonomy?

5. What are advantages/disadvantages of using rubrics as assessment tools? What are the

characteristics of effective rubrics? Is assessment of understanding more “subjective” than

assessment of knowledge or skill?

6. Entertain the seemingly odd or alien view that “uncoverage” is required for teaching for

understanding. How does uncoverage relate to discovery learning and constructivism? How

might you promote "uncoverage" of an issue and make the understanding of big ideas more

likely? What are the enduring understandings that are in need of uncoverage for the curriculum

package that you are currently designing?

7. What are the main components of a measurable objective? What is the purpose of measurable

objectives? How do we know if an objective has been achieved? How can we deconstruct

standards into measurable objectives? Give an example of a measurable objective from your

content area / project.

8. What are the differences between traditional assessment, alternative assessment & authentic

assessment? For each of the above areas, what type of appropriate assessment tool might you

design? WHY?

9. What is differentiated instruction? What are some strategies for differentiating instruction?

How can the six facets be used for differentiating your curriculum package?

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10. What role can technology play in learning? What is the S.A.M.R. model? Is there a

relationship with Bloom’s taxonomy, 6 facets, and the S.A.M.R. model? How can technology

promote learning at the individual and group level? How can technology be leveraged in today’s

classroom?

11. What is the hidden curriculum? How can you make sure that your curriculum package is

unbiased?

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Appendix B: CURRICULUM DESIGN RUBRIC

Design

Considerations

Talented Teacher

(1 point)

Capable Curriculum

Creator

(3 points)

Accomplished

Curriculum Designer

(5 points) Curriculum follows Stage

1 (Identify desired

results), Stage 2

(determine acceptable

evidence) & Stage 3 (plan

learning experiences and

instruction) of UbD

design process

In order for this to be a

backward designed

curriculum, the desired

results must be

identified as enduring

understandings, essential

questions and

measurable objectives.

Provide multiple

opportunities for

students to exhibit their

level of understanding

through authentic

performance tasks.

Enduring understandings

need to be framed as

generalizations specific

enough to guide. Make

sure essential questions

are essential and not

topical.

Enduring

understandings are

evident. Essential

questions are

provocative. Six facets

of understanding are

targeted. Activities are

engaging AND

effective.

Teacher background and

answer guides/anticipated

responses are provided

In the teacher information,

be sure to include intended

outcomes, measurable

objectives, time guidelines,

safety cautions,

vocabulary, & materials

needed for preparation of

the activity.

Consider providing

background information,

resource and material lists,

blackline masters, answer

keys and rubrics in the

curriculum package.

The user of this curriculum

appreciates having relevant

resources and citations for

referenced materials.

Visual Appeal Think of how this

curriculum package could

be made more teacher

friendly, easier to navigate

and marketable. Consider

adding graphics, color,

icons, text boxes, various

fonts or columns.

Consider the flow of the

curriculum package. How

could the position of

background information,

assessment, and references

be adjusted for a more

cohesive design?

White space, font, graphics

combine to create an

inviting document.

Assessment Make sure multiple

assessments measure the

targeted goals from the six

facets for continual

measurement of essential

questions.

Consider including more

opportunity for formative

assessment in the

curriculum package to

ensure all facets is targeted.

Make sure your rubrics

follow effective rubric

guidelines.

Formative and summative

assessments measure

targeted standards and

facets.

Differentiated instruction

options provided

Create multiple paths so

that students of different

abilities, interest or

learning needs experience

equally appropriate ways to

absorb, use, develop and

present concepts.

Consider adding options

for differentiation through

technology, ideas for “next

steps” or independent

study/extension activities.

This curriculum package

provided varying learning

strategies, alternative paths

to manipulate the ideas

embedded within the

concept and the complexity

of activities addresses

different levels of cognitive

processing. Misconception

alerts are evident.

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Quality of Activities Remember that a full

curriculum activity has to

introduce a topic or

concept, allow for student

engagement with that

topic, and measure whether

or not the objective has

been met.

Original curriculum creates

learning opportunities for

students that are fresh and

address a problem with

status quo curriculum.

Each activity has an

introduction, teaching

event, and evaluation of

learning. The activities are

original, engaging, and

effective.

Integration of

Technology into activities

Need to go beyond

substitution in order to

effectively use technology

to enhance learning, not

just making teaching more

efficient.

Try moving up on the

SAMR model when you

design activities that use

technology.

Technology was

incorporated in the

activities in a manner that

was designed to enhance

learning, The R of SAMR

was used.