UNIT 5
5.1 Final project - create a
curriculum for your specific class

This unit will involve the synthesis of what we have been studying in the previous four units. We will look at components of course design, objectives, lesson plans, and a syllabus. The culminating project will be written documentation of a lesson which identifies: #1) the learning outcomes/objectives, #2) a teaching/learning model, #3) the assessment strategy, and #4) an actual lesson plan.

1. Learning outcomes:Learning outcomes provide the basis for course and lesson design. Incorporated into the learning objective is a measurable student outcome. It is critical for the instructor to start the design of a lesson with the identification of what learning is expected. The emphasis of starting the lesson design with what is expected will be equally important in the application phase.
2. Teaching/Learning Model: In selecting the teaching/learning model it is important to consider the number of students involved in the lesson. Will the entire class participate collectively or will the students complete the activity in small groups?
3. Assessment Instrument: It is important to incorporate a variety of assessment instruments in your course design including authentic assessment whenever possible.
4. Lesson Plans: Instructors need to think through the delivery of their lessons. A written lesson plan helps to keep focused on the principle goal of the lesson.

Course Planning for Adult Learners

Gordon Cawelt of the Association of Supervision and Curriculum Development (1990) identifies seven components in course design which include the following:

1. Plan a balanced core of learning in the course by determining the critical content that will help the students achieve the stated performance outcomes.
2. Create in-depth study of important topics or utilize a thematic approach to increase retention or a thematic approach.
3. Course outcomes should focus on results derived from a variety of assessment tools which have clearly delineated standards of performance .
4. Utilize authentic assessment whenever possible since it encourages critical thinking, problem solving, originality and application for mastery of course content.
5. Design interactive lessons that motivate and invite student participation and decision-making.
6. Develop course management that encourages students to acquire knowledge and skills at a high level of performance .
7. Encourage involvement early in the course rather than only during assessments.

Often curriculum planners analyze the program outcomes and work backwards to identify the necessary skills and core body of knowledge which will determine the content. This analysis includes the following questions as outlined in the book, Effective Curriculum Planning by Foran, Pucel, Fruehling, and Johnson:

1. What does this subject area contribute to the broad program outcomes?
2. What do learners already know about this objective?
3. How many skills and what quality of skills can I assume?
4. How are these skills used on the job?
5. What related skills are needed?
6. What are the essential outcomes?

Objectives

Objectives should be sequenced to build on prior learning which enhances the educational experience. When delivering the sequenced content, instructors should always keep in mind that they are to remain flexible in changing the sequence if necessary. Instructors often make adjustments to allow for individual learning styles and previous knowledge of their students.

The selection of verbs in writing educational objectives will influence the measurable part of the lesson's goal. Using verbs such as "understand" or "know" can be troublesome in effectively evaluating performance. The verb selection for the objective usually has a direct correlation to the assessment. The following chart of verbs is from Effective Curriculum Planning by Foran, Pucel, Fruehling, and Johnson:

Verbs Grouped by Thinking Skill

Critical Thinking

As we develop lessons, it is especially important to incorporate critical thinking skills into our lesson design. Not only is critical thinking one of the SCANS skills that employers want their workers to possess, but it is also important to the quality of the educational experience. The ratio of higher level thinking skills, such as analysis, synthesis and evaluative processes, needs to increase in comparison to only emphasizing memorization of facts and data. Computers now do much of our computation and computerized database searches. Experienced computer users and Internet researchers have unprecedented access to information.

The following is a list of key attributes of critical thinking

• discerning cause and effect
• distinguishing fact and opinion
• seeking reasons
• evaluating the source
• questioning author
• judging deductions and inductions
• discerning validity of value judgements
• identifying assumptions
• approaching discussion/dialogue open mindedly

The following questions can be used to facilitate critical thinking:

1. Explain how the predicted solution could work in this situation?
2. What are the underlying assumptions to that argument?
3. What do you think is the cause and subsequent effect?
4. How would you categorize this information?
5. What is a contingent plan of action in case of "road-blocks"
6. What is most confusing/ clear about this article?
7. What concepts do you most/least agree with?
8. Can you think of a similar scenario or situation
9. How can you be sure that you have the correct answer?
10. Have you explored all the options?
11. What new information can I add to this?

The following chart from a course "Advanced Educational Psychology (EDCI 5114) Instructional Design," author unknown) outlines the verb classification correlated to Bloom's Taxonomy:

Lesson Plan

A lesson is a learning experience related to the course objectives. Experts vary in the ideal lesson, but typically it includes motivating the students, providing the purpose, instruction, and checking for understanding. In addition to the lesson content, instructors make decisions about the needed resources and time allocation. An element often overlooked is the "teaching your partner" concept, where students present lessons to the class or to each other. When you have to teach a concept, you are motivated to truly understand the material. Refer to the graph by Dr. William Glasser author of "Schools Without Failure." The following chart lists the components of lessons as identified by a variety of educational researchers (Moore, Fleener, Gagne, Briggs Wager, Smith, Ragan, Dick and Carey). The list was taken from a course "Advanced Educational Psychology (EDCI 5114) Instructional Design," Virginia Polytechnic Institute and State University (author unknown).

When you go to this link, go to Teaching and Learning bullet and, if you have any educational questions on the following material, contact vknapp@vt.edu. ·

From Moore, K. (1998). Classroom teaching skills. Boston: McGraw Hill.

1. Objectives
2. Introduction
3. Content
4. Methods & Procedure
5. Closure
6. Resources & Materials
7. Assignment ·

From Fleener, A. (1989). Sample lesson plan format. Minneapolis, MN: Augsburg College.

1. Objectives
2. Materials
3. Introduction
4. Sequence of Learning Activities
5. Closure
6. Assignment
7. Assessment ·

From Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instruction design. (4th ed.). New York: Holt, Rinehart, & Winston.

1. Gaining Attention
2. Informing the learner of the objective
3. Stimulating Recall of prerequisite Learning
4. Presenting Stimulus Materials
5. Providing Learning Guidance
6. Eliciting Performance
7. Providing Feedback
8. Assessing Performance ·

From Smith, P., & Ragan, T. (1993). Instructional design. Upper Saddle River, NJ: Merrill.

1. Activate attention to Lesson
2. Establish Purpose
3. Arouse Interest and Motivation
4. Preview Lesson
5. Recall Relevant Prior Knowledge
6. Process Information and Examples
7. Focus Attention
8. Employ Learning Strategies
9. Practice
10. Evaluation
11. Summarize and Review
12. Transfer Learning
13. Remotivate and Close
14. Assess Performance
15. Evaluate Feedback and Remediate ·

From Dick, W., & Carey, L. (1996). The systematic design of instruction. New York: Harper Collins.

1. Motivation
2. Objectives
3. Entry Behaviors
4. Instructional Sequence
5. Information
6. Examples
7. Practice
8. Feedback
9. Evaluation
10. Remediation
11. Enrichment
12. Memorization & Transfer

Syllabi

When designing your syllabus include the following information in order to meet the Title 5 Section 55002 requirements for a syllabus:

1. Name of course
2. Name of instructor
3. Instructor's office hours (virtual or traditional)
4. Instructor's contact information (phone number, fax number, web site, email)
5. Semester, Course Dates/Times (Section Number)
6. Course Description with stated Course Objectives
7. Weekly Outline with topics and assignments that are in alignment with stated course objectives. There is no need to state the objective again.
8. Grading policy must be based on demonstrated proficiency, at least in part of which is either in the form of written essays unless the curriculum committee deems problem solving is more appropriate.
9. Instructor's methods of instruction and evaluation
10. Required textbooks
11. Number of units - credit courses are required to incorporate the teaching and testing of critical thinking along with the learning skills and a vocabulary that are at college level.
12. It is suggested that you include "exit" competencies for your students. An excellent article of exit competencies can be viewed at: http://www.hocking.edu/~aaffairs/exitcomp.html

Visit a web site entitled, "Online Workshop Syllabus". http://tac.nv.cc.va.us/onlinesyllabus

The purpose of this online tutorial is to provide you with information and hands-on experience linked to your professional web page if you so desire. It is quite an exciting challenge.

APPENDIX 1 - TITLE 5 REGULATIONS

[Specific sections of Title 5 of the California Administrative Code have been excerpted to aid in the review of required components for the course outline of record. Readers should consult the complete text of the regulations to place all excerpted sections in proper context. Some words and phrases have been placed in bold type for emphasis.]

Chapter 6. Curriculum and Instruction Subchapter 1. Programs, Courses and Classes Article 1. Program, Course and Class Classification and Standards 55002. Standards and Criteria for Courses and Classes (a)Associate Degree Credit Course. An associate degree credit course is a course which has been designated as appropriate to the associate degree in accordance with the requirements of Section 55805.5 and which has been recommended by the college and/or district curriculum committee and approved by the district governing board as a collegiate course meeting the needs of the students eligible for admission.

1. Curriculum Committee The college and/or district curriculum committee recommending the course shall be established by the mutual agreement of the college and/or district administration and the academic senate. The committee shall be either a committee of the academic senate or a committee that includes faculty and is otherwise comprised in a way that is mutually agreeable to the college and/or district administration and the academic senate.
2. Standards for Approval The college and/or district curriculum committee shall recommend approval of the course for associate degree credit if it meets the following standards:
   1. Grading Policy. The course provides for measurement of student performance in terms of the stated course objectives and culminates in a formal, permanently recorded grade based upon uniform standards in accordance with Section 55758 of this Division. The grade is based on demonstrated proficiency in the subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.
   2. Units. The course grants units of credit based upon a relationship specified by the governing board, between the number of units assigned to the course and the number of lecture and/or laboratory hours of performance criteria specified in the course outline. The course also requires a minimum of three hours of work per week, including class time, for each unit of credit, prorated for short term, laboratory and activity courses.
   3. Intensity. The course treats subject matter with a scope and intensity that requires students to study independently outside of class time.
   4. Prerequisites and Corequisites. When the college and/or district curriculum committee determines, based on a review of the course outline of record, that a student would be highly unlikely to receive a satisfactory grade unless the student has knowledge or skills not taught in the course, then the course shall require prerequisites or corequisites that are established, reviewed, and applied in accordance with the requirements of Article 2.5 (commencing with Section 55200) of this Subchapter.
   5. Basic Skills Requirements. If success in the course is dependent upon communication or computation skills, then the course may require, consistent with the provisions of Article 2.5 (commencing with Section 55200) of this Subchapter, as prerequisites or corequisites eligibility for enrollment in associate degree credit courses in English and/or mathematics, respectively.
   6. Difficulty. The course work calls for critical thinking and the understanding of concepts determined by the curriculum committee to be at college level.
   7. Level. The course requires learning skills and a vocabulary that the curriculum committee deems appropriate for a college course.
3. Course Outline of Record The course is described in a course outline of record that shall be maintained in the official college files and made available to each instructor. The course outline of record shall specify the unit value, scope, objectives, and content in terms of a specific body of knowledge. The course outline shall also specify types or provide examples of required reading and writing assignments, other outside of class assignments, instructional methodology and methods of evaluation for determining whether the stated objectives have been met by students.
4. Conduct of the Course All sections of the course are to be taught by a qualified instructor in accordance with a set of objectives and with other specifications defined in the course outline of record.
5. Repetition. Repeated enrollment is allowed only in accordance with provisions of Chapter 2 (commencing with Section 51000), Sections 55761-55763 and 58161 of this Division.
6. 55002.5. Credit Hour; Allowance for Shorter Term. One credit hour of community college work is approximately three hours of recitation, study, or laboratory work per week throughout a term of 16 weeks.
7. Where a term is more or less than 16 weeks, more or less than one credit hour shall be allowed in the same ratio that the length of the term is to 16 weeks.

Article 2.5. Prerequisites, Corequisites, and Recommended Preparation 55201. Policies for Prerequisites, Corequisites, and Advisories on Recommended Preparation.

The governing board of a community college district may establish prerequisites, corequisites, and advisories on recommended preparation, but must do so in accordance with the provisions of this Article. Nothing in this subchapter shall be construed to require a district to establish prerequisites, corequisites, or advisories on recommended preparation; provided however, that a prerequisite or corequisite shall be required if the course is to be offered for associate degree credit and the curriculum committee finds that the prerequisite or corequisite is necessary pursuant to Section 55002(a)(2)(D) or 55002(a)(2)(E).

A governing board choosing to establish prerequisites, corequisites, or advisories on recommended preparation shall, in accordance with the provisions of Sections 53200-53204 of this Division, adopt policies for the following:

1. The process for establishing prerequisites, corequisites, and advisories on recommended preparation. Such policies shall provide that in order to establish a prerequisite or corequisite, the prerequisite or corequisite must be determined to be necessary and appropriate for achieving the purpose for which it is being established. District policies shall also specify the level of scrutiny that shall be required in order to establish different types of prerequisites, corequisites, and advisories on recommended preparation. At a minimum, prerequisites, corequisites, and advisories on recommended preparation shall be based on content review, with additional methods of scrutiny being applied depending on the type of prerequisite or corequisite being established. The policy shall provide that the types of prerequisites described in Subsection (e) may be established only on the basis of data collected using sound research practices. Determinations abo! ut prerequisites and corequisite s shall be made on a course-by-course and program-by program basis.
2. Procedures to assure that courses for which prerequisites or corequisites are established will be taught in accordance with the course outline, particularly those aspects of the course outline that are the basis for justifying the establishment of the prerequisite or corequisite.
3. The process, including levels of scrutiny, for reviewing prerequisites and corequisites to assure that they remain necessary and appropriate. These processes shall provide that at least once each six years all prerequisites and corequisites established by the district shall be reviewed. These processes shall also provide for the periodic review of advisories on recommended preparation.

The Model District Policy [on Prerequisites, Corequisites, and Advisories] [The model] provides for all requirements of state law, [and] a district which simply adopts this model and submits it as its local policy will thereby have met all related provisions of law and will receive prompt approval and support by the Chancellor's Office. If, however, the district believes it has a better way to establish, review, and provide for challenges to prerequisites, corequisites, advisories, and limitations on enrollment, it is welcome to adopt the policies it deems most advisable and, then, to submit that policy to the Chancellor together with a rationale for changes in the crucial areas of the model. II. Review of Individual Courses

A. Prerequisites and Corequisites

1. Levels of Scrutiny

B. Sequential Courses Within and Across Disciplines

A course may be established as a prerequisite or corequisite for another course provided that, in addition to the review by faculty in the department or discipline and by the curriculum committee as described above, skills, concepts and/or information taught in the first course are presupposed in the second course, and a list of the specific skills and/or knowledge a student must possess in order to be ready to take the second course is included in its outline of record.

55805.5. Types of Courses Appropriate to the Associate Degree. The criteria established by the governing board of a community college district to implement its philosophy on the associate degree shall permit only courses that conform to the standards specified in section 55002(a) and that fall into the following categories to be offered for associate degree credit:

a. All lower division courses accepted toward the baccalaureate degree by the California State University or University of California or designed to be offered for transfer.

b. Courses that apply to the major in non-baccalaureate occupational fields.

c. English courses not more than one level below the first transfer level composition, typically known as English1A. Each student may count only one such course as credit toward the associate degree.

d. All mathematical courses above and including Elementary Algebra.

e. Credit courses in English and mathematics taught in or on behalf of other departments and which, as determined by the local governing board, require entrance skills at a level equivalent to those necessary for the courses specified in sections (c) and (d) above.

55000.5. Handbook; Monitoring and Review of Approved Courses and Programs.

f. The Chancellor shall prepare, distribute, and maintain a detailed handbook for use by the local educational agencies. The handbook shall contain course approval criteria, implementation plans for administrative regulations, and procedures for securing course and program approvals.

g. The Chancellor shall monitor and review courses and programs which were approved under the provisions of section 70901 of the Education Code for compliance with applicable statutes and regulations on a periodic basis.