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 * Development and Planning of Curriculum and Assessment I and Technology Integratio****n** **Module III**
 * University of Maine at Farmington, Fall 2012 – EDU 583✰ & EDU 580◆ Cohort 5**

//The Master of Science in Education degree program at the University of Maine at Farmington// //prepares professional educators for leadership roles in educational settings.//


 * Professor: Dr. Theresa Overall & Dr. Grace J. Ward**
 * Office: 220/226 Education Center**
 * Office Phone: (207) 778-7049 [Dr. Theresa] &** **(207) 778-7508 [Dr. Grace]**
 * Office Hours: Monday 1:30-3:00 & Tuesday 2:00-3:30 [Dr. Grace]**
 * Monday 1:30-3:00 & Tuesday 10:00-11:30 [Dr. Theresa]**
 * E-mail:**theresa.overall@maine.edu & gward@maine.edu
 * Class Wiki:** http://edu583fall12.wikispaces.com


 * COURSE, TIME, DATES, LOCATIONS**


 * EDU 583✰ Development and Planning of Curriculum and Assessment I, 3.0 credits**
 * EDU 580◆ Technology Integration** **Module III****, 0.5 credits**
 * (Tues. 4:00-7:30) Dates - (9/11, 9/18, 9/25, 10/2, 10/9, 10/16 (Dean Conference Room), 10/23, 10/30, 11/6, 11/13, 11/27, 12/4, 12/11**
 * (Dean Conference Room), 12/18)**
 * Education Center 329**
 * (Note: If UMF is closed due to weather conditions, class will be rescheduled the next day on Wednesday night.)**


 * REQUIRED TEXTS**

• AACTE Committee on Innovation and Technology (Editors) (2008). //Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators//. New York: Routledge. ISBN: 10: 0-8058-6356-7. • Common Core State Standards Initiative (2010) //[|Common Core State Standards] // Washington, DC: National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). • International Society for Technology in Education (2007) //[|National Educational Technology Standards for Students]// Eugene, OR: ISTE. • International Society for Technology in Education (2008) //[|National Educational Technology Standards for Teachers]// Eugene, OR: ISTE. • Maine Department of Education (2007). //[|State of Maine Learning Results]//. Augusta, ME: Maine Department of Education. • Wiggins, G. P., & McTighe, J. (2005). //Understanding by Design// //(Expanded 2nd Edition)//. Upper Saddle River, NJ: Pearson Education. ISBN: 0-13-195084-3. • Wiggins, G. P., & McTighe, J. (2004). //Understanding by Design: Professional Development Workbook//. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-855-5.

**Select the software appropriate to your operating system:** // [|Microsoft Office 2007 for Windows] // or higher (operating system needs to be Microsoft Windows XP or later) // [|Microsoft Office 2008 for Mac] // or higher (operating system needs to be Mac OS X 10.4.9 or higher)


 * COURSE DESCRIPTION**


 * EDU 583✰ Development and Planning of Curriculum and Assessment I** - This course focuses on current research and best practice in the area of curriculum development, instructional design, and assessment techniques. Participants will learn about a range of planning models that will inspire the creativity and innovation necessary to provide rich and powerful learning experiences and environments for every student. This course motivates participants to support colleagues in engaging students authentically in their own learning. An integral part of this course will be the development of a critical stance related to current practices in the design of curriculum, instruction and assessment.


 * EDU 580◆ Technology Integration Module III** - This course is designed to prepare leaders to integrate diverse educational technologies in an educational setting in ways that reflect a theoretical, research based, and practical understanding of curriculum/assessment development and the effective uses of technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving. Course content explores the role of leaders as agents of reform regarding technology and includes the role and responsibility of various technologies to address diverse learning needs by utilizing an array of applications to enhance classroom instruction, motivate learners, and connect home and school.


 * PREREQUISITES**

Baccalaureate degree; practicing educator; successful completion of EDU 580 Technology Integration, Modules I & II, EDU 581 History, Philosophy and Ethics in Education, and EDU 582 Research Methods; concurrent enrollment in EDU 580 Technology Integration, Module III; cohort member or permission of instructor and program administrator.

**//__ESTABLISHED GOALS__: Common Core Teaching Standards//**

Standard #1: Learner Development. The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allows each learner to reach his or her full potential. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.
 * __// The Learner and Learning //__**

//__ **Content** __// Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's on-going planning and instruction. Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross -disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
 * __//Instructional Practice//__**

Standard #9: Professional Learning and Ethical Practices. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
 * __// Professional Responsibility //__**

__//**NETS STANDARDS FOR TEACHERS**//__

1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the National Educational Technology Standards for Students NETS-S. 3. Model digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a gobal and digital society. 4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

//(UMF Master’s of Science in Education Conceptual Framework)//
 * LEADERS WILL UNDERSTAND THAT…**

o Create shared visions for learning by using successful models of school, family, business, community, government and higher education partnerships ✰ o Respect the value of diversity and its meaning for educational programs ◆ o Lead for results through
 * //Visionary Leaders (VL)://**
 * The change process for systems, organizations and individuals ◆
 * Effective consensus-building and negotiation skills ◆

o Create positive change while sustaining effective practices, which recognize and foster
 * //Supportive educational cultures (SEC)// are nourished by leaders who:**
 * Effective communication ◆
 * Healthy educational environments ◆
 * Dynamic conditions that lead to rich and diverse educational communities ◆ ✰

o Support professional learning communities. ✰ o Encourage continual investigation of practice by recognizing
 * //Continuous professional growth (CPG)// is promoted by leaders who:**
 * The role of current educational technology in promoting student learning and professional growth ◆ ✰
 * The importance of continuous improvement cycles as a result of reflective practice ◆

o Differentiate curriculum and assessment for all learners through
 * //Theory is translated into practice (TIP)// by educators who:**
 * Critical analysis of the social, cultural and political implications of curriculum design ◆ ✰
 * Ongoing critical revision of measurement, evaluation and assessment strategies ✰
 * The use of research, particularly action research, in examining curriculum, instruction and assessment practices ✰
 * Effective instructional practices ◆


 * ESSENTIAL QUESTIONS**

How do you create a professional learning community that is committed to students and their learning? Why is it important to consider the backward design model when designing curriculum, instruction, assessment, and technology integration? Why do effective practices in technological, pedagogical, and content knowledge promote student learning? How do you design an engaging unit that integrates technology to ensure learning for every student?


 * LEADERS WILL KNOW HOW TO…**

• Provide instructional leadership with consideration for the community’s values, goals, social needs and changing conditions. ✰ • Engage staff in ongoing study of current best practices. ✰ • Use knowledge of research on instructional effectiveness to inform decisions. ✰ • Collaboratively determine high expectations and standards for the academic, developmental, cognitive, learning, and social needs of the teachers and students involved. ✰ • Use multiple sources of data, some of which are self-generated, to plan and assess instructional improvement. ✰ • Inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision ◆ • Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching ◆ • Apply technology to enhance their professional practice and to increase their own productivity and that of others ◆


 * LEADERS WILL BE ABLE TO...**

• Translate the potential of technology to enhance student learning. ✰ • Synthesize and critique current research, instructional practices, and assessment techniques used to improve student learning and share findings within an educational setting. ✰ • Create a process for leading teachers in developing an interdisciplinary unit using a curriculum-planning model and implement the process within an educational setting. ✰ • Collect and analyze actual classroom data from within an educational setting; identify the various methods and techniques used to determine the students’ performance, growth, and development; and facilitate a discussion among educators regarding the findings. ✰ • Classify technology tools available to effectively engage a diverse body of students in the learning process within various content areas. ◆


 * PERFORMANCE TASK**

• Design an integrated unit using two conceptual lenses and the backward design planning model. • Create a sample of what you expect your best student on a good day to produce using Type II technology for the performance task of your unit and the rubric by which it will be assessed. • Support a colleague in designing the other selected content area of the integrated unit.


 * SELF–ASSESSMENT AND REFLECTION**

• Complete the essential belief and reflection statements. • Utilize blogs to reflect on the articles and course readings. • Reflect on your leadership skills and the process used in supporting a colleague in designing the other content area.


 * EXPECTATIONS**

Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an emergency arises, please notify us by phone or e-mail prior to the class. If classes get cancelled due to weather, they will be rescheduled.

Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, left justified, double spaced, and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.

Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalog at http://catalog.umf.maine.edu/show.php?type=subcategory&&id=37

Statement on Equal Opportunities - In Accordance with the Americans with Disability Act, students who have documented disabilities will be provided with appropriate accommodations. You must request accommodations in a timely manner through official university documentation. Contact Clair Nelson in the Learning Assistance Cener (claire@maine.edu or 778-7295). Then we can discuss, confidentially, how I might best help you.


 * BENCHMARKS**

Below is the point value for each assessment and your grade will be based on the percent of points earned from the total points of 500.  Please describe your personal experiences and beliefs regarding: 1) Why did you select teaching as your profession? 2) Why did you select the level and/or the content area you teach? 3) What is your ideal teaching environment in relationship to teaming and collaborating? 4) What leadership roles have you taken as an educator? 5) How does your learning styles inventory represent who you are? 6) What is the vision/mission of your school and how does it connect to your classroom? 7) What do you expect to get out of this course? The three-page paper will be shared with the class and a hard copy will be submitted to the professor. In your final reflection statement, you’ll revisit these essential beliefs and reflect on your growth.
 * Essential Belief Statement (20 points)** VL✰, CPG✰◆ //Standards #9, #10//

You must be present and actively engaged in all aspects of the course. You need to be prepared and a contributing member in all the learning components of the course. Articles and course readings reflections will be documented in a blog and synthesized in the class wiki. Teaching is an art and requires dedicated leaders who will collaborate with one another and are not afraid of taking risk in the process of evaluating their teaching methods and developing their leadership capacity.
 * Attendance and Participation (125 points)**VL✰, CPG✰◆ Standards #9, #10 NETS 5


 * PERFORMANCE TASKS**


 * Integrated Unit Design and Facilitating the Design Process - (250 points)** The understanding of the course content will be demonstrated by designing an integrated unit using two conceptual lenses and the backward design planning model and supporting a colleague in designing the other selected content area of the integrated unit.
 * I. Integrated Unit Design - Using the templates, complete all the components: Integration, Stage 1, 2, 3, and Student Sample.**

• Select a colleague in your educational community who will partner with you to create an integrated unit that addresses emerging issues and trends that impact your educational community. (2 points) • Utilize the vision and/or mission statement of your school as a guide when designing your integrated unit. (2 points) • Classify technology tools available to effectively engage a diverse body of students in the learning process. (10 points) • Decide on a unit Title (centering topic of study), which allows all team members to enter the integration process. (2 points) • Identify a major Concept to serve as a suitable integrating or conceptual lens for the unit. (2 points) • Web the Topic for unit, by subject or area around the concept and theme. (3 points) • Write a Unit Overview to engage student interest and introduce the unit, including an overarching unit understanding and an essential question. (4 points)  • Establish one or more Goals (e.g., Maine Learning Results - content standards) that the design targets. (5 points) • Identify the Understandings, based on the transferable big ideas that give the content meaning and connect the facts and skills. (9 points) • Frame the Essential Questions (at least three) to guide students inquiry and focus instruction for uncovering the important ideas of the content. (9 points) • Identify the key Knowledge we want students to know. (9 points) • Identify the key Skills we want students to be able to do. (18 points)  • Performance Task using GRASPS (12 points), Other Evidence (9 points), Self-Assessment and Reflection (9 points). (30 points) • Design two rubrics for the performance task. (15 points) • Assessment Task Blueprint - What understandings/goals will be assessed through this task? Through what authentic performance task will students demonstrate understanding? What student products/performance will provide evidence of desired understanding? By what criteria will student products and/or performance be evaluated? (5 points)  • Know Where they’re going (the leaning goals), Why (reason for learning the content), and What is required of them (unit goal, performance requirements and evaluative criteria). (10 points) • Be Hooked and Hold students interest - engaged in digging into the big ideas (e.g. through inquiry, research, problem solving, and experimentation). (10 points) • Have adequate opportunities to Explore and Experience Big Ideas and receive instruction to Equip them for the required performances. (10 points) • Have sufficient opportunities to Rethink, Rehearse, Revise, Refine their work based upon timely feedback. (10 points) • Have an opportunity to Evaluate their work and set future goals. (10 points) • Be flexible in addressing student interests and Tailor the unit to the seven learning styles. (10 points) • Be Organized in order to maximize engagement and effectiveness and integrate technology. (5 points) • Develop an implementation plan and establish a benchmark system for assessing student work. (10 points)  Create a sample of what you expect your best student on a good day to produce using Type II technology for the performance task of your unit and the rubric by which you will assess it. • The product utilizes technology in a Type II way to address the desired learning outcomes and engage the students. (20 points) • The rubric ensures that students know the expectations and that the product addresses the desired learning outcomes. The sample would earn a proficient rating when evaluated with this rubric. (10 points) • The sample could inspire a student to create a product of equally high caliber. (20 points)
 * A. Integration (25 points)** VL✰◆, CPG✰◆, TIP✰◆ Standards #2 NETS 1
 * B. Stage 1 (50 points)**VL✰◆, SEC✰◆, TIP✰◆, CPG✰◆ Standards //#7//
 * C. Stage 2 (50 points)** VL◆, SEC✰◆, TIP✰◆, CPG✰◆ Standards #6, #8, NETS 2
 * D. Stage 3 (75 points)** VL◆, SEC✰◆, TIP✰◆, CPG✰◆ Standards #1, #3, #4, #5, #6, #7, #8 NETS 1, 2, 3, 4
 * E. Student Sample (50 points)** VL✰◆, SEC✰◆, TIP✰◆, CPG✰◆ Standards #6, NETS 1, 2, 3, 4, 5


 * II. Facilitating the Design Process (50 points)**

Support a colleague in designing the other selected content area of the integrated unit and reflect on your leadership skills and the process used.  Support a colleague in designing the other selected content area of the integrated unit. Teach your colleague how to use the backward planning design model (Stages 1 and 2) and provide feedback on their work, by using the criteria checklist. Reflect on your leadership skills and the process used and post as a blog entry.  Share your Stage 3 and guide your colleague in outlining their Stage 3. Reflect on your leadership skills and the process used and post as a blog entry. 
 * A. Collaboration (25 points)** VL✰, CPG✰◆ Standards #9, #10
 * B. Reflection on the Process of Collaborating (25 points)** VL✰, CPG✰◆ Standards #9, #10 NETS 5
 * III. Assessment Timeline for Instructional Improvement** **(25 points)**

 Reflect on the information, learnings, readings, and experiences of this course. Compare this information to your original essential belief statement? What has changed and why? Respond to the four essential questions listed in the syllabus. What grade do you deserve and why? How does what you learned change your thinking? This is an authentic demonstration and this product can take any form of technology.
 * A. Create an assessment timeline that shows the sequence and value of each assessment used to grade the entire unit. (25 points)** VL◆, SEC✰◆, TIP✰◆ Standard #5
 * Reflection Statement (30 points)** VL✰, CPG✰◆ Standards # 9, #10 NETS 3


 * GRADING SCALE**

A (93 -100) 4.00 grade points per credit hour A- (90 - 92) 3.67 grade points per credit hour B+ (87 - 89) 3.33 grade points per credit hour B (83 - 86) 3.00 grade points per credit hour B- (80 - 82) 2.67 grade points per credit hour C+ (77 - 79) 2.33 grade points per credit hour C (73-76) 2.00 grade points per credit hour Grades less than C are not acceptable for graduate work. Students receiving such grades will be reviewed for retention in the graduate program. C- (70 - 72) 1.67 grade points per credit hour D+ (67 - 69) 1.33 grade points per credit hour D (63 - 66) 1.00 grade points per credit hour D- (60 - 62) 0.67 grade points per credit hour F (0 - 59) 0.00 grade points per credit hour W No GPR computation