CTL 7000
Curriculum and Teaching Course
Dr. Shelley Peterson
Dr. Douglas McDougall
Course Overview
The Curriculum and Instruction course is required of all students in the program and consists of broad methodologies in several disciplines. The course provides candidates with opportunities to learn about and experience program planning (lessons and units), instructional strategies, and assessment and evaluation approaches that address Ministry of Education policies and expectations.
Candidates will experience and practise an extensive range of instructional strategies to augment their understanding of learning theory, classroom organization, activity design, resource selection, and assessment and evaluation practices. Ultimately, this course encourages candidates to develop and apply their knowledge of curriculum in order to implement effective and evolving programs for all learners.
Emphasis will be placed on a high level of participation in course activities, including seminars, readings, discussions, workshops, demonstrations, field work, reflective practise, research, and group assignments.
The subject area components are:
Literacy, Mathematics, Science and Technology, Social Studies, the Arts (Visual Arts, Music and Drama), and Physical and Health Education.
Course Expectations/Objectives
Upon completion of the course students will be able to:
• Articulate personal beliefs and experiences related to each component
* Identify theories informing practise within each of the subject areas
• Identify the expectations and achievement levels developed by the Ministry of Education and relate them to classroom teaching
• Demonstrate familiarity with and critically analyse educational resources
• Demonstrate an understanding of how to integrate curriculum expectations across subject areas
• Demonstrate an understanding of teaching strategies and approaches within each subject area
• Relate teaching practice to relevant research
* Integrate educational technology appropriately within each subject area
• Use various methods for assessing and evaluating student progress
Course Evaluation
Four of the major program assignments and the mark for professionalism contribute to the grade for this course as follows:
Portfolio 25%
Learner Profile 25%
Group Investigation 10%
Curriculum Project 25%
Professionalism 15%
Required Reading
Ontario Ministry of Education curriculum guidelines will be provided to all students.
Literacy Component
In this component students will explore issues of literacy development and learning. They will draw on their own experiences as a literacy learner and as a student teacher in their practicum classroom.
This component is intended to help students gain experience and understanding in developing and assessing students’ language learning in the three strands in which the Ontario Curriculum for Language Arts, Grades 1-8 is organized: (1) writing, (2) reading, and (3) oral and visual communication.
The topics will include:
What is literacy?
What is a literacy teacher’s role?
What does it mean to have a balanced curriculum?
Getting to know the Ontario curriculum
Emergent literacy approaches & strategies
Teaching phonics
Nature of reading
Using basal readers
Literature and film response
Reading comprehension
Developing oral and visual communications and literacy through drama
Reading fluency
Process approach to writing instruction
Developmental spelling stages
Teaching writing conventions
Evaluating writing
Teaching writing in content areas
Poetry writing
Literacy assessment
Required Readings
Bainbridge Edwards, J., & Malicky, G. (1996). Constructing meaning: Integrating elementary language arts. Toronto: Nelson.
Allington, R. L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36(6), 556-565.
Koskinen, P. S. & Blum, I. H. (1986). Paired repeated reading: A classroom strategy for developing fluent reading. The Reading Teacher, 40(1), 70-77.
McGee, L. M. & Tompkins, G.E. (1995). Literature-based reading instruction: What’s guiding the instruction? Language Arts, 72(6), 405-414.
Miccinati, J. (1985). Using prosodic cues to teach oral reading fluency. The Reading Teacher, 39 (2), 206-212.
Rasinski, T. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83(3), 147-150.
Recommended Readings
Peterson, S. (1997). Teaching conventions unconventionally. Edmonton: FP Hendriks.
Peterson, S. (1995). Becoming better writers. Edmonton: FP Hendriks.
Mathematics Component
In this component students will gain an understanding of mathematics and explore theoretical issues while acquiring strategies that support teaching and learning of mathematics. They will draw on their own experiences as a mathematics learner and as a student teacher in their practicum classroom.
This component is intended to help students gain experience and understanding in developing and assessing students’ mathematics learning in the five strands in which the Ontario Curriculum for Mathematics, Grades 1-8 is organized: (1) number sense and numeration, (2) geometry and spatial sense, (3) patterning and algebra, (4) data management and probability, and (5) measurement.
The topics will include:
Theoretical perspectives in Mathematics
Overview of content strands
Developing critical thinking in Mathematics
Problem solving and inquiry learning.
Curriculum integration, and implementation
Development of Spatial Sense and Geometry in Mathematics
Understanding children’s thinking and concept development
Misconceptions in children’s learning of Mathematics
Technology in Mathematics education
Assessment and evaluation in Mathematics
Use of manipulatives
Patterns and algebra in Mathematics
Data management and probability in Mathematics
Concept development in measurement
Communicating mathematical ideas
Resources for the Mathematics classroom
Required Readings
Haylock, D. & McDougall, D. (1999). Mathematics every elementary teacher should know. Toronto: Trifolium Books.
Additional Readings
Copeland, R.W. (1984). How children learn mathematics. New York, MacMillan Publishing Co.
Cruikshank, D.E., Sheffield, L. (1988). Teaching mathematics to elementary school children. Columbus, Merrill Publishing Co.
Davidson, N. (1990). Cooperative learning in mathematics. Toronto: Addison-Wesley Publishing Co.
Gibbs, J. (1987). Tribes. CA: Centre Source Publishing.
Labinowicz, E. (1980). The piaget primer. CA: Addison-Wesley Publishers Ltd.
Marshall, H. (1992). Redefining student learning. NJ: Ablex Publishing Corp.
National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: author.
National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.
Reys, R., Suydam M. and Lindquist M. (1984). Helping children learn mathematics. NJ: Prentice Hall Inc.
Stenmark, J. K., Thompson, V. & Cossey, R. (1986). Family math. Berkeley, CA: University of California.
Social Studies Component
In this component students will gain an understanding of basic concepts of social studies, history and geography. They will draw on their own experiences as a participant in the community and as a student teacher in their practicum classroom.
This component is intended to help students gain experience and understanding in developing and assessing students’ learning in the two strands in which the Ontario Curriculum for Social Studies, Grades 1-6 is organized: (1) heritage and citizenship, and (2) Canada and world connections. In addition, this component will address the history and geography strands in the Ontario Curriculum for History and Geography: Grades 7 and 8.
The topics will include:
What is social studies? history? geography?
What is a social studies teacher’s role?
Getting to know the Ontario curriculum
Assessment and evaluation in social studies
Program planning (content, skills, concepts & attitudes)
Program modification in social studies, history and geography
Developing inquiry, research and communication skills
Role of design and technology in social studies
Teaching strategies in social studies
Field trips and guest speakers
Applying concepts and skills in various contexts
Suggested Readings
Anderson, D. (1999). Putting social studies in its place. Toronto: Real Publications.
Pike, G. & Selby, D. (1988). Global teacher, global learner. Toronto: Hodder & Stoughton
Science Component
(See North Option)In this component students will explore issues of literacy development and learning. They will draw on their own experiences as a literacy learner and as a student teacher in their practicum classroom.
This component is intended to help students gain experience and understanding in developing and assessing students’ language learning in the three strands in which the Ontario Curriculum for Science, Grades 1-8 is organized: (1) writing, (2) reading, and (3) oral and visual communication.
The topics will include:
Straw Towers
Role of competitive/cooperative groups
Understanding and encouraging discourse in the science classroom
Video -encouraging student discourse
Introduction to curriculum document
Integration of technology
Astronomy
Self assessment of one's own understanding & Video, A private Universe
Web resources to improve understanding and to facilitate the teaching of science
Model bringing in an Expert
Addressing Gender issues in science education
Electricity
Open-inquiry learning in science education
Exploration and constructivist learning approaches
The role of truth in science
Modified programming for special learners
Adapting instruction from K-8
Integrating visual arts
Planning an integrated science lesson
Locating resources
Science safety
Density and Buoyancy
Integrating mathematics
Technology and the environment
Taking science to the community (working with parents)
Video, A community supports the Boat Float!
Working on a science project team
Optics: Colours and Shadows
Intra and inter group dynamics
Integrating drama
Theory development and depth of understanding
Dominant discourse and the classroom
Teacher as active learner
Developing an evaluation rubric
Recommended Readings
Bloom, W. J. (1998) Creating a Classroom Community of Young Scientists: A desktop companion. Toronto: Irwin Publishing.
Bruz, H. L., & Marshall, K. (1997) Performance-Based Curriculum for Science. London: Sage
Meyer, K., & Woodruff, E. (1997) Consensually Driven Explanation In Science Teaching. Science Education, 80, 173-192.
Mintzes, J., Wandersee, J., & Novak, J. (1995). Meaningful learning in science: The human constructivist perspective. . In G. Phye (ed.) Handbook of Academic Learning: Construction of Knowledge. Chapter 13. San Diego: Academic Press.
Roth, W-M., (1995). Authentic School Science: Knowing and Learning in open-inquiry science laboratories. Norwell, MA: Kluwer Academic Publishers.
Tobin, K. (1995) The teaching and learning of elementary science. In G. Phye (ed.) Handbook of Academic Learning: Construction of Knowledge. Chapter 12. San Diego: Academic Press.
Health and Physical Education Component
In this component students will explore issues of health and physical education. This component is intended to help students gain experience and understanding in developing and assessing students’ language learning in the three strands in which the Ontario Curriculum for Health and Physical Education, Grades 1-8 is organized: (1) healthy living, (2) fundamental movement skills, and (3) active participation.
The topics will include:
Examining Ministry guidelines and resource documents
Theories of child development and healthy living
Organizing and managing an inviting learning environment
Fundamental motor skill development
Teaching games and movement themes
Integrating health and physical education
Health literacy
Comprehensive school health
Resiliency
Building leadership and character through health and physical education
Using technology to promote student learning in health and physical education
Assessment, evaluation and reporting to parents
Working with community partners to promote wellness and involvement
No Required Readings
Readings and resource materials will also be distributed in class to support the various sessions that are associated with the course.
Visual Arts Component
In this component students will focus on experimentation, exploration, creative and critical thinking, and personal expression through the visual arts.
This component is intended to help students gain experience and understanding in developing and assessing students’learning in the three strands in which the Ontario Curriculum for Visual Arts, Grades 1-8 is organized: (1) knowledge of elements, (2) creative work, and (3) critical thinking.
The topics will include:
No required readings
Readings and resource materials will also be distributed in class to support the various sessions that are associated with the course.
Music Component
In this component students will develop personal music skills and some basic knowledge about the art of music.
This component is intended to help students gain experience and understanding in developing and assessing students’ language learning in the three strands in which the Ontario Curriculum for Music, Grades 1-8 is organized: (1) knowledge of elements, (2) creative work, and (3) critical thinking.
The topics will include:
Suggested Readings
Choksy, L. (1998). The Kodaly Method I: Comprehensive Music Education. New York: Prentice Hall.
Choksy, L. & Brummitt, D. (1996). 120 Singing Games and Dances for Elementary Schools. New York: Prentice Hall.
Readings and resource materials will also be distributed in class to support the various sessions that are associated with the course.
Drama and Dance Component
In this component students will develop personal drama and dance skills and some basic knowledge about these two art forms.
This component is intended to help students gain experience and understanding in developing and assessing students’ language learning in the three strands in which the Ontario Curriculum for Drama and Dance, Grades 1-8 is organized: (1) knowledge of elements, (2) creative work, and (3) critical thinking.
Topics will include:
Suggested Readings
Neelands, J. (1990). Structuring drama work. Cambridge: Cambridge University Press.
Readings and resource materials will also be distributed in class to support the various sessions that are associated with the course.