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.