ITSF 4093: Curriculum and Pedagogy in International Contexts

ITSF 4093: Curriculum and Pedagogy in International Contexts Meeting time: Tuesdays 1-2:40 PM Meeting location: 438 Horace MannProfessor Lesley Bartlett [email protected] Office location: 376 Grace Dodge Hall Office hours: Tuesdays 2:45-4:45 drop in (sign up sheet is posted on my office door) Thursdays 3-4 by appointment (email Professor Bartlett, [email protected])Course assistants: Office hours by appointment Diana Rodriguez [email protected] Debbie Landis [email protected] Description: This course explores the problems, issues, and approaches in the development of curricula, preparation of instructional materials, and training of educators internationally. The first two sections of the course focus on curriculum theory, models, planning and policy, design, and implementation; the final section of the course examines teacher preparation. Drawing explicitly on real-life examples of curricula and pedagogy in developing countries, and taking advantage of numerous practitioner guest speakers working in the field, the course examines the challenges of developing curriculum and pedagogy while developing students’ skills in these areas.Course objectives: Upon completion of this course, students will demonstrate an understanding of:  Curriculum theory, models, planning and policy, design, and implementation  Approaches to teacher preparation, including the research base for context-relevant effective instruction  Contemporary efforts to develop curricula and pedagogy in developing countries Furthermore students will demonstrate, through role-play and group work, skills in curriculum design and teacher preparation.Required books are available at Book Culture on 112th Street between Broadway and Amsterdam: Ellis, Arthur. (2003). Exemplars of Curriculum Theory. Larchmont, NY: Eye on Education. Wiggins, G. and McTighe, J. (2005). Understanding by Design. 2nd edition. NY: Prentice Hall.Other required readings are available electronically through library course reserves.Course requirements and evaluation: 1. Eight short essays, of two single-spaced, typewritten pages. 40 points. Print front and back on a single sheet if possible. Essays are based on the essential questions for the day, listed in italics on each date. Students are expected to write a short essay on eight occasions; students may choose the dates on which they will write. These essays are due at the start of class. Late essays will not be accepted. Each essay is worth five points. Please note: At the end of the semester, you will be asked to email a SINGLE DOCUMENT with all of these essays to [email protected] 2. Group written product. 40 points. Throughout the semester, each student will work in a group of between 5 and 6 students on a curriculum or pedagogy project. The group will work with an individual, called the consultant, to produce a curriculum and/or teacher professional development plan with accompanying materials. The following elements are due on the dates listed; one copy should be given to Professor Bartlett and another copy should be loaded to Moodle to share with peers. Late submissions will lose one point per day. A. An outline of the scope of the project, including a timeline of specific deliverables as developed with the project consultant: Feb. 19 for 10 points. B. A draft of the curriculum or teacher development plan with accompanying materials: April 2 for 15 points. If you are working in a specific location, include a 2 page introduction that discusses: i. an overview of the educational system in the country/place, ii. a discussion of any relevant policies, iii. an analysis of any standards (national syllabus, state standards, etc), and1 iv. a description of the population who will use the product. C. The final draft of the curriculum or teacher development plan with accompanying materials: May 7 for 15 points. 3. Group oral presentations. 10 points. Throughout the semester, groups will be asked to present information about their project to the entire class. In addition, each group will make a final, oral presentation of the project. 4. Peer grading. 5 points. Each group member will be asked to grade the participation of his/her peers in the group, and points will be assigned accordingly. 5. Participation: 5 points. Students are expected to attend each class and attendance affects the participation grade. Students are expected to read the required readings, to bring critical ideas and insights to share, and to engage in lively discussion. Evaluation summary: 8 short essays 40 Outline of project 10 Draft of project 15 Final draft of product 15 Group oral presentation 10 Peer grading 05 Participation 05 TOTAL 100Possible topics for group projects: Below is a list of curriculum and teacher preparation projects that a group might select to work on. (Each topic could accommodate more than one group if necessary.) Groups are not limited to these topics; groups are encouraged to develop (quickly, in the first few weeks of the semester) a topic independently if they wish. Please come to our first week of class with a clear idea of the project you’ll work on this term.1. Academic standards in reading and math. Sponsoring institution: DREAM Project, Dominican Republic. Consultant contact: Molly Hamm, [email protected] The DREAM Project is a non-profit organization that provides early, quality, and continuing education on the North Coast of the Dominican Republic. Young Stars is one of DREAM's primary academic programs for at-risk youth in primary school (ages 8-15). The organization seeks to develop a set of academic standards in reading and math for three levels: Basic, Intermediate, and Advanced. The final product would be a user- friendly teacher handbook outlining the standards for each academic level to be used by our after school teachers, who often have no formal training in education. At least one team member should be fluent in Spanish to access certain key materials, including national curriculum. The DREAM Project is interested in hosting the student group over spring break, providing an opportunity to pilot standards, conduct interviews with teachers and staff, observe classes, and implement workshops. The organization would fund housing, airport transportation in-country, and lunch. 2. School health and nutrition (SHN) stories for young readers. Sponsoring institution: Save the Children. Consultant contact: Amy Jo Dowd, [email protected]. Team will work with Save the Children to identify, adapt, and develop health and nutrition-related stories for young readers. The team will review existing materials, separate into copyright free or not, sort by difficulty level and target age group, and match to SNH messages. The group will adapt materials as necessary and create new reading materials where there are gaps in SHN messages.3. Emergent literacy and math (ELM) storybook templates for preschool children (ages 3-5). Save the Children. Consultant contact: Amy Jo Dowd. [email protected]. Team will work with Save the Children ELM leads to define target groups and types of books needed (e.g. big books for read aloud in 2 group settings, picture books for child use, etc) and to develop criteria for review of cultural appropriateness of texts. Team will search for copyright-free early childhood stories that match the ELM messages and content. The team will also adapt and develop new materials. Finally, the team will create a library of electronic files organized by group/type.4. Curricular resources integrating ICT for secondary teachers in Uganda and Kenya . Sponsoring organization: Connect To Learn. Consultant contact: Tara Stafford, [email protected] This group will develop ICT-integrated lesson plans, activities and corresponding materials for a secondary- level science unit in biology, chemistry, physics or agriculture aligned to Kenyan and/or Ugandan curriculum standards for the Connect To Learn Online Resource Library (www.connecttolearn.org/teacher_resources/resource_library). To supplement these resources, this group will also create a teacher guide for the unit lesson plans and materials.5. Curricular resources integrating ICT for secondary teachers in Uganda and Kenya . Sponsoring organization: Connect To Learn. Consultant contact: Tara Stafford, [email protected] This group will develop ICT-integrated lesson plans, activities and corresponding materials for a secondary- level language unit (in English or Kiswahili) aligned to Kenyan and/or Ugandan standards for the Connect To Learn Online Resource Library (www.connecttolearn.org/teacher_resources/resource_library). To supplement these resources, this group will also create a teacher guide for the unit lesson plans and materials.6. Teacher learning circle support materials. Sponsoring organization: IRC. Consultant contact: Julia Frazier, [email protected]. Team will create support materials for a teacher learning circle. The resulting workbook would be used as a support for distance, self-directed learning in teacher learning circles. Target: 5-8 sessions of circle work. Topics include integrating healing classroom objectives in pedagogical approaches, question strategies for increasing participation and higher order thinking, developing teaching and learning materials from locally available resources, using games and group work, and lesson planning (including identifying objectives, including continuous assessment, and scaffolding learning.)7. Differentiated instruction for in-service English language (EFL) teachers in the UAE. Contact: Professor Cambria Russell, cambria [email protected] Group will prepare a 8-10 hour module on differentiated instruction for in-service English language (EFL) teachers at the American University of Ras al Khaimah, in the United Arab Emirates. This professional development course would be run once per week in the evenings for current junior high/middle school and secondary school teachers through the Continuing Education program. 8. University course on Curriculum Design and Implementation for American University of Ras al Khaimah in the United Arab Emirates. Contact: Professor Cambria Russell, cambria [email protected] . Topics and Schedule Week 1: Jan. 29: Introduction and review of syllabus; Curriculum  What is curriculum?  Who am I? Why am I taking this course? What experience do I have designing curricula and training teachers?Ellis, Arthur. (2003). Exemplars of Curriculum Theory. Eye on Education. Chapters 1-3.**Discuss group formation and group placements**3 Week 2: Feb. 5: Curriculum Theory—Progressive paradigm; Learner-Centered, Society-Centered, and Knowledge-Centered curricula  What are the key tenets of the progressive paradigm?  What are learner-centered, society-centered, and knowledge-centered curricula? How do their goals, views of knowledge, and ideas of skills and values compare?Ellis, Arthur. (2003). Exemplars of Curriculum Theory. Eye on Education. Chapters 4-7.**Discuss group formation and group placements**Week 3: Feb 12: Contingent pedagogy  How do political, social, cultural, and material contexts affect the development and implementation of curriculum and teacher training?Tabulawa, R. (2003). International aid agencies, learner-centred pedagogy and political democratisation: A critique. Comparative Education, 39(1), 7-26. Vavrus, F. and Bartlett, L. (2012). Comparative Pedagogies and Epistemological Diversity: Social and Material Contexts of Teaching in Tanzania. Comparative Education Review 56, 4, 634-658. Ginsburg, Mark et al. (2012). Different approaches, different outcomes: Professional development of teachers in the political context of Equatorial Guinea. Pp. 49-79 in Ginsburg, Mark (ed), Preparation, practice, and politics of teachers. Rotterdam: Sense Publishers.Recommended: Vavrus, Frances and Bartlett, Lesley. (eds) (2013). Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Rotterdam: Sense Publishers. Chisholm, L., Leyendecker, R. 2008. Curriculum reform in post-1990s sub-Saharan Africa. International Journal of Educational Development, 28, 195–205.**work on outline **Week 4: Feb. 19: Curriculum design **outline due** What is backward design? (What are established goals, enduring understandings, and essential questions?) What are the three stages of backward design?  What are the six facets of understanding?Wiggins, G. and McTighe, J. (2005). Understanding by Design. 2nd edition. Prentice Hall. Chapters 1-4Recommended: Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(5), 4-14. Week 5: Feb. 26: Curriculum design  What are essential questions? How can they be used to improve the planning and delivery of curricula?  What is an understanding? What is the difference between topical and overarching understandings? What suggestions did you glean from the chapter for developing understandings within curricula?  What are some modified forms of planning that are widely used?4 Wiggins, G. and McTighe, J. (2005). Understanding by Design. 2nd edition. Prentice Hall. Chapters 5-6.Week 6: March 5: Curriculum design and assessment  What is the role of assessment in backward design?  What feasible forms of continuous assessment could we include in our projects?Wiggins, G. and McTighe, J. (2005). Understanding by Design. 2nd edition. Prentice Hall. Chapters 7-9. American Institutes for Research. (2003). Continuous Assessment: A Practical Guide for Teachers. Washington, DC: AIR. Available at http://www.equip123.net/equip1/mesa/docs/CA_Practical_Guide_Teachers.pdfRecommended: Leyendecker, R., Ottevanger, W., van den Akker, J. (2008). Curricula, examinations and assessment in secondary education in sub-Saharan Africa. Washington, DC: World Bank.Week 7: March 12: Curriculum frameworks No formal class meeting--Students meet in their groups this week to work on their drafts.Mar. 19: Spring BreakWeek 8: March 26: Curriculum design and implementation  What challenges do you see to using UbD?Wiggins, G. and McTighe, J. (2005). Understanding by Design. 2nd edition. Prentice Hall. Chs 10-13 INEE. (2010). Guidance Notes on Teaching and Learning. New York: INEE. Available at http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1004/Guidance_Notes_on_Teaching_and_Learni ng_EN.pdf Week 9: Apr. 2: Curriculum development and teacher preparation **Draft due** Come prepared to present your projectWeek 10: Apr. 9: Teacher education  What, according to available research, are the key questions to consider when developing professional development experiences for pre- and in-service teachers?  Do incentives improve teacher quality?Darling Hammond et al. (2005). The design of teacher education programs. In Preparing teachers for a changing world. Wiley and Sons. pp. 390 to 441. Zeichner, Ken and Conklin, Hilary. (2005). Research on teacher education. Pp. 645-736 in Cochran-Smith, M. and Zeichner, K. Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Mahwah, New Jersey: Lawrence Erlbaum Associates. Tanaka, Chisato. (2012). The exploration of teacher incentives in rural Ghana. Pp. 139-160 in Ginsburg, Mark (ed), Preparation, practice, and politics of teachers. Rotterdam: Sense Publishers.Recommended: Ginsburg, Mark et al. (2012). Multilogue on the preparation, practice, and politics of teachers. Pp. 1-16 in Ginsburg, Mark (ed), Preparation, practice, and politics of teachers. Rotterdam: Sense Publishers.Week 11: Apr. 16: Teacher preparation; Distance teacher education  Discuss key supports in teacher development.5  What are the major challenges facing teacher preparation sub-Saharan Africa, and what proposals do you think would be most effective in meeting current demands?Craig, H. J., Kraft, R. J., du Plessis, J. (1998). Teacher development: Making an impact. Washington, DC: World Bank. http://people.umass.edu/educ870/teacher_education/Documents/Craig-book.pdf Mulkeen, A. (Ed.). (2010). Teachers in Anglophone Africa. Washington, DC: World Bank. http://siteresources.worldbank.org/EDUCATION/Resources/278200- 1099079877269/Teachers_Anglophone_Africa.pdf Recommended: Burns, Mary. (2011). Distance Education for Teacher Training: Modes, Models, and Methods. Boston: EDC. Dembélé, M., Miaro-II, B. (2003). Pedagogical renewal and teacher development in sub-Saharan Africa: a thematic synthesis. ADEA Biennial Meeting, December 3-6, 2003. ADEA. Du Plessis, J. and Muzaffar, Irfan. (2010). Professional Learning Communities in the Teachers’ College: A Resource for Teacher Educators. Washington, DC: USAID.Week 12: Apr. 23: Capacity development among teacher educators  What are the major challenges in improving teacher education?  To what extent are teacher educators preparing in-service teachers to use contextually-relevant pedagogy?Lewin, K., Stuart, J., (2003). Insights into the policy and practice of teacher education in low income countries. Multi-Site Teacher Education Research (MUSTER) Project. British Educational Research Journal, 29(5), 691–707. Stuart, J. and Tatto, M.T. (2000). Designs for initial teacher preparation programs: an international view. International Journal of Educational Research 33, 493-514. Stuart, Janet. (2002). College tutors: A fulcrum for change? International Journal of Educational Development 22, 367–379.Week 13: Apr. 30: Teaching and learning materials; Medium of instruction  How does medium of instruction influence teacher preparation, curriculum design, and curriculum implementation?  Why do teaching and learning materials matter?  What are the key challenges in developing such materials, and what are some effective policy options?  How can educators use and adapt locally available materials?Piper, Ben and Miksic, Emily. (2010). Mother tongue and reading: Using Early Grade Reading Assessments to investigate language-of-instruction policy in East Africa. Pp. 139-182 in Gove, Amber and Wetterberg, Anna, eds, The Early Grade Reading Assessment. Raleigh, NC: RTI. See esp. pp. 1-16. Available at www.rti.org/pubs/bk-0007-1109-wetterberg.pdf Brock-Utne, B. 2007. Language of instruction and student performance: new insights from research in Tanzania and South Africa. International Review of Education, 53, 509-30. Banerji, R. (2012). Using existing materials and resources, creating new material, bringing reading materials to children [PowerPoint slides]. Available at http://www.globalpartnership.org/media/docs/our_work/ACR_Asia_Workshop/presentations/day2/1 210_Using_Existing_Materials_and_Resource.pdf DFID. (ND). Guidance Notes: Learning and teaching materials: Policy and practice for provision. Available at http://www.dfid.gov.uk/Documents/publications1/lrng-tch-mats-pol-prac-prov.pdf 6 Week 14: May 7: Group presentations **Final drafts of group projects due**Week 15: May 14: Group presentations7 Bibliographic ResourcesAkyeampong, K., Ampiah, J., Fletcher, J., Kutor, N., Sokpe, B. 2000. “Learning to teach in Ghana: An evaluation of curriculum delivery.” MUSTER Discussion Paper 17. Sussex: Centre for International Education, University of Sussex.Akeyampong, K., Stephens, D. 2000. “On the threshold: the identity of student teachers in Ghana.” MUSTER Discussion Paper 4. 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Windhoek: Namibia Scientific Society.Cornelius-White, J. (2007). “Learner-centered teacher-student relationships are effective: a meta- analysis.” Review of Educational Research, 77(1), 113-143.Craig, H. J., Kraft, R. J., du Plessis, J. (1998). Teacher development: making an impact. Washington, DC: World Bank.Dahlstrom, L. 1999. “Transforming teacher education for a democratic society: the case of Namibia.” Teaching and Teacher Education, 15(2), 143-155.Dembélé, M., Miaro-II, B. 2003. Pedagogical renewal and teacher development in sub-Saharan Africa: a thematic synthesis. ADEA Biennial Meeting, December 3-6, 2003. ADEA. Dewey, J. (1916). Democracy and education: an introduction to the philosophy of education. New York: Macmillan. du Plessis, J., Muzaffar, I. 2010. Professional learning communities in the teachers’ college: a resource for teacher educators. EQUIP 1, USAID. Retrieved from http://www.equip123.net/docs/e1- PLCResource.pdfEllis, Arthur. (2003). 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ITSF 4093: Curriculum and Pedagogy in International Contexts

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