1.  Define contextual teaching and learning as a basis for curriculum planning.
2.  Define curriculum and discuss the levels, approaches, and types of curriculum.
3.  Describe the role and interaction of content, context, and learner in delivering 
curriculum.
4.  Examine curriculum guides and curriculum frameworks for organization and content.
5.  Become familiar with state (QCC) and national standards.
6.  Determine how state and national standards apply to planning.
7.  Develop a unit plan and describe its purpose in planning to teach.
8.  Prepare appropriate goals, generalizations, and concepts.   
9.  Write instructional objectives for a unit of instruction and a daily lesson using 
Bloom's taxonomy as a guide.
10. Compare and contrast models of instructional design (lesson plan formats or models).
11. Discuss and use the elements of instructional design.
12. Describe the functions and stages of planning.
13. Identify designs/plans (yearly, unit, weekly, daily) for various time periods.
14. Identify and analyze different learning styles.
15. Explain and illustrate the relationship between Bloom's taxonomy, and instruction
and assessment.  
16. Recognize advantages, disadvantages, strengths, and weaknesses of selected kinds 
of tests.
17. Develop a table of specification based on a unit of instruction.
18. Construct kinds of tests using appropriate guidelines.
19. Discuss alternative methods of assessment.
20. Find and evaluate an alternative assessment approach (form). 
21. Distinguish between classroom management and discipline.
22. Discover and analyze the dimensions of classroom management.
23. Describe the advantages and disadvantages of various classroom management models.
24. Evaluate the effectiveness of classroom management models. 
25. Show how technology is used to enhance curriculum.

The course syllabus is a general plan for the course; deviations announced to the 
class by the instructor may be necessary.

1.  Orientation to course (Theory to Practice, Model of Teacher Development, Research 
Process, Curriculum Development Process, Interaction of content/context/learner) 
2.  Aspects of Curriculum (Definition, Approach, Levels, Kinds, Products)
3.  Content Selection  (curriculum guides, quality core curriculum, standards 
[national, state], textbooks, supplementary materials)
4.  Planning (Defined, Functions, Planning Phases)
5.  Curriculum Components (Yearly Plan, Scope and Sequence, Block Plan)
6.  Elements of Instructional Design/unit plan or unit of instruction (goals, terms, 
objectives, teaching and learning activities)
7.  Designs for Varied Time Periods (Weekly Plan, Models of Instructional Design 
[Daily Plan]) 
8.  Student assessment (traditional assessment and construction, authentic
assessment, grading criteria)
9.  Classroom management (models, strategies, approaches, dimensions)
10. Learning Styles (4Mat, Gardner)
11. Professional Ethics
12. Initiatives and Mandates in Career and Technical Education
13. Certification (industry and programs)
14. Funding (vocational)
15. Modular Materials and Thematic Units 	
16. Professional Organizations/Learned Societies

none

1.  Define contextual teaching and learning as a basis for 
curriculum planning.
2.  Define curriculum and discuss the levels, approaches, and 
types of curriculum.
3.  Describe the role and interaction of content, context, and 
learner in delivering curriculum.
4.  Examine curriculum guides and curriculum frameworks for 
organization and content.
5.  Become familiar with state (QCC) and national standards.
6.  Determine how state and national standards apply to 
planning.
7.  Develop a unit plan and describe its purpose in planning to 
teach.
8.  Prepare appropriate goals, generalizations, and concepts.   
9.  Write instructional objectives for a unit of instruction 
and a daily lesson using Bloom's taxonomy as a guide.
10. Compare and contrast models of instructional design (lesson 
plan formats or models).
11. Discuss and use the elements of instructional design.
12. Describe the functions and stages of planning.
13. Identify designs/plans (yearly, unit, weekly, daily) for 
various time periods.
14. Identify and analyze different learning styles.
15. Explain and illustrate the relationship between Bloom's 
taxonomy, and instruction
and assessment.  
16. Recognize advantages, disadvantages, strengths, and 
weaknesses of selected kinds of tests.
17. Develop a table of specification based on a unit of 
instruction.
18. Construct kinds of tests using appropriate guidelines.
19. Discuss alternative methods of assessment.
20. Find and evaluate an alternative assessment approach 
(form). 
21. Distinguish between classroom management and discipline.
22. Discover and analyze the dimensions of classroom management.
23. Describe the advantages and disadvantages of various 
classroom management models.
24. Evaluate the effectiveness of classroom management models. 
25. Show how technology is used to enhance curriculum.

The course syllabus is a general plan for the course; 
Deviations announced to the class by the instructor may be 
necessary.

1.  Orientation to course (Theory to Practice, Model of Teacher 
Development, Research Process, Curriculum Development Process, 
Interaction of content/context/learner) 
2.  Aspects of Curriculum (Definition, Approach, Levels, Kinds, 
Products)
3.  Content Selection  (curriculum guides, quality core 
curriculum, standards [national, state], textbooks, 
supplementary materials)
4.  Planning (Defined, Functions, Planning Phases)
5.  Curriculum Components (Yearly Plan, Scope and Sequence, 
Block Plan)
6.  Elements of Instructional Design/unit plan or unit of 
instruction (goals, terms, objectives, teaching and learning 
activities)
7.  Designs for Varied Time Periods (Weekly Plan, Models of 
Instructional Design [Daily Plan]) 
8.  Student assessment (traditional assessment and 
construction, authentic assessment, grading criteria)
9.  Classroom management (models, strategies, approaches, 
dimensions)
10. Learning Styles (4Mat, Gardner)
11. Professional Ethics
12. Initiatives and Mandates in Career and Technical Education
13. Certification (industry and programs)
14. Funding (vocational)
15. Modular Materials and Thematic Units 	
16. Professional Organizations/Learned Societies