Content identification, program organization, preparation of instructional objectives, and guidelines for selection and development of instructional materials for agricultural education.
Additional Requirements for Graduate Students: In consultation with the instructor of the course, the graduate student will propose and prepare a scholarly work that demonstrates their knowledge of the course content and related policies and practices. The project may be in the form of a research paper (approximately 10-20 pages with complete references and APA format), a manuscript (suitable for publication) or another innovative or creative activity.
Athena Title
Curriculum Planning in Ag Ed
Equivalent Courses
Not open to students with credit in AGED 4350E or AGED 6350E
Prerequisite
(ENGL 1101 or ENGL 1101E or ENGL 1101S) and (ENGL 1102 or ENGL 1102E or ENGL 1102S)
Semester Course Offered
Offered fall
Grading System
A - F (Traditional)
Student learning Outcomes
Students will define contextual teaching and learning as a basis for curriculum planning.
Students will define curriculum and discuss the levels, approaches, and types of curriculum.
Students will describe the role and interaction of content, context, and learner in delivering curriculum.
Students will examine curriculum guides and curriculum frameworks for organization and content.
Students will become familiar with state (QCC) and national standards.
Students will determine how state and national standards apply to planning.
Students will develop a unit plan and describe its purpose in planning to teach.
Students will prepare appropriate goals, generalizations, and concepts.
Students will write instructional objectives for a unit of instruction and a daily lesson using Bloom's taxonomy as a guide.
Students will compare and contrast models of instructional design (lesson plan formats or models).
Students will discuss and use the elements of instructional design.
Students will describe the functions and stages of planning.
Students will identify designs/plans (yearly, unit, weekly, daily) for various time periods.
Students will identify and analyze different learning styles.
Students will explain and illustrate the relationship between Bloom's taxonomy, and instruction and assessment.
Students will recognize advantages, disadvantages, strengths, and weaknesses of selected kinds of tests.
Students will develop a table of specification based on a unit of instruction.
Students will construct kinds of tests using appropriate guidelines.
Students will discuss alternative methods of assessment.
Students will find and evaluate an alternative assessment approach (form).
Students will distinguish between classroom management and discipline.
Students will discover and analyze the dimensions of classroom management.
Students will describe the advantages and disadvantages of various classroom management models.
Students will evaluate the effectiveness of classroom management models.
Students will show how technology is used to enhance curriculum.
Topical Outline
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)
