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 specifications 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.
26. Adapt curriculum plans to meet diverse needs of learners.
27. Develop a syllabus for a selected course.
28. Summarize characteristics of professional and youth organizations.  
29. Become familiar with and examine examples of instruction sheets, modular materials, and individualized instruction modules.
30. Review and discuss initiatives and legislative mandates that impact 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