Philosophy+of+Curriculum+(backup)

Students compose a 3-5 page paper that articulates a clear stance on curriculum (the purpose, design, and assessment of learning experiences for students in their classrooms). A reference list is required. Students will present/discuss their positions in small groups citing references to literature in the field within the presentation/discussion. (Objectives 1, 2, 7, 8, 9) Note: Students will construct a beginning of the semester philosophy of curriculum as a draft and will build on that draft throughout the class using what they’ve learned through the class (resources, readings, activities, literature review, activities, experiences, interactions etc.). Presentation Guidelines & Points (Click Here): Philosophy of Curriculum Presentation Guidelines *Submit Here: **Final Philosophy Submissions***
 * Philosophy of Curriculum (Position Paper) 25 pts **

** Philosophy of Curriculum Rubric ** [|Phil of Curriculum Rubric.docx]
 * **Definition of Curriculum** ||
 * 5 || 4 || 3 || 2 || 0-1 ||
 * Clear & detailed definitions of curriculum are provided from a personal and literature based perspective and supported by research (citations included). Connections/links are made between personal definition and literature-based definition. Definitions demonstrate significant growth from initial draft. || Clear& detailed definitions of curriculum are provided from a personal perspective and from a literature-based perspective. Definitions demonstrate significant growth from initial draft. || Definitions of curriculum provided (both personal and literature based). Definitions demonstrate some growth from initial draft. || Definition of curriculum (personal) provided. Definitions demonstrate minimal growth from initial draft. || Definition of curriculum not provided. ||
 * **Responses to Question Prompts** ||
 * 5 || 4 || 3 || 2 || 0-1 ||
 * Responded to all of the question prompts with detail (analysis and reflection). Demonstrates significant growth from the original draft statement. Includes citations from the literature-base to support statements (at least one per question response). Demonstrates analysis and synthesis of knowledge explored and gained through the course (i.e. readings, activities, discussions). || Responded to all of the question prompts with detail (analysis and reflection). Demonstrates significant growth from the original draft statement. Includes some citations from the literature-base to support statements. || Responded to all of the question prompts with detail (analysis and reflection). Demonstrates some growth from the initial draft. || Responded to all of the question prompts with some detail (analysis and reflection). Demonstrates minimal growth from the initial draft. || Responded to all of the question prompts but with limited detail (analysis and reflection). Does not demonstrate growth from initial draft. ||
 * **Formatting/Structure** ||
 * 5 || 4 || 3 || 2 || 0-1 ||
 * Meets or exceeds the formatting requirements per the syllabus (3-5 pages in length, double-spaced, typed, one-inch margins, free of grammatical and spelling errors) with no errors. Includes a reference list using APA or MLA format with 6 or more references). || Meets most of the formatting requirements per the syllabus (3-5 pages in length, double-spaced, typed, one-inch margins, free of grammatical and spelling errors). Minimal errors are evident. Includes a reference list using APA or MLA format with more than 5 references. || Meets some of the formatting requirements per the syllabus (3-5 pages in length, double-spaced, typed, one-inch margins, free of grammatical and spelling errors). Some errors are evident. Includes a reference list using APA or MLA format. || Meets some of the formatting requirements per the syllabus (3-5 pages in length, double-spaced, typed, one-inch margins, free of grammatical and spelling errors). Multiple errors are evident. || Does not meet the formatting requirements per the syllabus (3-5 pages in length, double-spaced, typed, one-inch margins, free of grammatical and spelling errors). Deviation from required format and number of errors is significant. ||
 * ** Curriculum Stance ** ||
 * 5 || 4 || 3 || 2 || 0-1 ||
 * Articulates a clear stance on curriculum (the purpose, design, and assessment of learning experiences for students in their classrooms) and reflects significant analysis and synthesis of information presented in the course (i.e. texts, other readings and resources, activities, etc.) supported by the literature base. (includes citations strategically throughout the paper and cited in the resources). Demonstrates significant growth from initial draft. || Articulates a stance on curriculum (the purpose, design, and assessment of learning experiences for students in their classrooms) and reflects significant analysis and synthesis of information presented in the course (i.e. texts, other readings and resources, activities, etc.) Demonstrates growth from initial draft. || Articulates a stance on curriculum and reflects some analysis and synthesis of information presented in the course (i.e. texts, other readings and resources, activities, etc.) Demonstrates some growth from initial draft. || Articulates a stance on curriculum. Personal position related to curriculum is stated in minimal detail. Does not reflect analysis and synthesis of information presented in the course (i.e. texts, other readings and resources, activities, etc.) Demonstrates minimal growth from initial draft. || Does not articulate a stance on curriculum. ||
 * **Presentation** ||
 * 5 || 4 || 3 || 2 || 0-1 ||
 * Presented philosophy statement within the timeframe allowed and addressed all of the presentation points. Provided a hand out (power point or outline) to support presentation. Articulated areas of growth/change in philosophy and demonstrated reflection/synthesis of knowledge explored/gained/understood from the course. || Presented philosophy statement within the timeframe allowed and addressed all of the presentation points. Articulated areas of growth. || Presented philosophy statement within the timeframe allowed and addressed most of the presentation points. || Presented philosophy statement within the timeframe allowed and addressed some of the presentation points. || Presented philosophy statement. ||

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