EDU7300-O01-S111

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EDU 7300 Biblical Foundation for Curriculum
(3 semester hours)
Syllabus Professor: Milton V. Uecker, Ed.D. muecker@ciu.edu 803-807-5319 I. Course Description
Online Course
Fall 2010 Spring 2011 Summer 2011
This course will enable you as a teachers and/or administrator to use the Bible as your primary document for curriculum and instructional design. You will learn to utilize basic hermeneutical principles when integrating faith and learning, design biblically integrated instruction, write biblical standards and objectives, and teach Christian critical thinking and worldview. Products from the course will include a comprehensive list of biblical standards for education, a list of Christian critical thinking skills, a knowledge of models for biblical integration and examples of integrated lessons. The course will utilize historical lectures (classic videos) from the International Institute for Christian School Educators II. Course Purpose The place of the Bible and its integration throughout the school's program often remains a philosophical concept. This course will be focused on actualizing this aspect of philosophy. Philosophical points will be applied and practiced through application exercises and a portfolio of products. Focus: Actualizing the principles of a Christian philosophy of education by applying Biblical truths within the planning and delivery of integrated curriculum III. Course Objectives You will be able to: A. Support a Christian worldview by answering worldview questions with scripture B. Teach children to defend worldview by designing a sequence of memory verses appropriate to a given grade level, to answer basic worldview questions C. Relate worldview to education by listing educational objectives appropriate to a Christian philosophy of education
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D. Define Christian thinking and list the characteristics of a Christian mind E. Defend the importance of the mind and rational thinking to Christian faith F. Identify educational methods related to development of the Christian mind G. Understand the nature of a unified curriculum by describing the Biblical view G. of truth and knowledge H. Compare a biblical view of understanding with current educational practice I. Define understanding by developing a Biblical taxonomy of the levels of knowing J. Relate the Biblical concept of fear and wisdom to learning K. List and compare sources for truth and knowledge as a basis for curriculum development L. Develop curriculum standards based upon cultural mandate and great commission M. Develop effective curriculum standards that reflect the body life and other directedness of scripture N. Design curriculum that is integrated across disciplines and unified by truth O. Utilizing a model, design instruction that is Biblically integrated P. Utilizing a model, design instruction to reveal Christian worldview Q. Utilize hermeneutical principles as the foundation for accurate integration R. Develop a comprehensive list of Biblically integrated critical thinking skills S. Design a critical thinking lesson based upon literature T. Write a critical thinking lesson utilizing a content area textbook U. Remodel a lesson plan into a fully integrated lesson
IV.
Biblical Integration Biblical principles that form the foundation for curriculum and instruction will be examined during this seminar. The following principles serve as a starting point and will be further developed by the class. A. B. Reality Truth and knowledge
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C. D. E. F. G. H. I. J. K.
Value Nature of Man Understanding Cultural Mandate Great Commission (Evangelistic Mandate) Great Commandment Community Behavioral standards Discernment
V.
Adept Performance Dimensions All teaching and curriculum theory should stem from a clearly understood philosophy of education and the accompanying set of values. These "dispositions" should be reflected within the classroom and across the curriculum. This course is designed to address the formation of "dispositions" from a Christian perspective.
VI.
Required Materials
The Bible. MacCullough, Martha. How to develop a teaching model for world view integration. Langhorne, Pa.: Philadelphia College of the Bible. Moreland, J.P. 1997. Love your God with all your mind. Colorado Springs, Colorado: Navigator Press. Paul, Richard and Elder, Linda. 1999. The miniature guide to critical thinking. Dillon Beach, Ca: Foundation for critical thinking. Wiggins, Grant and McTighe, Jay. 1998. Understanding by design. Alexandria, Va.: ASCD. Biblical Foundation for Curriculum course DVD (study guide & video lectures), Columbia International University.
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VII.
Course Requirements The work for this course is divided into a series of Progress Reports. Each assignment is described in detail under the Assignment Schedule. The due dates for these assignments are listed in the Progress Report Due Date chart. A. Complete all assigned reading. See the Assignment Chart in the Study Guide. B. Watch all lectures. C. Present a portfolio of products created throughout the course which provide practice in applying the content to real life settings. You are strongly encouraged to work in a study group of three for all Portfolio Assignments, pooling insights and experience to create the best projects possible. When completed, one copy of the assignment can be turned in by one group member with three names on the cover. The grade will apply to all three. (Your final Portfolio Assignment M is an exception to this.) If you are currently a teacher or administrator, it is strongly recommended that you take the course with two other people in your school. Multiple study groups of three from one school would be even better! If you are not currently employed in a school, contact your grader for help on forming a study group. D. Online Interactive Assignments. There is a website for this course which will allow students studying at the same time to learn from each other and from the professor. When you receive notification of the URL, your username and password, log on to the site and post an introduction to yourself as your first Online Interactive Assignment. Instructions for the other online assignments are in the Study Guide Appendix J and on the course website. Please plan to participate during the last two months of the semester.
VIII.
Course Evaluation & Grading PLEASE NOTE: You are responsible for policies relating to Distance Learning courses. These are located at www.ciu.edu/distance. A. Assignment Submission Policy ASSIGNMENTS SUBMITTED ELECTRONICALLY must be in Word (.doc), Rich Text Format (.rtf) or Adobe Portable Document (.pdf) format. DO NOT submit assignments in .zip, .tif, or other formats as these emails are automatically deleted to prevent viruses. There will be A GRADE REDUCTION for any assignment not received by the grader by your semester Due Date.
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B. Grading criteria A will be awarded to students who: - Complete 95% or more of reading assignments - Complete all portfolio and online items with a "+" on at least 9 items - Earn at least a ✓ on all remaining portfolio and online items will be given to students who: - Complete 90% of reading assignments - Complete all portfolio and online items with a "+" on 8 items - Earn at least a ✓on all remaining portfolio and online items will be given to students who: - Complete 85% of reading assignments - Complete all portfolio and online items with a ✓ on 7 items will be given to students who: - Complete 85% of reading assignments -Complete all portfolio and online items (may have one item at ✓-)
A-
B+
B
Grades below a B will be awarded when student has: - Read below the 85% level - Missing Portfolio or online work, or several items not receiving a ✓ - Complete little or no online work IX. ADA Accommodations Students with physical, emotional, ADD, or learning disabilities needing academic accommodations should make requests through the office of Academic & Disability Services. These requests will be kept confidential and will be used only to provide academic accommodations. Because many accommodations require early planning, requests should be made as early as possible. The Academic & Disability Services office is located on the first floor of Rossi Student Center (803-807-5611, academicservices@ciu.edu ). If you already receive services through ADS please contact our office so that we can make your academic experience in this class as successful as possible.
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IXX. Assignment Schedule
For your semester Due Dates see the Progress Report Due Dates chart which follows.
UNIT I Lessons 1-6 ☐ Watch to lessons 1-6 ☐ Complete reading all of Moreland text ☐ Complete Portfolio Assignment A ☐ Post introduction on course website ☐ Post Online Assignment B ☐ Complete Portfolio Assignment C Progress Report #1 DUE DATE: ______ (See chart below) Lessons 7 - 10 ☐ Watch to lessons 7 - 10 ☐ Complete Portfolio Assignment D ☐ Complete Portfolio Assignment E Progress Report #2 DUE DATE: ______
UNIT II Lessons 11-17 ☐ Watch to lessons 11 - 17 ☐ Read all of Wiggins & McTighe, Paul & Elder, & ch. 4 of Beechick ☐ Complete Portfolio Assignment F ☐ Complete Portfolio Assignment G Progress Report #3 DUE DATE: ______ UNIT III Lessons 18-23 ☐ Watch to lessons 18 - 23 ☐ Complete Portfolio Assignment H ☐ Complete Portfolio Assignment I ☐ Post Online Interactive Assignment J Progress Report #4 DUE DATE: ______ UNIT IV Lessons 24-32 ☐ Watch to lessons 24 - 32 ☐ Read all of MacCullough & ch. 7 of Chadwick ☐ Complete Portfolio Assignment K ☐ Post Online Assignment L ☐ Complete Portfolio Assignment M ☐ Complete Online Evaluation for this course Progress Report #5 DUE DATE: ______
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PROGRESS REPORT DUE DATES
COURSE DATES
Progress Report #1 Progress Report #2 Progress Report #3 Progress Report #4 Progress Report #5
FALL 2010
DUE: 9/14
SPRING 2011
DUE: 2/1 DUE: 2/22 DUE: 3/15 DUE: 4/15 DUE: 5/13
SUMMER 2011
DUE: DUE: 5/30 6/17
DUE: 10/5 DUE: 10/26 DUE: 11/17 DUE: 12/17
DUE: 7/1 DUE: 7/18 DUE: 8/5
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