Course Design: A Guide To Curriculum Development For Teachers by George J. PosnerCourse Design: A Guide To Curriculum Development For Teachers by George J. Posner

Course Design: A Guide To Curriculum Development For Teachers

byGeorge J. Posner, Alan N. Rudnitsky

Paperback | July 19, 2005

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Bridging theory and practice in curriculum development, Course Design provides teachers with invaluable concepts and skills for planning effective courses. The goal of the book is to help the reader become a flexible yet systematic curriculum planner by developing a greater awareness of the important decisions to be made and the alterative options available at each stage of decision making. The authors begin with a set of guidelines for developing a course and then lead readers through a step-by-step process of developing an actual course or unit of their own. The seventh edition features significant new coverage of state and national standards, and of multiple intelligences.

Title:Course Design: A Guide To Curriculum Development For TeachersFormat:PaperbackDimensions:312 pages, 9 × 7.4 × 0.7 inPublished:July 19, 2005Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0205457665

ISBN - 13:9780205457663

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Table of Contents

Figures and Tables.




1. Getting Oriented.

The Approach.

The Project.

Some Guidelines for Getting Started.

Questions for Discussion: Getting Started.

A Framework for Course Design.

Questions for Discussion: The Conceptual Framework.

Relation of Course Design to Curriculum Development.

Alignment with Standards.

Generating Initial Ideas.


2. Setting a Direction.

Graphic Organizers.

Developing a Tentative Course Outline.

Intended Learning Outcomes (ILOs).

Formulating Central Questions.

Questions for Discussion: Central Questions.

Conceptual Maps.

Questions for Discussion: Mapping.



Finding Out Where the Students Are.

Related Material.

Answers to Exercises.


3. Developing a Course Rationale.

Values and Assumption.

Questions for Discussion: Values and Assumptions.

Rationale and Entry Point in Planning.

Components of a Course Rationale.

The Place of a Rationale in Course Design.

Questions for Discussion: Sample Rationale.

Rationales for Elementary School Units.

Questions for Discussion: Course Rationale.


4. Refining Intended Learning Outcomes.

ILO Statements: Form and Function.

Categorizing ILOs.

Guidelines for Clarifying ILOs.

Priority of ILOs.

Overall Balance of ILOs.


Questions for Discussion: Intended Learning Outcomes.


5. Forming Units of the Course.

Clustering ILOs into Units.

Forming Units around Instructional Foci.

Titling the Units.

Organization and Sequence for Elementary Unit Planning.

Suggestions for Elementary Unit Planning.

Questions for Discussion: Forming Units.


6. Organizing the Course’s Units.

Organizing the Units.

Alternative Organizations: Some Examples.

Questions for Discussion: The Unit Outline.

Scope and Sequence Charts.

Answers to Exercises.


7. Developing General Teaching Strategies.

Effective Learning Environments.

Academic Tasks.

Teaching Strategies.

Approaches to Instruction.

Some Examples.

Example 7.1 Subunit Two–Wonders of the Forest Community.

Example 7.2 Subunit Two–Rivers.

Example 7.3 Subunit Two–The Sounds of Poetry (11D2 weeks).

Example 7.4 Subunit One–The Camera.

Introduction and Two Subunits from a High School.
Algebra Unit on Coordinate Geometry.

Example 7.5 Subunit Three–Graphing Two-Dimensional Linear Equations.

Example 7.6 Subunit Four–Operations of Graphs.

Course Planning Steps.

Questions for Discussion: General Teaching Strategies.


8. Planning a Course Evaluation.

Perspective on Evaluation.

Gathering Evidence on Main Effects.

Gathering Evidence of Educational Results.

Authentic Methods of Assessment.

Gathering Evidence of Side Effects.



Questions for Discussion: Course Evaluation.




Appendix A. Colonial America: Social Studies Curriculum for Grade 5.

Kerry Nappi.



Conceptual Map for Unit on Colonial America.

Subunits: Coming to the New World.        
Reasons for Coming and Reactions to Life Here.        
An Early Settlement: Plymouth Plantation.
Daily Life and Regional Differences.
Religion in the Colonies.
Relationships with Native Americans.
Indentured Servants and Slavery.
Why Do We Call Them Colonies?  


Appendix B. A Survey of Western Art.

Margaret Timmerman.





Cognitions and Cognitive Skills.

Psycho-perceptual Skills.

Affective Understandings.

Introduction to the Course.

Units: The Ancient World.
The Middle Ages, 5—6 Weeks.
The Renaissance, 5—6 Weeks.
The Baroque and Rococo.
The Revolutionary Age, 5—6 Weeks.
The Twentieth Century, 5—6 Weeks.

Course Evaluation.

A Note on Cognition.

Appendix C. Immigration: A Social Studies: Unit for Sixth Graders.

Michelle Chang.



Conceptual Map.

Intended Learning Outcomes.

Complex Skill: Writing a Research Paper.



Subunits: Why Come to the United States?        
U.S. Laws and Regulations Pertaining to Immigration.

Factors for Success and Failure of Immigrants.      
Immigrants’ Contributions to U.S. Society and Culture.       
Current Events.

Unintended Learning Outcomes.



Possible Sources.

Appendix D. A Metric Measurement Unit for Grades One and Two.

Susan M. Etheredge.



Central Questions.


Intended Learning Outcomes for the Unit in Order of Priority.

“Get Ready” Lessons and Discussion.


Unintended Learning Outcomes.

Evaluation of High-Priority Intended Learning Outcomes.

Evidence of Main Effects of the Five High-Priority ILOs.