2857 Transworld Drive

Stockton, CA 95206
www.teacherscollegesj.edu
(209) 468-4926

CURR 343 Curriculum for the 21st Century

Modesto Multiple Subject and Single Subject 2 & B
Spring 2018
Dates and Times of Course:
01/09/2018 (4:30-7:30), 01/16/2018 (4:30-7:30), 01/18/2018 (4:30-7:30), 01/23/2018 (4:30-
7:30), 01/30/2018 (4:30-7:30), 02/06/2018 (4:30-7:30), 02/08/2018 (4:30-7:30), 02/13/2018
(4:30-7:30), 02/27/2018 (4:30-7:30), 03/06/2018 (4:30-7:30), 03/08/2018 (4:30-7:30),
03/13/2018 (4:30-7:30), 03/20/2018 (4:30-7:30), 03/27/2018 (4:30-7:30), 04/10/2018 (4:30-
7:30), 04/12/2018 (4:30-7:30)

Instructor Contact Information

J. M. Mitchell Mesimer
(209)535-0413
mmesimer@musd.net

Mission of Teachers College of San Joaquin (TCSJ)

To develop a workforce of teachers and school leaders that are comfortable with collaboration,
understand the need to prepare students for both work and higher education, and have the skills to
develop, implement and sustain innovative educational ideas.

TCSJ’s Program Learning Outcomes

TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are
relationship-driven and incorporate reflection for professional growth.

TCSJ’s Core Learning Outcomes

1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates
design systems for effective leadership in the classroom, campus, and educational community to
ensure the success of all students.
2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum.
Graduates implement systems for effective leadership in the classroom, campus, and
educational community to ensure the success of all students.
3. TCSJ graduates sustain a practice of innovation and reform.
4. TCSJ graduates understand the power of research. They critically analyze and synthesize
findings to support the development and implementation of rigorous and relevant curriculum
and plans. Graduates develop and implement research to contribute to the wider body of
knowledge as well as to reflect on and inform personal practice.
5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing
rigorous, relevant, and innovative educational experiences for all students.
Course Description
Candidates extend their understanding of how to transition from conventional teaching strategies
appropriate for 21st century learning environments. Application of Design Thinking for the
development of integrated, real-life, inquiry based Project Based Learning units, along with a deep
look at authentic assessment, reflect the candidates’ understanding of the need to reinvent how TK-
12 students are prepared for their futures.

Student Learning Outcomes:

A. Develop an understanding of key research findings in how people learn and apply these
to course content and the personal context of the classroom.
B. Create a Project Based Learning (PBL) unit that includes integrated curriculum design
and authentic assessments.
C. Develop an understanding of Habits of Mind. Develop a class presentation highlighting
Habits of Mind, and incorporate these concepts into a PBL unit.
D. Research authentic assessment and summarize key findings in a paper using APA format.

Attendance and Tardy Policy:

Attendance for all sessions is mandatory. It is the discretion of the instructor to excuse an
absence or tardy due to unforeseen circumstances. Please contact the instructor as soon as
possible when these situations arise. An absence (3 hour session) or three tardies may result in a
10% drop of your course grade. Thirty minutes after the scheduled start of class, a tardy will
become an absence. At the instructor’s discretion, additional assignments may be given to make-
up the loss of time and missed instruction.

Student Responsibilities and Expectations

 Be an active listener and participant.
 Complete required readings and assignments.
 Be prepared to participate collaboratively in class discussions and work activities.
 Self-monitor participation in group discussions, including using the Norms of
Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention
to self and others, presuming positive intentions, pursuing a balance between advocacy
and inquiry)
 Cell phones should be silenced during class.
 Electronics will be used to access materials needed for course content only.
 Notify instructor if you will be absent from class.

Textbook and Materials

Please bring a laptop, tablet, or other similar device to every class session.

Optional Text:
Publication manual of the American Psychological Association. (2012). Washington, D.C.: The
Association.
Assignments & Grading Policies

Title of Assignment Point Value

Authentic Assessment Essay 100
PBL Overview 100
Entry Event Presentation 25
PBL Daily Lesson Plans 50
Assessments 50
Final Reflection 25
Final PBL Presentation 25
Attendance and Participation 40
TOTAL: 415
Late Assignments may have a point deduction of 10%. Assignments submitted more than 24
hours after the due date may not receive credit. Please contact the instructor as soon as possible
regarding unforeseen emergencies.

Grading Scale and Description

Grade-Point
Grades Minimum Score
Equivalent
A 93% 4.0
A- 90% 3.7
B+ 87% 3.3
B 83% 3.0
B- 80% 2.7
C+ 77% 2.3
C 73% 2.0
C- 70% 1.7
D+ 67% 1.3
D 63% 1.0
D- 60% 0.7
F 0% 0.0

Special Considerations Policy

Any student in this course who has a disability that prevents the fullest expression of his/her abilities
should contact the instructor as soon as possible so that reasonable accommodations can be made.

Professional Conduct
Students and staff agree to treat one another with mutual trust and respect, promote the success of
the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or
reflects bias of any kind.

All members of this learning community agree to maintain personal and academic integrity including
refraining from plagiarism. Plagiarism-For the purposes of TCSJ, the definition of plagiarism is
adopted from the American Psychological Association Ethics Code Standard 8.11 (APA, 2010).
Candidates who “...present the work of another as if it were their own work are guilty of plagiarism.
Whether paraphrasing, quoting an author directly, or describing an idea that influenced the work,
students must credit the source.” (p. 170).

 All members of this learning community agree to maintain personal and academic integrity
including refraining from plagiarism.
 If the faculty or staff allege that a candidate is guilty of plagiarism he/she may receive a range
of penalties, including failure of an assignment, failure of the course, suspension (e.g. for a
semester), or dismissal from TCSJ as determined by the Academic Review Committee. This
committee will decide on the appropriate penalty. In all cases, the faculty will have final say
regarding the violator’s final grade for the course. Prior violation/s of college policy by the
candidate may result in more serious sanctioning than requested by faculty, including
dismissal from the college, as determined by the Academic Review Committee. In these cases,
the decision of the Academic Review Committee is final and binding on all parties. More
information on avoiding plagiarism can be found at www.plagiarism.org and in the APA 6th
Edition Guidebook.

Course Schedule
Instructor reserves the right to modify the schedule as needed.

Topic, Activities, and/or Alignment with

Date Assignments for Session Core Learning Outcome
Student Learning Outcome
Introductions
Google Classroom
Session 1 Syllabus CLO: 1, 3
01/09/18 Assignment Guide
How People Learn SLO: A, C
Habits of Mind

21st Century Skills & 4Cs

CLO: 1, 2, 3, 4
Session 2 Peer Review Research with EBSCO
01/16/18 Summary versus Synthesis
SLO: A, D
Traditional versus Authentic Assessment
Authentic Assessment Research & CLO: 1, 3, 4
Session 3
Annotations
01/18/18
SLO: D
CLO: 3, 4
Session 4 Graduate Writing & APA Format
01/23/18 SLO: D
Elements of a PBL
Session 5
Exploring the PBL Process CLO: 1, 2, 3
01/30/18
Form PBL Teams
PBL Standards Collaboration SLO: A, B, C
 Essential Questions and Driving Questions CLO: 1, 2, 3
Session 6
Conceptual Flow
02/06/18
SLO: A, B, C
Authentic Assessment Essay Research CLO: 1, 3, 4
Session 7
Gold Standard PBLs
02/08/18
SLO: A, B, C, D
Conceptual Flow Collaboration CLO: 1, 2, 3, 4, 5
Session 8
02/13/18
SLO: A, B, C, D
Entry Events CLO: 1, 3
Session 9
02/27/18
SLO: B
Authentic Assessment Essay, Rough Draft
Session Due CLO: 1, 3, 4, 5
10
03/06/18 Peer Editing SLO: D

Session CLO: 1, 2, 3, 4, 5
Entry Event Collaboration
11
Authentic Assessment Essay Editing
03/08/18 SLO: A, B, C, D
Session CLO: 1, 2, 3, 4, 5
Rigor and Relevance
12
Rubrics
03/13/18 SLO: A, B, C, D
Session CLO: 1, 2, 3, 5
13 Entry Event Presentation Due
03/20/18 SLO: A, B, C
Session Authentic Assessment Essay, Final Draft CLO: 3, 4, 5
14 Due
03/22/18 SLO: D
Session Assessments, Creating Rubrics CLO: 1, 2, 3, 4, 5
15 Differentiation for ELs, SPED, GATE
03/27/18 SLO: A, B, C, D
Session CLO: 1, 2, 3, 4, 5
16 Final PBL Presentation Due
04/10/18 SLO: A, B, C, D
PBL Overview Due

Session Rubric Assignment Due CLO: 1, 2, 3, 4, 5

17
Daily Lesson Plans Due
04/12/18 SLO: A, B, C, D
Final Reflections Due