Course Design: A Guide to Curriculum Development for Teachers

by George J. Posner and Alan N. Rudnitsky

Book Overview

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...

• Format: Paperback
• Language: English
• ISBN: 0205457665
• ISBN13: 9780205457663
• Release Date: July 2005
• Publisher: Pearson
• Length: 312 Pages
• Weight: 1.01 lbs.
• Dimensions: 0.6" x 7.3" x 9.1"

Customer Reviews

Great experience

I received this product in a timely fashion. The product matched the description and is in great shape. No complaints!

Real world of student's minds

Always seems a bit arrogant when one claims to know "the real world of kid's minds." Also worth mentioning that "Understanding by Design" is really a modest variation of the behavioral approach to educational planning. That is: figure out what you can and will test for and then design instruction. "Course Design" proceeds from considerations of content and learners. Assessment is not the first consideration in the planning process. "Course Design" does incorporate brainstorming but the brainstorming is based on substantial content knowledge and grapples with what it means to understand content. Thus it is a book best used in planning to teach content area courses and units rather than skills. The real world of human minds is a world of ideas. Teachers need to grapple with issues that center on what ideas have power for their students, how do students learn and what does this suggest for how they might best be engaged in the teaching learning process. No book on how to "do" educational planning is perfect. I'd like teachers to have a book that engages them with substantial issues of content and what it means to understand rather than working backwards from "how am I going to test this stuff."