EDU 555 CURRICULUM AND INSTRUCTION

Course Information: EDU 555 Course: Curriculum and Instruction Semester: Mac 15 – Jul 15 Instructor: En. Mohamad Hisyam Ismail Phone:

03-55227226/019-5159009 Email: hisyam_ismail@salam.uitm.edu.my

Office Blok L (L106)

Texts Armstrong, David G. (2003). Curriculum Today. Merill Prentice Hall: New Jersey (LB2806.15.A35) Erickson, Lynn H (2007). Concept Based Curriculum and Instruction for the Thinking Classroom. Corwin Press: California. (LB2806.15.E752) Hlebowitsh, Peter S. (2005). Designing the School Curriculum. Pearson: Boston, USA (LB2806.15.H56) Ornstein, A.C. and Hunkins F.P. (2004). Curriculum: Foundations, Principles and Issues. Boston: Allyn and Bacon. (LB2806.15.075) Slattery. Partick (2006). Curriculum Development in the Post-Modern Era. Routledge: New York (LB2806.15.563)

Course Description This course will be divided into two major areas i.e. Curriculum and Instruction. Section one will provide an overview of the principles, procedures and practices in curriculum and syllabus design. The second section will focus on instruction and instructional materials.

Course Outcomes At the end of the course, students should be able to:

1. Describe the principles and procedures in curriculum and syllabus design, 2. Design curriculum and syllabus for a specific groups of learners, 3. Describe the school curriculum and syllabus, 4. Prepare lesson plan for classroom instruction, 5. Design, utilize and evaluate instructional materials for use in teaching.

Course Contents

Curriculum and Instruction: - Introduction to Curriculum and Instruction - Definition: Curriculum, Syllabus, Scheme of Work, Lesson Plan

Principles and Procedures of Curriculum Development

Models of Curriculum Development: The Tyler’s Model, The Interaction Model, Taba’s Model, Contemporary Model

Curriculum Evaluation: Types, Purposes, Procedures, CIPP Model

The School Curriculum: KBSR and KBSM. The Role of MOE and CDC

Syllabus and Syllabus Design, Type of Syllabuses/Syllabi, Format and

Content of Syllabus

Scheme of Work

Instructional Objectives: Objectives and Learning Outcome

Lesson Plan

Instruction: Approaches, Methods and Techniques

Instructional Materials: Principles and Procedures in Instructional Materials Design, Types, Purposes, Utilisation and Evaluation of Instructional Materials.

Micro Teaching

Learning Activities and Measurable Outcomes The course will be organized into five main units

Learning Unit Assessment Expected Outcome

1. Students will be able to recall and apply the main ideas in curriculum development and the different models of curriculum development.

a) In Test 1, students will demonstrate knowledge of what a curriculum is, types of curriculum and 4 different models of curriculum development, syllabus design and the school curriculum. b) In Test 2, students will demonstrate knowledge on instruction and instructional materials.

score: (16-20) Exemplary: Students will recall substantial information on curriculum, be able to describe the different types of curriculum development, syllabus design and the school curriculum (Test 1), instruction and instructional materials. (Test 2) (score: 11-15) Proficient: students will have an idea of basic elements of curriculum development, syllabus design and the school curriculum (Test 1) instruction and instructional materials. (Test 2) (score: 0-10) Adequate: students will be familiar with basic elements of curriculum development and able to provide some information on the different types of curriculum and models of curriculum development, syllabus design and the school curriculum (Test 1), instruction and instructional materials (Test 2)

2. Students will be able to design a curriculum for a specific group of learners

b) In groups of 4 to 6, students will design a course for a specific group of learners

(score: 17-20) Exemplary: Students are able to apply the main ideas relating to curriculum development and course design as well as instruction and instructional materials in their project. (score: 13-16)

Proficient: Students are able to apply basic elements of curriculum development and course design as well as instruction and instructional materials in their project. (score: 10-12) Adequate: Students are familiar with the basic elements of curriculum development and course design as well as instruction and instructional materials in their project. (score:

3. Students will be able to discuss issues relating to curriculum, syllabus, instruction, and instructional materials based on information gained from article review.

a) Students will make an oral presentation on the article they have reviewed and relate the main ideas to curriculum and instruction.

(b) Students will also submit a written review of the article.

A score of 4-5, will show well thought presentation, highlighting the main ideas from the article. A score 2-3 will show and adequate presentation of ideas in the article. A score of 0-1 will show little or no effort in the presentation and lack of ideas discussed. A score of 4-5 will show a well written review with main ideas presented and discussed. A score of 2-3 will show an adequate discussion of main ideas in the article. A score of 0-1 will show a little or no effort in discussing ideas in the article.

4. Students will be able to apply the main ideas in the preparation of lesson plan and instructional materials for teaching.

a) Students will prepare and submit a lesson plan together with related instructional materials.

b) Students will

A score of 8-10 will show a well written lesson plan and appropriate instructional materials. A score of 4-7 will show an adequate knowledge of writing lesson plan and instructional materials. A score of 0-3 will show a little or

present a 10-15 minutes session of micro teaching based on the prepared lesson plan.

no knowledge on writing lesson plan and instructional materials. A score of 8-10 will show a well presented lesson.

A score of 4-7 will show a satisfactory lesson. A score of 0-3 will show an adequately presented lesson.

5. Portfolio

a) Students will submit a portfolio containing course information, lectures notes, handouts, assignments, information and resources related to the course.

A score of 4-5 will show a well compiled and documented portfolio. A score of 2-3 will show an adequate compilation and documentation of portfolio. A score of 0-1 will show a little or no effort in the compilation and documentation of portfolio.

6. Participation

a) Students have demonstrated participation in class by participating in class discussions, group activities, article review presentation and micro-teaching.

A score of 4-5 will show the students have participated actively in class discussions, group activities, presentations and micro-teaching. A score of 2-3 will show an adequate participation in class discussions, group activities, presentations and micro-teaching. A score of 0-1 will show little or no participation in class discussions, group activities, presentations and micro-teaching.

Grading Policies The grading scale as explained in the course catalogue will be used:

80-100% = A 65-69% = B 50-54% = C 75-79% = A- 60-64% = B- 70-74% = B+ 55-59% = C+

Test Students will demonstrate their knowledge in two tests. (2x20)

40%

Oral Presentation Students will present a review of an article. 5% Article review Students will submit a written review of an article 5% Course Design Students will submit a written group project on

course design. 20%

Lesson Plan and Instructional

Materials/Micro-teaching

Students will submit a lesson plan with instructional materials. Students will conduct a micro teaching session.

10%

10%

Class Participation

Students will participate in class discussion, group activities, presentations and micro-teaching. Students will make at least three impromptu responses in class.

5%

e-Portfolio Students will submit a portfolio containing notes, handouts, information and resources related to the course.

5%