EDU 555 CURRICULUM AND INSTRUCTION

Course:
Semester:
Core Person
/Instructor:
Office Hours
Texts

Course Information: EDU 555

Curriculum and Instruction
July Year: 2010
November
Assoc. Prof. Dr.Abu Bakar
Phone: 03 5522 7034/012Ibrahim
3261135
Email:
abuba710@salam.uitm.edu.my
Wed - Thueday 11.00 amOffice: Blok P, P116
12.30 noon or by
appointment
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 PostModern Era. Routledge: New York (LB2806.15.563)

Course Description
This course is divided into two major areas i.e. Curriculum and Instruction. The first
area provides an overview of the principles, procedures and practices in curriculum
development and syllabus design. The focus is on the development, implementation
and evaluation of the curriculum and syllabus in the different areas of specialization.
Current trends and issues related to curriculum development and syllabus design
will also be discussed. Th second area focuses on instruction and instructional
materials. Principles, methods, and techniques in classroom instruction and
instructional materials development are discussed.

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. Discuss approaches, methods, and techniques in classroom instruction,
5. Prepare lesson plan for classroom instruction,
6. Design, utilize and evaluate instructional materials for use in teaching.

Learning Activities and Measurable Outcomes

The course will be organized into five main units
Learning Unit
Assessment
Expected Outcome
1. Students will
a) In Test 1, students
Exemplary: Students will recall
be able to
will demonstrate
substantial information on
recall and
knowledge of what
curriculum, be able to describe the
apply the main
a curriculum is,
different types of curriculum
ideas in
types of curriculum
development, syllabus design and
curriculum
and 4 different
the school curriculum (Test 1),
development
models of
instruction and instructional
and the
curriculum
materials. (Test 2)
different
development as
(score: 16-20),
models of
well as syllabus
curriculum
design and the
Proficient: students will have an
development.
school curriculum.
idea of basic elements of
curriculum development, syllabus
design and the school curriculum
In Test 2, students
(Test 1) instruction and instructional
will demonstrate
materials. (Test 2)(score: 11-15)
knowledge on
instruction
Adequate: students will be familiar
and instructional
with basic elements of curriculum
materials.
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)
(score: 0-10)
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

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: 17-20)
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:
13-16)
Adequate: Studenst are familiar
with the basic elements of
curriculum development and course
design as well as instruction and
instructional materials in their
project. (score: 10-12)

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.

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.

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

A score of 0-3 will show a little or

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 microteaching.
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% = A60-64% = B70-74% = B+
55-59% = C+
Test
Students will demonstrate their knowledge in two
tests. (2x20)
Course Design
Students will submit a written group project on
course design.
Oral
Students will present a review of an article.
Presentation
Article review
Students will submit a written review of an article
Lesson Plan and
Students will submit a lesson plan with
Instructional
instructional materials.
Materials
Students will conduct a micro teaching session.
Class
Students will participate in class discussion, group
Participation
activities, presentations and micro-teching.
Students will make at least three impromptu
responses in class.
Portfolio
Students will submit a portfolio containing notes,
handouts, information and resources related to
the course.

40%
20%
5%
5%
10%
5%

5%