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EDU 555 CURRICULUM AND INSTRUCTION

Course:
Semester:
Core
Person:

Course Information: EDU 555


Curriculum and Instruction

March-June Year: 2016


2016
Nurul Fitriah Binti Alias

Phone:
019-5159009
Email:
Hisyam_ismail@salam.uitm.edu.my

Instructor:

Mohamad Hisyam Ismail

Office Hours

Monday-Friday
Office: BP10, Level 7
By appointment
Armstrong, David G. (2003). Curriculum Today. Merill Prentice Hall:
New Jersey (LB2806.15.A35)

Texts

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. (2009). 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.

At the

1.
2.
3.
4.
5.

Course Outcomes
end of the course, students should be able to:
Describe the principles and procedures in curriculum and syllabus design,
Design curriculum and syllabus for a specific groups of learners,
Describe the school curriculum and syllabus,
Prepare lesson plan for classroom instruction,
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 Tylers Model, The Interaction
Model, Tabas Model, Contemporary Model, ADDIE 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.

TEST 1

score: (11-15)
Exemplary: Students will recall
substantial information on
curriculum, be able to describe the
different types of curriculum
development, syllabus design, the
school curriculum and current
development on related
international educational systems
(score: 6-10)
Proficient: students will have an
idea of basic elements of
curriculum development, syllabus
design, the school curriculum and
current development on related
international educational systems.
(score: 0-5)
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, the school curriculum and
current development on related
international educational systems

b) In Test 2, students
will demonstrate
knowledge on
instruction and
instructional
materials.

TEST 2
score: (11-15)
Exemplary: Students will recall
substantial information on
instruction and instructional
materials.
(score: 6-10)
Proficient: students will have an
idea of basic elements of
instruction and instructional
materials.
(score: 0-5)
Adequate: students will be familiar
with basic elements of instruction
and instructional materials.

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: 16-20)
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: 11-15)
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: 0-10)
Adequate: Students are familiar
with the basic elements of
curriculum development and
course design as well as
instruction and instructional
materials in their project.

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.

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.

(b) Students will also


submit a written
review of the article.

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

a) Students will

A score of 8-10 will show a well

able to apply the main


ideas in the
preparation of lesson
plan and instructional
materials for
teaching/ training.

prepare and submit a


lesson plan together
with related
instructional
materials.

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


no knowledge on writing lesson
plan and instructional materials.
b) Students will
present a 15 - 30
minutes session of
microteaching/ mock
teaching based on the
prepared lesson plan.

A score of 15-20 will show a wellpresented lesson.

A score of 8-14 will show a


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

5. Portfolio

Students will submit


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

A score of 8-10 will show a wellcompiled and documented


portfolio.
A score of 4-7 will show an
adequate compilation and
documentation of portfolio.
A score of 0-3 will show a little or
no effort in the compilation and
documentation of portfolio.

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. (2x15)
Oral Presentation Students will present a review of an article.
Article review
Students will submit a written review of an article
Course Design
Students will submit a written group project on
course design.
Lesson Plan and
Students will submit a lesson plan with
Instructional
instructional materials.
Materials/Micro- Students will conduct a micro-teaching/ mock
teaching
teaching session.
Portfolio
Students will submit a portfolio containing notes,
handouts, information and resources related to the
course.

30%
5%
5%
20%
10%

20%
10%