Course
Specification
Institution Assumption
University
|
Campus//Faculty/Department Hua Mak Campus, Graduate School of Education
|
Vision
|
Mission
|
|
To
be recognized as a leader in graduate studies of education, with a strong
focus on the pursuit of knowledge, professional education, the fulfillment of
educational communities on worldwide basis with high levels of leadership in
teaching, research and community development.
|
To
advance, transmit and sustain cutting-edge knowledge and understanding
through the conduct of teaching, research and scholarship at the highest
international standards, for the benefit of those people employed in, or
seeking employment in, the educational profession.
|
|
Section I General Information
1. Course
Code and Title CI 6130 Seminar in Contemporary Issues in Curriculum and
Instruction
|
2. Total
Credits 3 Credits (3-0-6)
|
3. Program and Type of Course Master of Education Program in
Curriculum and Instruction
Major Core Course
|
|
Teaching
faculty member(s) Assoc.Prof. Dr. Supit Karnjanapun 45 hrs.
|
5. Semester/Year of Study 2/2012
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6. Pre-requisite
(If any) None
|
7.
Co-requisite
(If any) None
|
8. Venue Graduate School
of education, Assumption University, Hua Mak Campus
|
9. Latest Date of Course Specification
Development or Modification 2/2011
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Section 2 Aims and Objectives
1. Aims of the Course
This course is designed to allow teachers to
collaboratively investigate the research findings pertaining to contemporary
issues in education relating to curriculum and instruction.
2. Objectives of Course Development/Modification
Upon successful completion of this course, the student will demonstrate:
Knowledge of
• Current educational issues related to the problems in curriculum and
instruction
• The school as an institution of learning enhancement
• The nature, types, and the process of curriculum, instructional and
assessment decision making including the significance and implication in
educational practices.
Skills in
• Analyzing an instruction and assessment situation for the identification of
appropriate curricular methodologies for dealing with and responding to
learning needs.
• Applying appropriate curricular choices and assessment practices
Attitudes and Values
• Understanding of education - envisioning oneself as both teacher and learner
• Avoiding biases based on race, color, class, and gender
Section 3 Course Characteristics and Implementation
1. Course Description
This course will investigate the research findings pertaining to contemporary
issues in education. Students are required to identify and analyze one or more
problems in curriculum and instruction and to present a research paper to the
class for in-depth discussion. Research projects emphasizing application to
instructional problems will be a critical component of the course. The class
will use a student presentation/dialogue intensive approach and focus will be
on discovery learning methodologies.
2. Number of Hours/Semester
Lecture 45 hours Tutorial
- Practice/Field Experience/Internship
- Self-directed Learning 90 hours
3. Number of hours provided for academic advice and guidance to students
- The faculty member provides academic advice to students 3 hours/ week and on
call as needed.
- The faculty member is available to set up appointments via mobile or e-mail
contact followed up with meeting on campus as needed.
Section
4 Development of Student Learning Outcomes
1. Ethics and Moral
1.1 Ethics and Morals to be developed
- Social concern
- Responsibility
- Valuing others and love
1.2 Teaching Methods
Case study and discussions on the topic
1.3 Evaluation Methods
- Observation
- Question and answer
- Group response
2. Knowledge
2.1 Knowledge to be acquired
• Current educational issues related to the problems in curriculum and
instruction
• The school as an institution of learning enhancement
• The nature, types, and the process of curriculum, instructional and
assessment decision making including the significance and implication in
educational practices.
2.2 Teaching Methods
- Active learning and research-based instruction are the major mode of teaching
and learning throughout the course.
- Students are required to review the reading exercises and activities
developed by the instructor and fellow students as discussed in the class.
- Students engage in performing learning activities: for example instructional
situation analysis, article review, and use of online materials.
2.3 Evaluation Methods
- Examination
- Report
- Presentation
3. Cognitive Skills
3.1 Cognitive Skills to be developed
- Remember
- Understand
- Analyze
- Apply
- Evaluate
- Creativity
- Critical thinking
- Logical thinking
3.2 Teaching Methods
- Review the previous lesson before new lesson.
- Make connections between lesson and student daily life.
- Cooperative learning, group interactions and direct instruction as needed
3.3 Evaluation Methods
- Examination
- Report
- Presentation
4. Interpersonal Skills and Responsibility
4.1 Interpersonal Skills and Responsibility to be developed
- Time management
- Self – regulation
- Self – efficacy
- Social concern development
4.2 Teaching Methods
- Model teaching
- Use example as a lesson
- Interaction
- Presentations with feedback
4.3 Evaluation Methods
- Observation
- Group work
Section 5 Teaching and Evaluation Plans
1.
Teaching Plan
|
Week
|
Topics
|
No. of Hours
Date
|
Teaching &
Learning Activities, Instructional Media
|
Faculty Member
|
1
|
|
30 Oct. 2012
|
Group
activity
Direct
instruction
|
Dr.
Supit
|
2
|
The
UNESCO and Education
http://unesdoc.unesco.org/images/0021/002180/218001e.pdf
|
06 Nov. 2012
|
Direct
instruction and discussion
|
Dr.
Supit
|
3
|
|
13 Nov. 2012
|
Direct
instruction and discussion
|
Dr.
Supit
|
4
|
Students presentations on "Ten ways to engage students in an online courses"
|
20 Nov. 2012
|
Direct
instruction and discussion
|
Dr.
Supit
|
5
|
The Phillipines Visions for Education
Mark
|
04 Dec. 2012
|
Direct
instruction, and discussion
|
Dr.
Supit
|
6
|
Preparing Thai Higher Education for IntegratedASEAN Community
BEE
|
11 Dec. 2012
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
7
|
The US.Visions for Education and/or The Eastern Europe country Visions for Education
CASSIE
|
18
Dec. 2012
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
8
|
|
08 Jan. 2013
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
9
|
Timore Visions for Education
SANDRA&GAMA
|
15 Jan. 2013
|
Student
presentation followed by panel discussion
|
Dr.Supit
|
10
|
Mynmar Visions for Education
HTANG&Ko Toe
|
22 Jan. 2013
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
11
|
China's Visons for Education
ELLA&JUN
|
29 Jan. 2013
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
12
|
Cambodia Visions for Education
THORNG
|
05 Feb. 2013
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
13
|
Iran Visions for Education
SINA
|
12 Feb. 2013
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
14
|
Teaching and Learning of 21st Century skills.
|
19 Feb. 2013
|
online submission of article reflections
|
Dr.
Supit
|
15
|
India Visions for education
NEHA
|
20Feb. 2013
A42
|
Student
presentation followed by panel discussion
|
Dr.
Supit
|
16
|
Final
Examination
|
05 Mar. 2013
|
|
Dr.
Supit
|
2. Evaluation Plan
Activity
|
Learning
Outcomes
|
Evaluation Methods
|
Week of the
Semester
|
Proportion of Evaluation (%)
|
1
|
Student responsibility
|
Check on class participation
|
Every week
|
10
|
2
|
Student knowledge
|
Students
are required to do the assignment and make presentation (s) in class; the
topic chosen is related to the contents
|
10 weeks
|
30
|
3
|
Student presentation
|
Observation, and evaluation form
|
One week
|
20
|
4
|
Project
|
Check on the
contents and the
The format of reporting the project
|
One week
|
20
|
5
|
Examination
|
Essay question
|
One week
|
20
|
Section 6 Teaching & Learning Resources
1.
Students are encouraged to view a valuable process course research tool at:
http://www.carla.umn.edu/assessment/VAC/WhyAssess/p_1.html
Course blog:
2. Essential Documents
http://www.infed.org/biblio/b-curric.htm
http://curriculum.qcda.gov.uk/
http://unesdoc.unesco.org/images/0018/001879/187946e.pdf
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED502607&ERICExtSearch_SearchType_0=no&accno=ED502607
http://unesdoc.unesco.org/images/0019/001915/191500e.pdf
http://www.p21.org/documents/P21_arts_map_final.pdf
http://www.asean.org/publications/AR09.pdf
http://www.unescobkk.org/en/education/education-policy/?utm_medium=twitter
http://www.moulton-udell.k12.ia.us/docs/10-11/K-12_21stCentSkills.pdf
http://www.p21.org/route21/images/stories/epapers/r21_ci_epaper.pdf
https://dl-web.dropbox.com/get/Brotom/A%20learner%27s%20curriculum.pdf?w=c3d0711c
http://teacherofthe21stcentury.blogspot.com/2008/05/curriculum-and-
instruction.html
http://www.ncte.org/governance/21stcenturyframework
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://ozpk.tripod.com/00curric
http://www.icte.org/T01_Library/T01_123.PDF
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
http://www.p21.org/index.php?option=com_content&task=view&id=352&Itemid=120
http://teacherofthe21stcentury.blogspot.com/2008/05/curriculum-and-instruction.html
http://www.ncte.org/governance/21stcenturyframework
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://ozpk.tripod.com/00curric
http://www.icte.org/T01_Library/T01_123.PDF
http://learning21c.wordpress.com/
hhttp://21stcenturylearning.wetpaint.com/
http://learning21c.wordpress.com/page/2/
http://net.educause.edu/ir/library/pdf/ELI3009.pdf
http://www.johnseelybrown.com/newlearning.pdf
http://educationinjapan.wordpress.com/homeschooling-afterschooling/what-is-21st-century-curriculum/
http://en.wikipedia.org/wiki/21st_Century_Skills
3. Recommended Documents
http://www.asean.org/publications/AR09.pdf
http://www.edthai.com/reform/dec16a.htm
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/may4-asean.pdf
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Alexander, L.B. & Smith, R.C. (2001) Research Findings of a Library Skills
Instruction Web Course. Portal: Libraries and the Academy. 3.3. pp. 309-328.
http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v001/1.3alexander.html
(accessed September 2004)
Angelo, T. A. & Cross, K. P. (1998) Classroom Assessment Techniques. San
Francisco: Jossey-Bass Publishers.
Arnold, J.M. (1998) “I Know It When I See It”: Assessing Good Teaching.
Research Strategies. Vol. 16, No. 1. pp. 1-28
Blixrud, J.C. (2003) Project SAILS: Standardized Assessment of Information
Literacy Skills. ARL Bimonthly Report. 230/231 October/December.
http://www.arl.org/newsltr/230/sails.html (accessed June 2004)
Butler, J. T. & Veldof, J. R. (2002). Information Literacy Toolkit: Meeting
the Challenge of a Large Research University. Academic Exchange Quarterly, Vol.
6, Issue 4, Winter
Cardwell, C. (2004) Instruction Sourcebook. Bowling Green State University.
http://www.bgsu.edu/colleges/library/infosrv/lue/sourcebook.html (accessed July
2004)
Center for Teaching and Learning. (1994) Peer Observation of Classroom
Teaching. http://ctl.unc.edu/fyc15.html (accessed August 2004)
Cambridge, B.L. (1996) The Paradigm Shifts: Examining Quality of Teaching
Through Assessment of Stude4nt Learning. Innovative Higher Education, Vol. 20,
No. 4, Summer. pp. 287-297
Dugan, R. E. (2002) Managing Technology in an Assessment Environment. The
Journal of Academic Librarianship. Vol. 28, No. 1. Jan-Mar, pp. 56-58
Farber, E. (1999) College Libraries and the Teaching/Learning Process: A
25-Year Reflection. The Journal of Academic Librarianship. Vol. 25, No. 3. pp.
171-177
Farrell, T.S.C. (2004) Reflective Practice in Action: 80 Reflection Breaks for
Busy Teachers. Thousand Oaks, CA: Corwin Press.
Horan, M. (1999) What Students See: Sketch Maps as Tools for Assessing
Knowledge of Libraries. The Journal of Academic Librarianship. Vol. 25, No. 3,
pp. 187-201
Malik, D.J. (1996) Peer Review of Teaching: External Review of Course Content.
Innovative Higher Education, Vol. 20, No. 4, Summer. pp. 277-286
McDaniel, S. (2003) Summary: Peer Assessment Responses. Information Literacy
Discussion List Archives. http://lp-web.ala.org:8000/reguser/archives/ILI-L/
(accessed August 2004)
McDaniel, S. (2003) Teaching Portfolios: Summary. Information Literacy
Discussion List Archives. http://lp-web.ala.org:8000/reguser/archives/ILI-L/
(accessed August 2004)
Merz, L.H. & Mark, B.L. (2002). Assessment in college Library Instruction
Programs, CLIP Note #32. Grantham, PA: Messiah College.
Mueller, J. (2003). Authentic Assessment Toolbox. Naperville, IL: North Central
College. http://jonathan.mueller.faculty.noctrl.edu/toolbox (accessed November
2004)
Oakleaf, M. (2003) The Continuous Assessment Model: Integrating Methods of
Assessment for a Holistic Approach. (Unpublished).
Quinllan, K.M. (1996) Involving Peers in the Evaluation and Improvement of
Teaching: A Menu of Strategies. Innovative Higher Education, Vol. 20, No. 4,
Summer. pp. 299-307
Rabine, J. & Cardwell, C. (2000) Start making sense—Practical approaches to
outcomes assessment for libraries. Research Strategies. Vol. 17, pp. 319-335
Ragains, P. (1997) Evaluation of Academic Librarians’ Instructional
Performance: Report of a National Survey. Research Strategies. Vol. 15, No. 3.
pp. 159-175
Roth, L. Educating the Cut-and-Paste Generation. Library Journal. November. pp.
42-44
Samson, Sue. (2000) What and When Do They Know? Web-Based Assessment. Reference
Services Review. Vol. 28, No. 4. pp. 335-342
Tileston, D.W. (2004) What Every Teacher Should Know About Effective Teaching
Strategies. Thousand Oaks, CA: Corwin Press, Inc.
Tobin, T. & Kessleman, M. (1999) Evaluation of Web-based Library
Instruction Programs. 65th IFLA Council and General Conference. August 20-28
1999. http://ifla.org/IV/ifla65/papers/102-163e.htm (accessed June 2004)
Williams, J. L. (2000) Creativity in Assessment of Library Instruction.
Reference Services Review. Vol. 28, No. 4, pp. 323-334
Suggested Journals:
1. American Educational Research Journal
2. Change: The Magazine of Higher Education Administration Quarterly
3. Educational Forum
4. Educational Leadership
5.
Educational Researcher
6. Educational Psychologist
7.
Phi Delta Kappan
Section 7 Course Evaluation and Improvement
1.
Strategies for Course Effectiveness Evaluation by Students
- Student evaluation by the end of the course
- Reflection by the student after class
2.
Strategies for Teaching Evaluation
- Student response
- Teacher observation
3.
Teaching Improvement
- Student response --- Teacher improvement ---- Student satisfaction
4. Verification of Student Achievements in the Course
- Student gains knowledge.
- Student shows the ability in explaining, analyzing, and creating.
5. Course Reviewing and planning for Improvement of Course Effectiveness
- Major revision every 5 years
- Minor revision where appropriate
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