SYLLABUS I
Course Title
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EDUCATIONAL MODELS, PARADIGMS, AND PROCEDURES
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Course Code
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MEM 649
III
Course Credit
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Three (3) Units
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Course Content and Objectives MODULE 1 Planning and Describing Educational Goals Lesson 1: Planning for Instruction 1. Realize the importance of planning for instruction; 2. Differentiate the levels of plans in teaching; and, 3. Describe the overview of instructional plan using the systems approach Lesson 2: Defining Educational Goals Based on Local and National Standards 1. Define educational goals based on local and national standards; 2. Rationalize major trends in the development of educational goals in Asian
countries; 3. Show familiarity with the Philippines EFA goals 2015; 4. Differentiate roles of DepEd, CHED & TESDA; and, 5. Identify partners of the government in defining and setting educational goals Lesson 3: Defining Educational Goals Based on Needs of the Learners 1. Define educational goals based on the learner’s needs; and, 2. Become acquainted with Gardner’s concept of multiple intelligen Lesson 4: Defining Educational Goals and Objectives Based on Subject Matter Content 1. Compare educational goals with educational objectives; 2. Compare educational goals/objectives in all levels of education.; 3. Differentiate types of educational objectives; 4. Analyze Bloom’s Taxonomy of behavioral objectives; 5. Integrate content standards and curriculum standards in crafting subject matter goals; and 6. Realize the role of teachers in modifying and varying strategies and activities Lesson 5: Defining Educational Goals Based on Needs of Society 1. Be able to distinguish examples of macro goals; 2. Define educational goals based on perspectives about purposes, concepts, and needs of society; 1
3. Link goals and activities of both teachers and students with how they relate to developments in the wider society; and, 4. Outline fundamental responsibilities of higher education in response to societal needs. Lesson 6: Development of a Rationale 1. . discuss evaluation strategies of objectives in the three domains, namely: Cognitive domain Affective domain Psychomotor domain 2. realize the importance of evaluating learning objectives in the three domains MODULE 2 Determining Evaluation Strategies and Evaluation of Learning Outcomes in Education Lesson 1: Determining Evaluation Strategies 1. Name and discuss the learning outcomes in education; 2. Describe affective systems of evaluating learning outcomes in education; and, 3. Realize the importance of monitoring and evaluating learning outcomes Lesson 2: Evaluation of Learning Outcomes in Education 1. Name and discuss the learning outcomes in education; 2. Describe affective systems of evaluating learning outcomes in education; and; 3. Realize the importance of monitoring and evaluating learning outcomes MODULE 3 Organization of Content Knowledge (Course, Unit and Lesson Design) Lesson 1: Analyzing and Ordering Content 1. Determine the essential elements of a unit design/plan; 2. Organize courses/subject areas sequentially; 3. Subdivide units and lessons into simpler tasks; and, 4. Prepare a unit design/plan in a systematic and interesting manner Lesson 2: Unit Planning Design 1. Determine the essential elements of a unit design/plan; 2. Organize courses/subject areas sequentially; 3. Subdivide units and lessons into simpler tasks; and, 4. Prepare a unit design/plan in a systematic and interesting manner Lesson 3: Lesson Designs 1. Use the systems approach in the design of lesson plans; 2. Appreciate the importance of a lesson plan; and, 3. Identify and describe the format of a lesson plan. 2
MODULE 4
Matching Objectives to Instruction: A Models Approach
Lesson 1: The Direct Instruction Model
1. Define and use Direct Instruction (DI) as an effective tool and device in teaching and learning;
2. Comprehend and appreciate DI as the most basic of all teaching models which are
3. Applicable in all forms of educative processes and fora; and, 4. Discuss the six (6) steps or processes in the DI model. Lesson 2: The Concept Attainment Model 1. Demonstrate of Concept Attainment model of teaching and learning, its purpose and advantages; and, 2. Discuss the steps to be followed in using this model MODULE 5
Concept Development and Problem Solving
Lesson 1: The Concept Development Model 1. Define concept development using both abstract and concrete ideas; 2. Acquire knowledge on the use and advantages of using the concept development model; 3. Analyze relationships between parts of a concept; and, 4. Synthesize the steps and procedures in using the concept development model as a method of teaching. Lesson 2: The Teaching Problem-Solving Through the Suchman Inquiry Model 1. Discuss the steps in the Suchman Inquiry Model; and, 2. Apply the teaching model through discovery and questioning strategies Lesson 3: Problem-Based Learning 1. Enhance your understanding or content knowledge about problem-based learning; 2. Develop communication skills, problem-solving and self-directed learning skills; and,
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3. Enhance skills in social and cognitive competencies, group dynamics, and problem solving MODULE 6
Classroom Discussion Models
Lesson 1: Cause and Effect Model 1. Explain the cause and effect model and its importance as a pedagogic strategy 2. Imbibe the guidelines in recognizing cause and effect relationships 3. Use the different steps of the Cause and Effect Model in classroom situations Lesson 2: The Classroom Discussion Model 1. Fully understand the importance of the Classroom Discussion Model through its characteristics, techniques and uses; and 2.
Apply the model in actual classroom situations
MODULE 7
Cooperative Learning Models
Lesson 1: Overview of Cooperative Learning 1.Determine the significance of cooperative learning models as they affect the interest of students; 2. Discuss the five (5) elements of cooperative learning; 3. Describe the principles of using cooperative learning as a teaching strategy; 4. Analyze the pointers in using cooperative learning in the classroom; and, 5. Promote student learning and academic achievement through the use of group work and other cooperative learning processes. Lesson 2: Cooperative Learning Models 1. Become acquainted with different cooperative learning models; and, 2. Compare characteristics and management of different cooperative learning models. Module 8
Technology-Based Learning Models (TBL)
Lesson 1: Overview of Technology-Based Learning 1. Gain a better understanding of the concept and state of technology-based learning (TBL); 2. Describe the benefits that are associated with providing learning via technology; 3. To discuss the challenges in using TBL. . Lesson 2: Methodologies and Tools for TBL 1. Become familiar with methods and tools as well as delivery modes used in providing technology-based learning programs; 4
2. Compare TBL methods and delivery modes with traditional approaches; 3. Develop attitudes and strategies for remaining current on developments in educational technology; integrate technology in the teaching-learning process; and 4. Discuss the integrated blended learning model in education Module 9
Integrative Education Model
Lesson 1: Integrative Education Model 1. discuss the vital components of Integrative Education Model; and, 2. discuss the applicability of the model Module 10
Adaptive Instruction Model
Lesson 1: Adaptive Instruction Model 1. describe the adaptive instruction model as a sound educational practice; 2. discuss the achievement effectives of adaptive education; and, 3. compare advantages and disadvantages of the forms of adaptive instruction. V. COURSE REQUIREMENTS Class Attendance and Participation (30%) Arrive to class on time ready to collaborate. You are encouraged to share your reflections on previous practice as an educator and learner, along with your readings and observation to make every offline session the best learning experience possible. Participation in the On-line Session (20%) There will be assigned topics to work on every online session (in between offline sessions). Instructions on the assignments or exercises could be given during the offline sessions or through the OUS Learning Management System and FB group. Submissions could be offline or online. Group Activity (20%) Work in teams, develop a paradigm (framework) of the learning model that will be assigned to the group for class presentation during the last offline session. Application of said model should be through a video presentation (microteaching). Quizzes/Essay Test (10%) Quizzes could be given online or offline sessions (objectives or essay). No special examination will be given to those who are late or absent when the examination is given. Final Examination (20%) Final Examination will be given on the last offline session.
VI.
LIST OF TEXTBOOK/S REFERENCES
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Adams, G. L. and Engelmann, S. Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. 1996. Advanced Distributed Learning, Gaming, 2005. http://www.adlnet.org/technologies/gaming Aldrich, C. Six Criteria of an Educational Simulation. Learning Circuits, 2004. Antil, L., J. Jenkins, S. Wayne, and P. Vadasy. Cooperative Learning, Prevalence, Conceptualizations, and the Relationship Between Research and Practice. American Educational Research Journal, 1997. Armstrong, Thomas. Multiple Intelligences. Journal of Educational Research, 1999. Bernstein, Douglas A., et. Al., Psychology, Houghton Mifflin Co., Boston Dallas Geneva, Illinois, Palo Alto Princeton, 1988 Bloom, Benjamin S. Taxonomy of Educational Objectives: Educational Goals. New York, 1986.
The Classification of
Briges, Edwin M. Problem-Based Learning for Administrators. (ERIC Clearinghouse on Educational Management) University of Oregon, 1982. Briggs, Ann R.J. Monitoring and Evaluating Learning, in the Principles and Practice of Educational Management, London: Paul Chapman Publishing, 2005. Burden, Paul & Byrd David. Methods of Effective Teaching. Education, Inc., Boston, 2003.
3rd Edition, Pearson
Bush, T. Bell. The Principles and Practice of Educational Management. Paul Chapman Publishing, Inc., California. 2005 Caldwell, J. Huitt, W. Huitt & French. V. Research Based Classroom Modifications for Improving Student Engaged Time. 1981. Cohen, G. Designing Groupwork: Strategies for the Heterogenous Classroom. New York: Teachers College Press, 1986. Conley, David T. Some Emerging Trends in School Restructuring. ERIC Digest, 1992 Cooper, James M. Classroom Teaching Skills. Houghton Mifflin Company, 1999. Costa, Arthur L. and Lovell, Richard A. The Legacy of Hilda Taba. Journal of Curriculum and Supervision, Vol. 18, No. 1, Fall 2002. Davies, Ivor. Objectives in Curriculum Design. England: McGraw Hill, UK, 1986. Dimmock, C. and Walker A. Globalization and Societal Culture. London: Falmer Press. 2000. Driscoll, P. Marcy, Psychology of Learning for Instruction, 2nd Ed., Ally and Bacon, 2000. Dunn, R., and K. Dunn. Teaching Secondary School Through Their Individual Learning Styles. Boston: Allyn and Bacon. 1993 Dunn R. and K. Dunn. Teaching Elementary Schools Through Their Individual Learning Styles. Boston: Allyn and Bacon. 1992 Dunn, R. and K. Dunn. The Complete Guide to Learning to Learning the Styles Inservice System. Boston: Allyn and Bacon. 1999. Engelmann and Canine. Theory of Instruction, 1991. 6
Gagne, Robert M. and Briggs, Leslie J. Principles of Instructional Design. Holt, Rinehart and Winston, 1979. Gregorio. Principles and Methods of Teaching, Revised Edition, 1976. Gunter, Mary Alices, et al., Instruction: A Model Approach. Third Edition. Allyn and Bacon, Boston. 1999. Hoy, W. and Miskel, C. Educational Administration: Theory, Research, and Practice, 8th Edition, 2008. Joyce, Bruce R. et. Al., Models of Teaching. Needleham Heights, Mass. 02194, 1996.
A Simon and Schuster Company,
Kame, Enui and Simmons. Designing Instructional Strategies. 1990. Kindley, R. Scenario-Based e-Learning. Learning Circuits., 2002. Kulik, C.C., Kulik, J.A., and Bangert-Drowns, R.L. Effectiveness of Mastery Learning Programs: A Meta-Analysis. Review of Educational Research, 1990. Landrum, T. J. and Kauffmann, J. M. Management, Mahwha, NJ. 2006.
Behavioral Approaches to Classroom
Lardizabal, Amparo S., Bustos, Alicia; Bucu, Luz, tangco, Maura G. Principles and Methods of Teaching. Phoenix Publishing House, Inc. 1985. Lumby, J. Framing Teaching and Learning in the Twenty-First Century. London, Paul Chapman Publishing, 2001. Macbeth, J. and Mortimore P. Improving School Effectiveness. Buckingham: Open University, 2001. Marquarett, M. Kearseley. Technology-Based Learning: Maximizing Human Performance and Corporate Success. Boca Raton: St. Lucie Press, 1999. Meyer, K. Quality in Distance Education. ERIC Digest, 2003 Microsoft Encarta Premium Suite. 2005. Middlewood, D. and Burton, N. Managing the Curriculum. London: Paul Chapman Publishing, 2001. Neil, John. “Making Sense of Style”. Educational Leadership. 1990. Orlich, Donald C., et. Al. Teaching Strategies: A Guide to Better Instruction. Houghton Mifflin Company, 1998. Ponder, D. Restructuring Schools for Collaboration. Albany, NY: University of New York Press, 1998. Popham, W. J. Classroom Assessment: What Teachers Need to Know. Boston, MA: Allyn & Bacon. 2005 Preedy, M. and Faulkner, S. Teaching and Learning, Professional Experience Guide. Buckingham: Open University Press, 1998. Presidential Commission in Education Reform: Philippine Agenda for Educational Reform: The PCER Report, PCER. Manila, 2000.
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Radencich, M. and L. McKay (eds). Flexible Grouping for Literacy in the Elementary Grades, Boston, Mass.: Allyn and Bacon, 1995. Ravitch, Diane. Education Speak. Associations for Supervision and Curriculum Development. Virginia, USA. 2007 Republic of the Philippines. Functionally Literate Filipinos: An Educated Nation (National Plan to Achieve Education for All by the Year 2015), Manila. 2005. Republic of the Philippines. The Medium-Term Philippine Development Plan 2005-2015. Manila. 2004 Rubin, Aick and McNeil, Elton B. The Psychology of Being Human, 3rd Edition, Harper and Row, Publishers, New York, 1981. Slavin, R. E., and Karweit, N.L. Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes. American Educational Research Journal, 1984. Slavin, Robert E. Educational Psychology: Prentic Hall, Inc. 1988
Theory and Practice.
Second Edition,
Sternberg, Robert. Teaching Critical Thinking, Part I and II, Russel Sage Publications, 1985. Suchman, R. Training Program in Scientific Inquiry. University of Illinois Press, 1982. Tenedero, Henry S. Breaking the IQ Myth: Learning Styles, Multiple Intelligences and Emotional Learning in the Classroom Envrionment, 1998. Thousand, J. Villa, A. Nevin A. Creativity and Collaborative Learning, Brookes Press, Baltimore, 1994. Verduin, J R., Jr. Helping Students Develop Problem Solving and Investigative Skills in Cooperative Settings. Springfiled, Ill: Charles C. Thomas, 1996. Weber, E. Student Assessment that Works: A Practical Approach. Boston, Mass.: Allyn and Bacon, 1999. Weber, E. Roundtable Learning: Building Understanding though Enhanced Strategies: Tuscon, AZ. Zephyr Press, 1997. Wilkerson, Lu Ann and Wim H. Gijselaers. Bringing Problem-Based Learning to Higher Education, New Directions for Teaching and Learning. Jossey-Bass: San Francisco, 1996. Woolfolk, A. Educational Psychology. 10th Edition., Boston: Allyn and Bacon, 2005.
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