COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES - …



QATAR UNIVERSITYCOLLEGE OF EDUCATIONCOURSE NUMBER: Curriculum and Assessment EDUC312 (3CRH)SEMESTER AND YEAR: Fall/SpringINSTRUCTOR: EMAIL:PHONE:OFFICE HOURS: OFFICE NUMBER:CLASS MEETING TIME/LOCATION:COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORKTogether We Shape the Future through Excellence in Teaching, Scholarship, and LeadershipCOLLEGE OF EDUCATION UNIT LEARNING OUTCOMES Teaching1. Content: Demonstrate understanding of the key theories and concepts of the subject matter. 2. Pedagogy: Plan effective instruction to maximize student learning. 3. Technology: Use current and emerging technologies in instructionally powerful ways. Diversity: Foster successful learning experiences for all students by addressing individual differences. ScholarshipScholarly Inquiry: Actively engage in scholarship by learning from and contributing to the knowledge base in education. Problem Solving: Arrive at data-informed decisions by systematically examining a variety of factors and resources. LeadershipEthical Values: Apply professional ethics in all educational contexts.Initiative: Lead positive change in educationCOURSE DESCRIPTION The course introduces students to the study of the curriculum and identifies its main components and the bases on which teaching is established in all educational stages. In addition, learners will identify the basic skills for lesson planning which will help them to form a comprehensive overview of the teaching process—its concepts, planning processes, and evaluation in light of the National Curriculum Standards, students' needs, and learning styles. This course includes 6 hours of field experiences at Qatari independent schools.Prerequisites: NoneCOURSE OBJECTIVESAcquiring key educational concepts related to curriculum, its components, research skills and how to design effective learning experiences.Understanding learners’ differences in motivation in order to create appropriate educational opportunities for students.Recognize a variety of instructional strategies.Acquiring information related to the use of technology that contributes to lesson planning in order to enhance the research process and the active cooperative interaction in the classroom.Acknowledging different assessment and evaluation methods in order to pursue continuous evaluation process for developing the learners’ various skills.Familiarized with the national curriculum standards in the specialty area of the student and transform it into educational objectives.COURSE LEARNING OUTCOMESBy the end this course, students are should be able to:Acquire central concepts and skills related to curriculum and its components in order to design effective learning experiencesApply the educational concepts included in the course (curriculum, learning, evaluation, assessment, planning, etc.) Identify components of curriculum design.Create a lesson plan addressing all elements appropriately and accurately in light of student differentiation and learning principles.Explain the relationships between the curriculum, instruction, assessment, and learning.Use varied and appropriate assessment strategies and tools to measure student learning—according to subject curriculum standards and learners’ differences.Analyze students’ test results to suggest ways of modifying instruction to improve student learning.TEXTBOOKS & READINGS:Required text:Students are required to study the designated sections of the following texts:???? ????? ????? ???? (2005). ????? ????? ?????? ??????? ?? ??? ?????????. ???????: ???? ?????.???? ????? ??? ????? ????? ???? ?????? (2001). ?????? ??????? ?????? ????????. ??????: ????? ??????.???? ????? ???????? (2008). ??????? ????? ???????? ?? ????? ??????? ??????????. ??????? ????????? ??????????.Supportive Texts:Learners are required to read the following texts in addition to the printed materials.????? ?????? ?????? ??? ?????? (2001). ??????????? ??????? ?? ????? ?????? ????????. ????: ????? ????? ????????.????? ???? ???? (1995). ????? ??????? ????????.???? ???? ?????? (1997). ???? ??????? ????????: ????? ??????? ??????????? ???????.????? ???? ????? (1995). ??????? ?? ????? ???????.???? ???? ????? ???? ???? ???? ??????? (2001). ??????? ??????? ???????? ????????. ?????? ?????? ?????? (2003). ??????????? ???????? ?????? ??? ????? ????. ????? ??? ???? ??? ????? ?????? ??????? ??????: ????? ??????.Resources in EnglishBrooks, J. & Brooks, M. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.Carr, J. & Harris, D. (2001). Succeeding with standards, Linking curriculum, assessment, and action planning. Alexandria, VA: Association for Supervision and Curriculum Development.Erickson, H. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press. Harris, J. (1998). Design tools for the Internet-supported classroom. Alexandria, VA: Association for Supervision and Curriculum Development.Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.Jacobs, H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.Kellough, R. D., & Kellough, N. G. (2008). Teaching young adolescents: Methods and resources for middle grades teaching (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. E. (1999). Student assessment that works: A practical approach. Boston, MA: Allyn & Bacon. Wiggins, G. & McTighe, J. (2000). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. Burke, K. (1999). How to assess authentic learning (3rd ed.) Arlington Heights, IL: SkyLight Professional Development.Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction: Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.Supportive WebsitesTools for developing lessons: ToolsLearning Designs: learningdesins.uow.eduauGuidebook for Curriculum Design: ljmu.ac.uk/lid/lstweb/ldu_12/0000.htmThe Thinking Classroom: Tools of Curriculum Design: learnweb.harvard.edu/ALPS/thinking/design.cfmConcept Maps and Curriculum Design: utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/ConceptMapping/Teaching in the 21st Century, Marco Polo: home.aspxCOURSE REQUIREMENTSEach Student is expected to attend class and contribute to the community of learners by being an active participant in discussions, presentations, and hands-on projects. All assignments should be submitted on the specified due date. Assignments turned in later are subject to point deductions. All written assignments should have a cover sheet with assignment title, student name, course title, and date. All written assignments should be word processed, double spaced, and in 12-point standard font. All written assignments shall use appropriate citations and references in APA style. All written assignments should use correct grammar and spelling. An in-class final exam will be given in this course. Each student is expected to be present for this exam except in cases of certified emergency.Notes about Assignment Evaluations:Homework assignments will not be considered unless submitted on time. Emergency cases will be considered when formal documents are submitted according to Qatar University regulations and policies.Assignments that are incomplete or not aligned with the task requirements will have score deductions.Use of BlackboardAll learners are expected to use Blackboard for communication. All content will be posted on, and all assignments should be sent through, Blackboard. You should check Blackboard at least once a day, or you might miss important information.COURSE MATRIXUnit Learning OutcomesQNPSCourse ObjectivesCourse Learning OutcomesAssessment (Tasks/Artifacts)Content1, 4, 5, 6,7, 8, 91. Acquiring key educational concepts related to curriculum, its components, research skills and how to design effective learning experiences.2. Understanding learners’ differences in motivation in order to create appropriate educational opportunities for students.5. Acknowledging different assessment and evaluation methods in order to pursue continuous evaluation process for developing the learners’ various skills.1, 2, 3, 4, 5Educational objectivesLesson planMid-term and final examsPedagogy1, 2, 4, 6, 91. Acquiring key educational concepts related to curriculum, its components, research skills and how to design effective learning experiences.3. Recognize a variety of instructional strategies.4. Acquiring information related to the use of technology that contributes to lesson planning in order to enhance the research process and the active cooperative interaction in the classroom.6. Familiarized with the national curriculum standards in the specialty area of the student and transform it into educational objectives.2, 4Class discussion Lesson planExamsTechnology2, 4, 5, 6, 124. Acquiring information related to the use of technology that contributes to lesson planning in order to enhance the research process and the active cooperative interaction in the classroom.2, 4Lesson planExamsDiversity1, 3, 5, 82. Understanding learners’ differences in motivation in order to create appropriate educational opportunities for students.2, 4, 6Lesson planExams Assessment analysisScholarship1, 25. Acknowledging different assessment and evaluation methods in order to pursue continuous evaluation process for developing the learners’ various skills.6-7Assessment analysisProblem-Solving4, 5, 64. Acquiring information related to the use of technology that contributes to lesson planning in order to enhance the research process and the active cooperative interaction in the classroom.5. Acknowledging different assessment and evaluation methods in order to pursue continuous evaluation process for developing the learners’ various skills.5, 6, 7Technology lessonField experience COURSE OUTLINEWeekTopicAssignment1Introduction to the syllabus, objectives, and requirementsOpening terms and concepts (curriculum, learning, evaluation, assessment, planning)ReadingsDiscussions2Nature of learning, learning theories, and implications for learning.DiscussionsExams3The basis of curriculumDiscussion Readings4 & 5Curriculum components (Objectives, Bloom’s Taxonomy)Develop educational objectives from QNCS6Content (Concepts and elements of students’ subject area)Class activity (Analysis of textbook lesson)7 & 8Instructional methods (Lecture, discussion, problem solving, inquiry, cooperative learning)Class discussionConcept map9Mid term ExamMid-term Exam10Lesson components and lesson planningPrepare a lesson plan11Assessment; Definition, strategies, relation between assessment and instructionClass discussionReadings12 & 13Assessment: Evaluating the cognitive aspectEvaluating the affective /psychomotor aspectsObservation formsRubricsPreparing achievement testsPrepare an observation formCreate a rubric13 & 14Analyze assessment data and explain resultsAssessment analysis15General Course reviewClass discussion16Final Term ExamFinal ExamNote: Students will also visit local schools to observe lessons in progress. (Dates to be announced)Field Experiences:The course includes 6 hours field experiences where students visit primary, preparatory, or secondary independent schools.ASSESSMENTSAssignmentScore ValueUNIVERSITY GRADING SYSTEMLesson Plan15A = 100 – 90Lesson Observation10B = 84.99 – 80B+ = 89.99 - 85Objectives 10C = 74.99 – 70C+ = 79.99 - 75Assessment Analysis10D = 64.99 – 60D+ = 69.99 – 65Mid-term Exam25F = 59.99 - 0Final Exam30SPECIAL NEEDSIn accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.” and "the State shall extend efforts to achieve fair and appropriate access in education for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities. Special Needs SectionStudent Activities buildingMen’s?Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax:? 44839802; Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM STUDENT COMPLAINTS POLICYStudents at Qatar University have the right to pursue complaints related to faculty, staff, and other students. The nature of the complaints may be either academic or non-academic. For more information about the policy and processes related to this policy, you may refer to the students’ handbook.ACADEMIC HONESTYQatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook. LEARNING SUPPORTQatar University operates Learning Support Centers on each campus to provide services to students to supplement their in-class instruction and ability to meet course requirements. These services include tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in conjunction with the Counseling Center), and writing labs and workshops. Information about the Learning Center may be found at? National Professional Standards for TeachersStudents in effective learningStructure innovative and flexible learning experiences for individuals and groups of students.Use teaching strategies and resources to engage students in effective learning.Foster language literacy and numeracy development.Create safe, supportive, and challenging learning environments.Construct learning experiences that connect with the world beyond school.Apply information and communication technology in managing student learning.Assess and report on student learning.Apply knowledge of students and how they learn to support student learning and developmentApply teaching/subject area knowledge to support student learning. Work as a member of professional teams.Build partnerships with families and the community.Reflect on, evaluate, and improve professional practice. ................
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