EPSY 202 : Basics Of Curriculums

Department

Department of Mathematics

Academic Program

Bachelor in mathematics

Type

Compulsory

Credits

02

Prerequisite

EPSY 203

Overview

The mini-description recognizes the importance of studying curriculum science and recognizes the concepts associated with the school curriculum. Compares the main trends about the concept of the school curriculum and its theories, historical stages, and the factors of its development and improvement It accommodates the components of the school curriculum system, and its Islamic rooting.

Acquire the skill of formulating educational objectives. Understand the extent of integration and overlap of the processes of building the school curriculum, understand the foundations of building the school curriculum. Increase the knowledge and skill necessary to analyze the school curriculum. Compare the different organizations for building the school curriculum. To understand the great burden that falls on him as a future teacher in the process of implementing the curriculum. Recognizes the importance of evaluating and developing the school curriculum. To be aware of the importance of his role as a teacher in the process of evaluating and developing the curriculum

Intended learning outcomes

At the end of the course, the student should be able to:

1. Explains in detail the main trends about the concept and theories of the school curriculum, historical stages, and factors for its development and improvement

2. Enumerates the components of the school curriculum system, and the Islamic rooting of them

3. Formulates educational objectives in various fields.

4. Determines the foundations of building and analyzing the school curriculum.

5. Compare the most important organizations of curriculum building and the role of the teacher in curriculum development

6. Compare the main trends about the concept of the school curriculum and its theories, historical stages, and factors for its development and improvement

7. Deduce the role of the components of the school curriculum system, and the Islamic rooting of them

8. Amend the wording of procedural objectives in the light of drafting requirements

9. Analyzes the foundations of building the philosophical, educational, psychological, social and cognitive curriculum

10. Interprets the content of the curriculum building organizations and the role of the teacher in curriculum development

11. Derive the differences between the main trends about the concept of the school curriculum and its theories, historical stages, and factors of its development and improvement

12. Analyzes the content of the components of the school curriculum system, and the Islamic rooting of them

13. Uses what he studied on the foundations of building the curriculum in the formulation of procedural objectives in light of the conditions of drafting.

14. Uses what he studied about the foundations of building the curriculum in the rooting of philosophical, educational, psychological, social and cognitive

15. Criticizes the content of curriculum building regulations and the role of the teacher in curriculum development

16. The student should communicate with his colleagues linguistically and electronically

17. Be able to work in a team, especially while doing group research

18. The student should use electronic learning resources and educational websites related to the course.

19. To be able to form positive relationships with colleagues during discussions and collaborative work .

Teaching and learning methods

Methods and methods used for students to acquire the knowledge, skills and attitudes that we seek through the Foundations of Curriculum course:

1. Lecture method to enhance students' recollection of course topics

2. Scientific presentation method to display the application of knowledge learned by students in different contexts

3. The method of discussion and dialogue to deepen students' understanding of the knowledge guaranteed by the course.

4. The method of cooperative education to enhance the ability to communicate and communicate, and enable him to be able to work collectively

5. Summarize the knowledge learned by students in the curriculum foundations course

Methods of assessments

The assessment of students in this course is distributed as follows:

(Semester 40% and final 60%)

Separation work: (40 degrees) divided between:

First written test of objective or short essay style tests (15 marks)

Second written test of objective or short essay style (15 marks)

Scientific activities (e.g. writing a report or making a presentation) (10 marks)

Final: Written exam (60 marks)

Course contents.

Week

Scientific topic

1

A general introduction on the importance of studying curricula for the teacher - the concept of the curriculum: the concept of the traditional curriculum, the concept of the modern curriculum and their reflection on the elements of the educational process .

2

The constituent elements of the school curriculum (objectives - content - teaching methods - teaching aids - educational activities - evaluation) and the relationship between each other - their Islamic rooting.

3

Educational objectives: what they are, the importance of determining them, their fields, levels, behavioral actions that fall under each level, methods of formulation, components of the behavioral goal and conditions for its formulation, practical applications: methods of formulating educational objectives at different levels in each field

4

Content: What it is, criteria, and procedures for its selection and organization

Textbook - Teacher's Guide: What they are, their link to the content, their contents in a brief way, their importance to the teacher .

5

First midterm exam

6

Teaching methods, activities and educational techniques: what they are, selection criteria, types, effectiveness in achieving the objectives of the school curriculum, their relationship to each of the other components of the curriculum.

7

Evaluation: what it is, the difference between evaluating the curriculum and evaluating the student's level in the educational material, its types, functions, evaluation standards and steps, its effectiveness in achieving the objectives of the school curriculum, its relationship to each of the other elements that make up the curriculum

8

Practical applications: Analysis of the content of the textbook in the light of the elements of the curriculum for each student according to his specialization

9

Curriculum Building Processes: Curriculum Design Process: 1- Curriculum Building: The foundations of building the school curriculum: The philosophical basis

(philosophical ideological, philosophical educational) – psychological basis.

10

Second midterm exam

11

Environmental and social basis - cognitive basis - the relationship between the foundations of each other .

Practical applications: Analyzing the content of a unit of a textbook according to the student's specialization in light of the foundations of building the curriculum.

12

The different organizations for building the curriculum - old and new: the unplanned (hidden) approach - the intended planned approach

Knowledge-centered organizations include: Separate Subjects Curriculum, Interconnected Subjects Curriculum, and Broad Areas Curriculum .

13

Subject-centered and learner-centered organizations: experience-based module curriculum, subject-based module curriculum

Learner-centered organizations: activity curriculum, gaming curriculum, self-learning curriculum

14

Curriculum Building Processes: 2- Curriculum Implementation Process :

Implementation of the curriculum: what it is, factors that affect the implementation of the curriculum, the principles that must be taken into account when implementing the curriculum, the role of the teacher in the implementation of the curriculum Curriculum building processes: 3-4 - The process of evaluating and developing the curriculum: Evaluating and developing the curriculum: what it is Evaluating and developing the school curriculum: its foundations, justifications, different methods, steps and obstacles, the teacher's role in developing the curriculum.

15

Final Exam

References

Bibliography

Publisher

Version

Author

Where it is located

memo

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Course Professor-

Faculty Imaging Services

Contemporary School Curriculum

Amman : Dar Al Fikr

2004

Jawdat Saadeh

library

Studies in General Curricula and Methods

Amman : Janadriyah

2009

Rateb and Abdul Rahim Awad

library

Curriculum Development

Amman: Dar Al Fikr

1999

Salah Diab and Hisham Elayyan

library

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