Tuesday, June 23, 2009
Monday, June 22, 2009
CI 6142 Theory and Practice of Instructional System Design
Graduate School of Education
Assumption University of Thailand
Course Syllabus
Semester 1/2009
Program: Master of Education in Curriculum and Instruction
Course Code and Title: CI 6111 Theory and Practice of Instruction
CI 6142 Theory and Practice of Instructional System Design
Course Coordinator and Instructor:
Assoc.Prof.Dr. Supit Karnjanapun
Dr.Wipa Mhunpiew, Ph.D. in Higher Education,
Chulalongkorn University, Thailand.
drwipa@gmail.com, wipamhn@au.edu
Venue: C 102
Vision of Graduate School of Education
Prepare excellent educational leaders who possess and are able to apply their professional knowledge, aptitude, skills and habits in developing young students to their fullest potential in a culturally diverse and rapidly changing postmodern world.
Mission of Graduate School of Education
1) To develop faculty members and students who are aware of and understand the faculty’s vision and mission.
2) To improve academic development; developing students as people who have the capacity and knowledge to analyze, synthesize, and provide value judgments to programs in their community and society; to use state-of-the-art IT and technology in an international, caring collaborative learning community; to assist culturally-diverse students in achieving the highest potential of becoming confident and competent administrative leaders or academic leaders in various learning contexts.
3) To employ high-caliber, professional instructors, supporting and developing personnel in each academic field to have more potential and better skills in competent work performances in order to increase program effectiveness and efficiency.
4) To support the effective and efficient utilization of resources and budget by encouraging instructors to use new educational technologies as a resource for teaching.
5) To enhance co-curricular development between the Graduate School of Education and prestigious international universities. To undertake joint research and an exchange program of instructors and students.
6) To contribute to students’ growth, many activities will be encouraged so as to have students who perform as a person of a good conduct and to instill students with devotion to society; teamwork is strongly supported to foster student individual spirit both personally and professionally.
Strategic Goals
To develop and implement programs to fulfill academic goals and objectives by using GSoE Outcome Indicators as the basis of a faculty strategic plan.
1) To assist students in all possible ways so that they may make steady progress that enables them to graduate in reasonable time
2) To prepare top-quality educational personnel, administrators, teachers, and educational researchers who:
- are well-versed in, and who keep updated in knowledge of their field
- demonstrate sound professional skills and desirable attitudes
3) To develop highly competent students capable of using IT and IT applications that lead to optimum learning in school and classroom instruction.
4) To support and encourage the ongoing professional development of GSoE students through paper presentations, publications, and research; and to be confident in addressing groups of fellow educators on educational issues.
5) To recruit high-ability students, both from within the country and abroad, into the profession of education.
6) To develop ways and means to work out details relating to admission, registration, housing of exchange and international students, and to organize a special unit to coordinate and provide academic assistance.
Course Description:
Explore effective instructional methodology, research-based models, strategies, and recent trends of instruction in 21st century. Examine models of teaching, various teaching strategies; differentiate instruction to suit diverse learners. Students are required to instructional strategies with videotaping and peer coaching for improvement. The flexible planning for instruction and evaluating cycle are also emphasized.
Course Objectives:
Students should be able to:
1. Familiarize with the theories that provide organization and perspective of teaching and learning, and with current researches on effective teaching and learning practices.
2. Identify different teaching methods and strategies commonly employed in the classroom and evaluate its effectiveness in terms of students’ learning.
3. Organize a lesson using teaching models and demonstrate it in class.
4. Provide constructive feedback on microteaching as basis for improvement.
5. Appreciate the importance of teaching profession and the roles that teachers play in the society.
Teaching and Learning Strategies:
1. Active learning and research-based instruction are the major mode of teaching and learning throughout the course.
2. Students are required to study the learning material developed by each instructors and discuss it in the class.
3. Students engage in performing certain learning activities, for example, research exercise, cases analysis, articles review, research proposal, etc.
Course Assessment:
Part I: Portfolio 60%
Students are required to submit the portfolio for the collection of the following outputs based upon the due assignment:
1. Class participation 10%
2. Reading Portfolio 10%
3. Instructional Strategy Unit Plan Presentation 20%
4. Instructional Strategy Lesson Plan and Teaching Demonstration 20%
As the following details:
Part I – 60%
* 10% - Class participation, students must attend class more than 80%.
* 10% - Reading Portfolio on related topics (use hand-writing only)
* 20% - Instructional Strategy Unit Plan
(Working with the group of four in the same area of teaching)
* 20% - Instructional Strategy Lesson Plan and Teaching Demonstration
(Working with the same group of four)
Direction of Instructional Strategy Assignment
1. Choose group members (at least 4 members) who can work in the same area in subject teaching (Math, Art, Science, Language, and Social Science)
2. Set up the importance information for the group as required:
2.1 the level of students.
2.2 the school environment, might be an exist one or set up by members’ agreement.
2.3 choose the unit and lesson of teaching and teaching methodology.
2.4 create the lesson plan and unit plan which consists of
2.4.1 title of lesson/unit
2.4.2 subject area
2.4.3 grade level
2.4.4 description
2.4.5 materials and resources (what do you need to teach this lesson?, what do
students need in order to participate?)
2.4.6 objects (what will students be able to do at the conclusion of this
lesson/unit?
2.4.7 teaching methodology (matching to the content)
2.4.8 time duration
2.4.9 assessment of the lesson /unit
2.4.10 plan for 2-time presentation (lesson plan and unit plan), presentation will take place a group per week (from 2 July 2009 – please reserved schedule)
3. delegated the work to the members
Part II – 40% - Final examination, Thursday, 17 September 2009
Note: All assignments must follow APA format.
Grading
A = 90 – 100% C+ = 65 – 69%
A- = 85 – 89% C = 60 – 64%
B+ = 80 – 84% C- = 55 – 59%
B = 75 – 79% D = 50 – 54%
B- = 70 – 74% F = 0 – 49%
Note: Student with the grade lower than C+ will be considered as failed in this course. In that regard, student has to take this course again in order to meet the program requirement.
Requirement:
1. Students are required to submit all assignments before the final examination.
2. Students who lack 80% of attendance are not allowed to take the final examination.
3. Student without the submission of assignments and / or absent from the examination will get the grade of “I” (incomplete). If there is no submission of assignments and / or without the make-up examination in one month after the final examination, the grade of I will be automatically transformed into grade “F”.
Major Textbooks:
Arends, R.I. (2007). Learning to teach. 7th ed., New York: McGraw-Hill.
Joyce, B., et al. (2000). Models of teaching. 6th ed. Boston: Allyn and Bacon
Lasley II, T.J., et al. (2002). Instructional models: Strategies for teaching in a diverse society.
2nd ed., USA.: Thomson Learning.
Mayer, R.E. (2008). Learning and instruction. New Jersey: Pearson Prentice Hall.
References:
Borich, G.D. (2000). Effective teaching methods. 4th ed., NJ: Prentice Hall.
Eggen, P.D. and Kauchak, D.P. (2001), Strategies for teachers: teaching content and thinking
skills. 4th ed. Boston: Allyn and Bacon.
Gagne, R.M., et al. (2005). Principle of Instructional Design. USA.: Thomson Learning.
Good, T.L., et al. (2003). Looking in classroom. 9th ed. Boston: Allyn and Bacon.
Gredler, M.E.(1997). Learning and instruction: theory into practice 3rd ed. Upper Saddle River,
NJ: Merrill.
Gronlund, N.G. (2006). Assessment of student achievement. 7th ed, Boston: Allyn and Bacon..
Gunter, M.A. (2003). Instruction: A models approach. 3rd ed. Boston: Allyn and Bacon
Gunter, M.A. (1999). Instruction: A models approach. 4th ed. Boston: Allyn and Bacon
Jacobsen, D.A., et al. (1999). Methods for teaching: promoting student learning. Upper Saddle
River, NJ: Merrill.
Jensen, E. (2005). Teaching with the brain in mind. 2nd ed. USA: ASCD.
Lang, H.R., et al. (1995). Teaching: strategies and methods for student-centered instruction. 1st ed.
Toronto: Harcourt Brace.
Kauchak, D.P.(2003). Learning and teaching: Research-based methods. 4th ed. Boston: Allyn and
Bacon.
Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. USA: ASCD.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed – ability classrooms. 2nd ed.,
USA: ASCD.
Tomlinson, C.A. and Strickland, C.A. (2005). Differentiate in practice: A resource guide for
differentiating curriculum. Grades 9 - 12., USA: ASCD.
Tentative class schedule and subject matter
CI 6111 / CI 6142 Theory and Practice of Instructional System
Week Day Date Time (pm.) Contents Learning Activities/ Instructors
1 Thu June 4, 09 6:00– 9:00 Introduction
Effecting Instructional Model Usage Direct instruction and class discussion / WM.
2 Thursday June11, 09 6:00– 9:00 Identifying Similarities and Differences, note taking & summarizing Direct instruction and class discussion / WM.
3 Thursday June18, 09 6:00– 9:00 Motivating and Engaging Learners Direct instruction and class discussion / WM.
4 Thursday June25, 09 6:00– 9:00 Understanding concepts: Concept Attainment and Concept Formation Direct instruction and class discussion / WM.
5 Thursday July 2, 09 6:00– 9:00 Mnemonics
(Unit plan presentation for Social Science) Direct instruction and class discussion / SK.
6 Thursday July 9, 09 6:00– 9:00 Synectics & Role Playing
(Unit plan presentation for Language) Direct instruction and class discussion / SK.
7 Thursday July16, 09 6:00– 9:00 Brain-based Teaching
(Unit plan presentation for Mathematics) Direct instruction and class discussion / SK.
8 Thursday July23, 09 6:00– 9:00 Cooperative Learning
(Unit plan presentation for Science) Direct instruction and class discussion / SK.
9 Thursday July30, 09 6:00– 9:00 Problem-based learning
(Teaching demonstration for Social Science) Direct instruction and class discussion / SK.
10 Thursday Aug 6, 09 6:00– 9:00 Inquiry
(Teaching demonstration for Language) Direct instruction and class discussion / SK.
11 Thursday Aug13, 09 6:00– 9:00 Oral Discussion
(Teaching demonstration for Mathematics) Student presentation and demonstration / SK.
12 Thursday Aug20, 09 6:00– 9:00 Direct Instruction
(Teaching demonstration for Science) Direct instruction and class discussion / SK.
13 Thursday Aug27, 09 6:00– 9:00 Instructional Design & Technology
Direct instruction and class discussion / SK.
14 Thursday Sep 3 , 09 6:00– 9:00 Differentiated Instruction and Strategies for Differentiated Instruction Direct instruction and class discussion / WM.
15 Thursday Sep 10, 09 6:00– 9:00 Classroom Management/ Students Assessment/ Review of Learning Theories Student presentation and class discussion / WM.
16 Thursday Sep 17, 09 6:00– 9:00 Final Examination
Note: Instructor Name in abbreviation: Assoc. Prof. Dr. Supit Karnjanapan = SK, Dr. Wipa Mhunpiew = WM
Assumption University of Thailand
Course Syllabus
Semester 1/2009
Program: Master of Education in Curriculum and Instruction
Course Code and Title: CI 6111 Theory and Practice of Instruction
CI 6142 Theory and Practice of Instructional System Design
Course Coordinator and Instructor:
Assoc.Prof.Dr. Supit Karnjanapun
Dr.Wipa Mhunpiew, Ph.D. in Higher Education,
Chulalongkorn University, Thailand.
drwipa@gmail.com, wipamhn@au.edu
Venue: C 102
Vision of Graduate School of Education
Prepare excellent educational leaders who possess and are able to apply their professional knowledge, aptitude, skills and habits in developing young students to their fullest potential in a culturally diverse and rapidly changing postmodern world.
Mission of Graduate School of Education
1) To develop faculty members and students who are aware of and understand the faculty’s vision and mission.
2) To improve academic development; developing students as people who have the capacity and knowledge to analyze, synthesize, and provide value judgments to programs in their community and society; to use state-of-the-art IT and technology in an international, caring collaborative learning community; to assist culturally-diverse students in achieving the highest potential of becoming confident and competent administrative leaders or academic leaders in various learning contexts.
3) To employ high-caliber, professional instructors, supporting and developing personnel in each academic field to have more potential and better skills in competent work performances in order to increase program effectiveness and efficiency.
4) To support the effective and efficient utilization of resources and budget by encouraging instructors to use new educational technologies as a resource for teaching.
5) To enhance co-curricular development between the Graduate School of Education and prestigious international universities. To undertake joint research and an exchange program of instructors and students.
6) To contribute to students’ growth, many activities will be encouraged so as to have students who perform as a person of a good conduct and to instill students with devotion to society; teamwork is strongly supported to foster student individual spirit both personally and professionally.
Strategic Goals
To develop and implement programs to fulfill academic goals and objectives by using GSoE Outcome Indicators as the basis of a faculty strategic plan.
1) To assist students in all possible ways so that they may make steady progress that enables them to graduate in reasonable time
2) To prepare top-quality educational personnel, administrators, teachers, and educational researchers who:
- are well-versed in, and who keep updated in knowledge of their field
- demonstrate sound professional skills and desirable attitudes
3) To develop highly competent students capable of using IT and IT applications that lead to optimum learning in school and classroom instruction.
4) To support and encourage the ongoing professional development of GSoE students through paper presentations, publications, and research; and to be confident in addressing groups of fellow educators on educational issues.
5) To recruit high-ability students, both from within the country and abroad, into the profession of education.
6) To develop ways and means to work out details relating to admission, registration, housing of exchange and international students, and to organize a special unit to coordinate and provide academic assistance.
Course Description:
Explore effective instructional methodology, research-based models, strategies, and recent trends of instruction in 21st century. Examine models of teaching, various teaching strategies; differentiate instruction to suit diverse learners. Students are required to instructional strategies with videotaping and peer coaching for improvement. The flexible planning for instruction and evaluating cycle are also emphasized.
Course Objectives:
Students should be able to:
1. Familiarize with the theories that provide organization and perspective of teaching and learning, and with current researches on effective teaching and learning practices.
2. Identify different teaching methods and strategies commonly employed in the classroom and evaluate its effectiveness in terms of students’ learning.
3. Organize a lesson using teaching models and demonstrate it in class.
4. Provide constructive feedback on microteaching as basis for improvement.
5. Appreciate the importance of teaching profession and the roles that teachers play in the society.
Teaching and Learning Strategies:
1. Active learning and research-based instruction are the major mode of teaching and learning throughout the course.
2. Students are required to study the learning material developed by each instructors and discuss it in the class.
3. Students engage in performing certain learning activities, for example, research exercise, cases analysis, articles review, research proposal, etc.
Course Assessment:
Part I: Portfolio 60%
Students are required to submit the portfolio for the collection of the following outputs based upon the due assignment:
1. Class participation 10%
2. Reading Portfolio 10%
3. Instructional Strategy Unit Plan Presentation 20%
4. Instructional Strategy Lesson Plan and Teaching Demonstration 20%
As the following details:
Part I – 60%
* 10% - Class participation, students must attend class more than 80%.
* 10% - Reading Portfolio on related topics (use hand-writing only)
* 20% - Instructional Strategy Unit Plan
(Working with the group of four in the same area of teaching)
* 20% - Instructional Strategy Lesson Plan and Teaching Demonstration
(Working with the same group of four)
Direction of Instructional Strategy Assignment
1. Choose group members (at least 4 members) who can work in the same area in subject teaching (Math, Art, Science, Language, and Social Science)
2. Set up the importance information for the group as required:
2.1 the level of students.
2.2 the school environment, might be an exist one or set up by members’ agreement.
2.3 choose the unit and lesson of teaching and teaching methodology.
2.4 create the lesson plan and unit plan which consists of
2.4.1 title of lesson/unit
2.4.2 subject area
2.4.3 grade level
2.4.4 description
2.4.5 materials and resources (what do you need to teach this lesson?, what do
students need in order to participate?)
2.4.6 objects (what will students be able to do at the conclusion of this
lesson/unit?
2.4.7 teaching methodology (matching to the content)
2.4.8 time duration
2.4.9 assessment of the lesson /unit
2.4.10 plan for 2-time presentation (lesson plan and unit plan), presentation will take place a group per week (from 2 July 2009 – please reserved schedule)
3. delegated the work to the members
Part II – 40% - Final examination, Thursday, 17 September 2009
Note: All assignments must follow APA format.
Grading
A = 90 – 100% C+ = 65 – 69%
A- = 85 – 89% C = 60 – 64%
B+ = 80 – 84% C- = 55 – 59%
B = 75 – 79% D = 50 – 54%
B- = 70 – 74% F = 0 – 49%
Note: Student with the grade lower than C+ will be considered as failed in this course. In that regard, student has to take this course again in order to meet the program requirement.
Requirement:
1. Students are required to submit all assignments before the final examination.
2. Students who lack 80% of attendance are not allowed to take the final examination.
3. Student without the submission of assignments and / or absent from the examination will get the grade of “I” (incomplete). If there is no submission of assignments and / or without the make-up examination in one month after the final examination, the grade of I will be automatically transformed into grade “F”.
Major Textbooks:
Arends, R.I. (2007). Learning to teach. 7th ed., New York: McGraw-Hill.
Joyce, B., et al. (2000). Models of teaching. 6th ed. Boston: Allyn and Bacon
Lasley II, T.J., et al. (2002). Instructional models: Strategies for teaching in a diverse society.
2nd ed., USA.: Thomson Learning.
Mayer, R.E. (2008). Learning and instruction. New Jersey: Pearson Prentice Hall.
References:
Borich, G.D. (2000). Effective teaching methods. 4th ed., NJ: Prentice Hall.
Eggen, P.D. and Kauchak, D.P. (2001), Strategies for teachers: teaching content and thinking
skills. 4th ed. Boston: Allyn and Bacon.
Gagne, R.M., et al. (2005). Principle of Instructional Design. USA.: Thomson Learning.
Good, T.L., et al. (2003). Looking in classroom. 9th ed. Boston: Allyn and Bacon.
Gredler, M.E.(1997). Learning and instruction: theory into practice 3rd ed. Upper Saddle River,
NJ: Merrill.
Gronlund, N.G. (2006). Assessment of student achievement. 7th ed, Boston: Allyn and Bacon..
Gunter, M.A. (2003). Instruction: A models approach. 3rd ed. Boston: Allyn and Bacon
Gunter, M.A. (1999). Instruction: A models approach. 4th ed. Boston: Allyn and Bacon
Jacobsen, D.A., et al. (1999). Methods for teaching: promoting student learning. Upper Saddle
River, NJ: Merrill.
Jensen, E. (2005). Teaching with the brain in mind. 2nd ed. USA: ASCD.
Lang, H.R., et al. (1995). Teaching: strategies and methods for student-centered instruction. 1st ed.
Toronto: Harcourt Brace.
Kauchak, D.P.(2003). Learning and teaching: Research-based methods. 4th ed. Boston: Allyn and
Bacon.
Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. USA: ASCD.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed – ability classrooms. 2nd ed.,
USA: ASCD.
Tomlinson, C.A. and Strickland, C.A. (2005). Differentiate in practice: A resource guide for
differentiating curriculum. Grades 9 - 12., USA: ASCD.
Tentative class schedule and subject matter
CI 6111 / CI 6142 Theory and Practice of Instructional System
Week Day Date Time (pm.) Contents Learning Activities/ Instructors
1 Thu June 4, 09 6:00– 9:00 Introduction
Effecting Instructional Model Usage Direct instruction and class discussion / WM.
2 Thursday June11, 09 6:00– 9:00 Identifying Similarities and Differences, note taking & summarizing Direct instruction and class discussion / WM.
3 Thursday June18, 09 6:00– 9:00 Motivating and Engaging Learners Direct instruction and class discussion / WM.
4 Thursday June25, 09 6:00– 9:00 Understanding concepts: Concept Attainment and Concept Formation Direct instruction and class discussion / WM.
5 Thursday July 2, 09 6:00– 9:00 Mnemonics
(Unit plan presentation for Social Science) Direct instruction and class discussion / SK.
6 Thursday July 9, 09 6:00– 9:00 Synectics & Role Playing
(Unit plan presentation for Language) Direct instruction and class discussion / SK.
7 Thursday July16, 09 6:00– 9:00 Brain-based Teaching
(Unit plan presentation for Mathematics) Direct instruction and class discussion / SK.
8 Thursday July23, 09 6:00– 9:00 Cooperative Learning
(Unit plan presentation for Science) Direct instruction and class discussion / SK.
9 Thursday July30, 09 6:00– 9:00 Problem-based learning
(Teaching demonstration for Social Science) Direct instruction and class discussion / SK.
10 Thursday Aug 6, 09 6:00– 9:00 Inquiry
(Teaching demonstration for Language) Direct instruction and class discussion / SK.
11 Thursday Aug13, 09 6:00– 9:00 Oral Discussion
(Teaching demonstration for Mathematics) Student presentation and demonstration / SK.
12 Thursday Aug20, 09 6:00– 9:00 Direct Instruction
(Teaching demonstration for Science) Direct instruction and class discussion / SK.
13 Thursday Aug27, 09 6:00– 9:00 Instructional Design & Technology
Direct instruction and class discussion / SK.
14 Thursday Sep 3 , 09 6:00– 9:00 Differentiated Instruction and Strategies for Differentiated Instruction Direct instruction and class discussion / WM.
15 Thursday Sep 10, 09 6:00– 9:00 Classroom Management/ Students Assessment/ Review of Learning Theories Student presentation and class discussion / WM.
16 Thursday Sep 17, 09 6:00– 9:00 Final Examination
Note: Instructor Name in abbreviation: Assoc. Prof. Dr. Supit Karnjanapan = SK, Dr. Wipa Mhunpiew = WM
Sunday, June 21, 2009
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