Scribd
Upload
164 views

Med 05

This 3 credit course aims to help graduate students develop skills for curriculum theory, design, development and implementation in education. The course will explore philosophical perspectives on curriculum and examine the relationship between curriculum, teachers, students and context. Students will learn approaches to curriculum design and development, and how to implement, assess, innovate and develop competency-based curriculums. Methodologies will include lectures, reports, individual and group research. Students will be evaluated based on participation, oral reports, research work and examinations.

Uploaded by

Floor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
164 views

Med 05

This 3 credit course aims to help graduate students develop skills for curriculum theory, design, development and implementation in education. The course will explore philosophical perspectives on curriculum and examine the relationship between curriculum, teachers, students and context. Students will learn approaches to curriculum design and development, and how to implement, assess, innovate and develop competency-based curriculums. Methodologies will include lectures, reports, individual and group research. Students will be evaluated based on participation, oral reports, research work and examinations.

Uploaded by

Floor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

COLEGIO DE DAGUPAN

Institute of Graduate Studies


Arellano St., Dagupan City

MASTER IN EDUCATION
Major in Educational Leadership and Management

COURSE SYLLABUS

SUBJECT: MED 05 - CURRRICULUM THEORY, DESIGN AND


DEVELOPMENT IN EDUCATION

CREDIT: 3 UNITS

TIME
54 HOURS
ALLOTMENT:

I. COURSE DESCRIPTION:

This course aids the graduate students in viewing, analyzing and interpreting the curriculum
and instruction program of an educational institution and in developing skills for implementing
change. The Curriculum Development course introduces graduate students to a range of theories and
approaches to curriculum development such as competency-based education and outcomes-based
education. The course focuses primarily upon the design and development of curriculum documents.
In particular, graduate students will develop material related to their own work environment. In
addition, participants will develop skills related to instructional design such as the development of
plans for teaching and learning. The course highlights the importance of alignment; that is, the
connection between course outcomes/goals, delivery of instruction, and the assessment and
evaluation of learning. The course also prompts reflection upon the importance of designing and
developing positive learning environments.

II. COURSE OBJECTIVES:

After the completion of this course, graduate students shall be able to:
1. Explore the writings of curriculum scholars and theorists in order to examine philosophical,
historical, sociological, psychological, and political curriculum perspectives and curriculum
development as a field of study. 
2. Refine knowledge and analytical understanding of the relationship among the four main
components of instruction – curriculum, teacher, students, and context. 
3. Develop thinking, teaching and decision-making regarding curriculum will be shaped by the
concepts of the teacher as a curriculum doer and the principal/administrator as a curriculum
leader. 
4. Adopt a curriculum perspective and will apply an array of corresponding curriculum tools and
processes when developing a project consistent with their professional aspirations.

III. COURSE CONTENTS:

1. Curriculum: Concepts, Nature and Purposes


1.1 Concepts, Nature and Purposes of Curriculum
1.2 Elements/Components of Curriculum
1.3 Teaching Learning Process and Curriculum Development
2. Crafting the Curriculum
2.1 Curriculum Theories and Models
2.2 Principles and Dimensions of Curriculum Design
2.3 Approaches to Curriculum Design
3. Implementing the Curriculum
3.1 The Role of Stakeholders in Curriculum Implementation
3.2 The Role of Technology in Delivering Curriculum
3.3 Pilot Testing, Monitoring and Evaluating the Implementation of the
Curriculum
4. Assessing the Curriculum
4.1 Intended vs. Implemented vs. Achieved Curriculum
4.2 Criteria for Curriculum Assessment
4.3 Tools to Assess Curriculum
4.4 Linking Curriculum, Instruction and Assessment
5. Addressing the Future: Curriculum Innovations
5.1 Curriculum Innovations: Local and Global Trends
5.2 Issues and Concerns in Curriculum
6. Competency -Based and Outcomes Based -Approaches
6.1 Integrated Sets of Goals and Competencies
6.2 Accreditation Standards, Institutional/Program/Student Learning Outcomes,
Occupational Skills and Transparent Evaluation

IV. METHODOLOGIES:

 Lecture Method
 Reportorial Method
 Individual Research
 Group Research

V. COURSE REQUIREMENTS:
Active Participation 15%
Oral Reporting 20%
Research Work 25%
Examination 25%
Attendance 15%
TOTAL 100%

VI. REFERENCES:
 
Bilbao, P.P., et. al., (2008).Curriculum Development. Lorimar Publishing , Inc.
Erickson, Richard C. and Wentling, Tim L. Measuring Student Groth: Techniques and
Procedures for Occupational Education. Urbana III.: Griffon Press, 1986.

Miles Matthew B.: and Huberman, A. Michael. Qualitative Data Analysis. Beverly Hills,
Calif.: Sage, 1994.

Rae, Leslie. How to Measure Training Effectiveness. New York: Nichols, 1996.

Sttuflebeam, Daniel Z., et al. Educational Evaluation and Decision-Making. Itasca, III.:
F.E. Peacock Publishers, 1991.

Webster, William J. “CIPP in Local Evaluation”. In R. Brandt., ed. Applied Strategies for
Curriculum Evaluation, Alexandria, Va.: Association for Supervision and Curriculum
Development, 1991.

Wentling, Tim L. Evaluating Occupational Education and Training Programs. Urbana


III.:Grffon Press, 1998.

Williams, David D., ed. Naturalistic Evaluation. San Francisco: Jossey Bass, 1996.

Williams, David D. “Naturalistic Evaluation: Potential Conflicts Between Evaluation


Standards and Criteria for Conducting Naturalistic Inquiry.” Educational Evaluation and
Policy Analysis 8, no. 2 (Spring 1996).

Wolansky, William D. Evaluating Student Performance in Vocational Education. Ames:


lowa State Universityy Press, 1995.

DOMINGA C. MERCADO, EdD.


Professor

You might also like