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This is the last week for this semester. The last test which is test 2 will be done this week. So, this time around, I will give my reflection for this course for the whole syllabus. For m, through this course, I am able to increase my confidence, talking in front of others. I also learnt how to make a proper lesson plan and also increase the knowledge on how to make interesting teaching aid through the micro-teaching of the class. Through Curriculum and instruction, I also learnt how to have a good classroom management especially in teaching, giving instruction, do activities and also engagement with students. I also learnt a proper way and format for constructing a course design. Many input, ideas, critique for improvement and encouragement through this course, help me in developing and improve myself to be abetter teacher in the future.
Below is the picture in our last class.

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Assalamualaikum and hi. This week is the last two weeks before we have our study week followed by final examination. In this week, we were given the period of class to use for discussing our course design.
After brainstorming our ideas together in a group consists of 6 members, we came out with a program called Super Adventurous Science. Our target group is 80 participants from standard 4 and 5 in rural area school. We decide to make this as one of our charity program with high level quality of syllabus.
In Super Adventurous Science camp, the activities used a bit different approach of learning science which is by using experiment and explorace. This program promise an enjoyable and high content activity that focus towards student-centered learning process.
So, the sketch of our program is as below

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LAST WEEK OF MICROTEACHING ANDCOURSE DESIGN

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LAST WEEK OF MICROTEACHING ANDCOURSE DESIGN

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For this week class, it is the last week for microteaching session and we are able to finish all the turns on time. To sum up the microteaching, it really help us as future educator to boost up our confidence and give us an experience on how is the condition, the nervousness and the unexpected things that could happen during the teaching and learning session. Through microteaching, we also learn the good things from all the presenters and also the things that we need to avoid and also improve. After microteaching session ended, we were given one assignment called course design. In the course design, we need to create our own course consists of a few programs. All the programs must be in one theme. As for example, the course is Go Go Healthy with Kakti. So the programs will be
1) Zumba
2)Healthy lifestyle
3)Healthy food preparation
In the course design, we need to have the
-executive summary
-organization's profile
-introduction
-justifications for offering the program
-need analysis
the curriculum
-administration
-conclusion
-appendix 1,appendix2 and appendix 3

Below is the table of content of the course design

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Assalamualaikum w.b.t and hi. Today is the day for my microteaching turn. I've been preparing for the microteaching since last week. Before the microteaching today, I always said to myself that this is the path that I had choose, so I need to do my very best and perform well to not dissappointing my own self and decision. So, for my microteaching, the topic is about inheritance in ABO blood system. Alhamdhulillah that all went well and the time is commendable as what I had planned but still there are a few things that I need to improve for a better me.
Some of the comments that I had received from my supervisor and my friends are:
1) The execution was good
2) The explanation was structured and systematic
3) Good and clear explanation
4) Fluent in my teaching
5) I look calm
Some of the improvement that I need to work on based on the comments are:
1) have more engagement with the students especially the ones who are at the back.
2) Improve on my handwriting
3)structured the info presentation on the whiteboard

The activities that I had done were in groups which are answering the question by hold up the card and also answer the question together with the group member.

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Assalamualaikum w.b.t and hi. For this week, the student's just came back from our midsem break for one week. In today's class, our lecturer managed to cover the lectures on topics Instructional Objectives and Mager Model. This two topic are the last topic, which means that we had successfully covered the whole topics. After this we will preparing for our second test. We will also work on our course design and continue our micro-teaching.
For the overview of topic Instructional Objectives, basically teacher need to have instructional objective, then strategies and tools and lastly evaluate outcomes.
There are 3 Mager format of instructional objectives which are
-student behaviour
-testing situation
-performance criteria
Grondlund suggested 2 levels of objectives which are general and specific.
In Instructional objectives, it also discuss about Blooms Taxonomy, Psychmotor Domain and Affective Domain.

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Assalamualaikum w.b.t. This time around, I will share some input about the CDD which is the curriculum development division.

The roles and functions of CDD are:
1. Design and develop school curriculum.
2. Disseminate and implement curriculum.
3. Monitor curriculum implementation.
4. Prepare curriculum support materials.
5. Conduct research for the development and evaluation of curriculum.

THE NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce Malaysian citizens who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God

In curriculum development cycle, there are a cycle of :

NEED ANALYSIS ->
PLANNING ->
DESIGN AND DEVELOPMENT -> PILOT STUDY ->
CURRICULUM DISSEMINATION AND TRAINING ->
DISSEMINATION AND IMPLEMENTATION ->
EVALUATION AND SUPERVISION
all these steps are in a cycle that is repeating.

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Assalamualaikum and hi. My name is Aina Sakinah binti Ishak. I am currently further my Degree at Uitm Puncak Alam in Bachelor of Science Education (honors) Biology and currently in Part 4. For UiTM education's students, it is compulsary for us to take the course Curriculum and Instruction (EDU555) in Part 4. So, here I want to share our first day class on 3 September 2018 which is on Monday in a lecture hall that gathered 6 classes from our batch which are education's students from Biology (minor Mathematics), Biology (minor Chemistry),Physics (minor Mathematics), Chemistry (minor Biology and minor Mathematics) and two classes from Mathematics (minor Physics). The first class was conducted by Sir MUHAMAD FURKAN BIN MAT SALLEH . Sir Furkan gave us a briefing about the course and assessments. Below is the picture on our first class

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Assalamualaikum and hi to all viewers. Today, I would like to share one of the course that we took which is Curriculum and Instruction (EDU555).
This course have two major areas which are Curriculum and Instruction.
For the first section, it provides overview of the principles, procedures and practices in curriculum and syllabus design. For the second section, it will focus on instruction and instructional materials.
The learning outcomes for this course are :
1) Describe the principles and procedures in curriculum and syllabus design
2) Design curriculum and syllabus for a specific groups of learners
3) Describe the school curriculum and syllabus
4) Prepare lesson plan for classroom instruction
That's all for this time entry.

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For our first assignment, we were told to do the article review which possess 10% of the ongoing assignment. In this assignment, we are required to read an article that we have chosen relating to the Curriculum and Instruction. After that, we need to write a review of the article.
So, I have chosen an article with the title :
" The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students"

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JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page.

Open Access funded by Kasetsart University

Abstract

Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT), a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1) to survey the critical thinking skills of undergraduate business students, and 2) to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1) surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model-recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2) developing the instructional model followed by validation of the model by five experts. The results of the study were: 1) the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored "below average" on the critical thinking appraisal, and 2) the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is "highly appropriate" in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and communication technology (ICT), and business case analysis.

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The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students

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Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation ...

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On our first tutorial class, we learn the basic structure of making the lesson plan. The format is as below. The lesson plan will be used in our micro-teaching. This lesson plan comprise of 10% marks. Lesson plan is a must for teachers to bring it to every classes which means that every classes must have different lesson plan depends on the students, topic and depth of the topic.
For the row objective, we must start our writing with " Student's will be taught to".
For the learning outcomes' row, we must start the writing with " At the end of the lesson, students will be able to".
For the success criteria row, we must start to write with " At the end of the lesson, students are considered successful if they can". I success criteria, we must write specifically which mentioned to have students do it in written or verbally for every success criteria.
I have chosen Biology subject as my micro-teaching subject and the topic is Inheritance. It is one of my favorite topic which I think I should teach interestingly to make others think it as one of the most easiest topic.  In the end of our class, we were given a task to complete our lesson plan until the success criteria.

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THE TYLER'S/OBJECTIVES MODEL and THE INTERACTION/ DYNAMIC MODEL

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THE TYLER'S/OBJECTIVES MODEL and THE INTERACTION/ DYNAMIC MODEL

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Tyler's model was proposed by Ralph tyler which is an American educator. In Tyler's model there are 4 stages which are :
1. Objectives
2. Content
3. Method
4. Evaluation

Strengths:
1) Logical-begin with objectives
2)Organized
3) Practical- potrays actual process

Critiques:
1) Too rigid- must follow steps
2) Governed by objectives
3) Step by step process which is tedious

Interaction/ Dynamic model is contra with Tyler's model as it use a dynamic process which is educator may begins with any of the four curriculum : objectives, content, method and evaluation. These elements can be followed in any sequence

Strengths:
1)Practical- true picture of curriculum development
2)Flexible

Weaknesses:
1) No fixed objectives
2) No fixed directions

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Assalamualaikum and hi everyone. This time around, I would like to share two types of model which are TABA'S MODEL and CONTEMPORARY MODEL.

Taba's model was invented by Hilda Taba in 1962. She was once an architect, a curriculum theorist, a curriculum reformer and a teacher educator.
Taba's model also known as "Grass-roots approach" by which it based on rational that those who teach the curriculum need to involve in developing the curriculum. There are 7 steps of Taba's model:
1. Diagnosis of needs
2. Selection of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determining of what to evaluate and how to evaluate it.

Strength  :
1) Gives teacher greater role- implementers and developer
2) Tacher approach
3)Teacher aware of the needs of students
4) Objectives importance

Weaknesses:
1)Too relies on abilities of teacher
2) Teacher's time consuming
3)May not appeals to more global curriculum developers

For the Contemporary Model, there are 5 steps which are:

1. Needs analysis
2. Formulating Objectives
3. Selecting and organizing content
4. Implementing the curriculum
5. Evaluating the curriculum

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There are 2 types of curriculum evalutions which are:

1) Formative evaluation
-on going program
-program improvement
-provide data to assist improvement
2)Summative evaluation
-done in the end
-concerned on overall effectiveness
-provide data to determine the worthness of program

Curriculum need to be continuously reviewed and reviewed to maintaining and sustaining quality, relevance, adequacy and quantity of the program.

CIPP MODEL for Evaluation
* a comprehensive framework for guiding formative and summative evaluation of :
-programs
-projects
-personnel
-products
-institutions
-systems

MODEL (FRAMEWORK) FOR CURRICULUM EVALUATION

- context evaluation
- input evaluation
- process evaluation
-product evaluation

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Our microteaching starts on every tuesday starting from week 7 and continuously. Microteaching is part of our assessment by which we are needed to choose topics and subtopics of our major subject and we are needed prepare a lesson plan and then teach the class. Micro-teaching is actually a good opportunity and platform for us to deliver our teaching as in actual class. So for the every week, there will be 4 students that will be the teacher of the day. Here is one of the picture of the micro-teaching session.