(Note: This is not 100% accurate, precise, and comprehensible, this is made by me abruptly just to comply to my requirements, used this as your guide... )
CURRICULUM DEVELOPMENT
CURRICULUM DEVELOPMENT
CRITIQUING COURSE SYLLABUS
WORK
SHEETS FOR CRITIQUING COURSE SYLLABUS
Course Facilitator: Mr. Juan Dela Cruz
A. Course Description:
1.
What
is the scope of the course?
It is stated there that this course in
Science offered to first year students taking up Bachelor of Secondary
Education, Elementary Education and AB Psychology.
The focus of the course is about Earth
Science
3.
How
is the course goal stated? Are there values and assumptions underlying the
goals of the curriculum? Are the goals sufficiently comprehensive, balance and
realistic?
It is stated there that the course syllabus
consists of chapters that emphasize broad and up to date coverage of basic
topics and principles in Geology, Oceanography, Meteorology and Astronomy. Not
so, the goals should chunks into parts so that it would not too hard for the
students to determine whether the course syllabus can be comprehend easily or
balance and realistic as well.
4.
Describe
the learner at the end of the course.
It is stated there that at the course is
intended to be a meaningful, non technical survey for graduate students with
little background in Science.
B. Course Objectives:
1.
What
is the major competency that the student is expected to demonstrate at the end
of the course? How does it relate to the course goal?
It is not stated in the syllabus, but the
major competencies that the student should develop themselves on how to be
competitive, more comprehensible enough, have higher thinking skills in terms of the trend of
discovering new things. It should be related to the course that is taking by
the student or align to the subject matter.
2.
How
is the course objectives related to the course goal in the course description?
Of course the course objective should be in
relevant to the course description if it’s not then it’s not an appropriate for
the student to take up because it’s not suit to the course that they taking, it
is stated there what should be the student acquiring off when they take the
subject itself.
3.
How
are the sets of related major course objectives grouped? Are the course
objectives visible in the unit content?
The set of major course objective is laid
in accordance to the unit that the course being required in every chapter or
period. Yes! Indeed it’s showed in the table
that they made in every period or grading.
C. Course Content:
1.
How
are the units sequenced? Are the units well sequenced?
The units are sequence in accordance
chronological order from the first chapter/ units of the book or the semester.
Yes! It is indeed, based on the unit chapter.
2.
How
are the units broken down into related topics? What sequencing techniques were
used? (Logical, Chronological, Psychological, etc?)
The units are broken according to whole to
part let say in chapter 1Astronomy from whole down to its part like Earth’s
Place in the Universe, Our Solar System, Lights, Astronomical Observations and
the Sun, Beyond the Solar System. The sequencing is from Whole to its Part.
D. Teaching-Learning Methodologies:
1.
Do
the teaching methodologies anticipate a progression from dependent
teacher-directed to independent self-directed learner?
Yes!
-specify
the teacher-directed teaching strategies
This direct instruction the teacher attempts
to promote learning by providing explicit directions and explanations regarding
how to do a tank. The teacher assumes primary responsibility for linking new
information with the student’s prior knowledge and ultimately whatever the
students learn. In this strategy the information is presented in an ordered
sequence in which component sub skills are taught directly or a foundation for
later task.
-specify
the learner-focused teaching strategies
This is also referred as “constructivist or
developmental”. In here the function of the teacher is to facilitator who takes
a less central role in a learning process that is student-directed. The
teachers provides opportunities for the students to make own linkages to prior
knowledge and to devise her own strategies for work. It is much of its emphasis
is on helping students to construct their own educational goals and experiences
as well as the knowledge that results.
2.
To
what extent of competence does the course syllabus provided the appropriate
learning activities in each of the domains (a) personal development (b) social
competence, (c) continued learning skills, (d) socialization (e) professional
skills
a) Personal development-at
the end of the period the student should develop their intrapersonal skills in
terms of acquiring knowledge, know themselves on what extent did they achieve
if they can adapt the dynamic change in the environment.
b) Social competence- at
the end of the period the learner
should know how to compete in a friendly surroundings, they are not just
passive nor setting on the chair but they compete with their co-students.
c) Continued learning skills-at
the end of the period the learner have acquired new knowledge about a certain
thing, aside from their metacognition, that when they get out of the room there
is something that they have learn from their teacher, classmate and experience.
d) Socialization-at
the end of the period the learner should
able to show camaraderie to each other
and show to others that the variation of culture, religion, customs, and
tradition is not a hindrance for achieving a certain goals.
e) Professional skills-at
the end of the period the learner should develop on how to be a professional,
they should know how to accept critiques, admonitions, and other things to
develop their holistic personality toward professionalization.
3.
Does
the course syllabus utilize appropriate and feasible type of learning
experience?
A little bit, but it should provide certain
materials to utilize by the student, it just a matter of giving outline.
4.
Are
the learning activities and teaching methodologies relevant to the specific
professional discipline? Specify.
Yes!, it is stated there the course that
the student should learn at the end of the lesson the activity that should
provide and the discipline to be used in the said syllabus.
5.
Does
the course syllabus have an adequate provisions of feedback from the learners,
and other teachers, as well as means of modification? Specify.
Quiet yes!, it is stated there the terms
and condition of what should be the students do , as well as the teacher
itself, every end of the period the teacher gives her/his feedback about the
standing of the student in the class, as well the teacher the student about the
strategies that is being used whether it’s effective or not.
6.
To
what extent is flexibility built into the curriculum plan? What alternative
learning opportunities and multimedia are included?
In terms of flexibility the curriculum
itself entails and entitled only for those who are taking education and
psychology. The alternative learning opportunities and multimedia that should
be included are follows; viewing, visiting sites for educational purposes,
attending seminars and workshop to develop and acquire more knowledge and
information.
E.
Evaluation:
1.
Is
the course syllabus clear to the students? Specify evidences.
Yes!, it is stated in the syllabus about
the subject description, the scope and sequence of the subject, the course
requirements, the grading system, classroom policies, classroom procedures,
expectations, and consequences except for the goal objectives because it’s not
clearly stated in my humble opinion the objective should direct or specified so
that the student wouldn’t confuse of taking this subject matter.
2.
What
evaluation techniques, instrument and tools are suggested?
It stated there the requirements are long
Exams or their equivalent, major exams (prelim, midterm and finals exams),
quizzes, investigatory project or their equivalent, seatwork activities,
solutions to problem sets
3.
How
valid are the evaluation techniques, instrument and tools in relation to the
course objectives and contents?
It’s valid because they are following a
certain rule and guidelines on how to get assessment to the student. Student
uses different criteria and instrument in order to attain oblecjives.
4.
What
is the degree of student’s participation in the grading system?
It says there that the student final grade G is computed as follows:
Gcs+Gme=Final
Grade
Where
Gcs and Gme are student’s grade in the class standing and major exams,
respectively.
A.1
major exam…………………………………………………………..……100%
A.1.1
Prelim/Midterm?Final exam………………………………………80%
A.1.2
Oral Exam…………………………………………………………………20%
Class
Standing………………………………………………………………….100%
A.2.1
Project……………………………………………………………………….20%
A.2.2
Quizzez, Long Exams, and Problem sets…………………50%
A.2.3
Recitation…………………………………………………………………20%
A.2.4
Assignments and Seatworks…………………………………….10%
F.
Other
significant Features:
1.
What
resources are suggested in the syllabus. How are they classified?
The resources that is being suggested Book
“Earth Science 12th Edition by Edward Tarbuck and” web “page 545
(Earth Science by Tarbuck and Lutgens)”. They are classified accordingly
because it’s the book being used during the entire semester.
2.
How
is the course calendar integrated in the syllabus?
It is integrated according to the period of
discussion, let say preliminary, midterm and final.
3.
To
what extent is the course syllabus tailored-made for your particular
institution mission and vision? Specify.
It is anchored in accordance to the course
needed by the students they taking about. The course that they offer is in
relevance to what they are aiming about the standing of the student toward
development and being productive as well as competitive in their profession in
the near future.
4.
Will
the learners and teachers mutually understand the total course plan? Specify.
Yeah!, indeed, both teacher and student
understand the course plan because it is well stated the rules, classroom
procedure, requirements, a bit in objectives, the seatwork’s, problem to be
solve, assignment, and etc.
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