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Tuesday, October 9, 2012
Tuesday, July 12, 2011
CI6130 Syllabus
Course Specification
Institution Assumption University
Campus//Faculty/Department Hua Mak Campus, Graduate School of Education
Vision
Mission
To be recognized as a leader in graduate studies of education, with a strong focus on the pursuit of knowledge, professional education, the fulfillment of educational communities on worldwide basis with high levels of leadership in teaching, research and community development.
To advance, transmit and sustain cutting-edge knowledge and understanding through the conduct of teaching, research and scholarship at the highest international standards, for the benefit of those people employed in, or seeking employment in, the educational profession.
Section I General Information
1. Course Code and Title: CI 6130 Seminar in Contemporary Issues in Curriculum and Instruction
2. Total Credits 3 Credits (3-0-6)
3. Program and Type of Course
M.Ed. (Curriculum and Instruction) Core Course
4. Responsible Faculty Member (Coordinator)
Assoc.Prof.Dr.Supit Karnjanapun
Teaching faculty member(s)
Assoc.Prof.Dr.Supit Karnjanapun 45 hrs
( panitan007@gmail.com 081 2550991)
5. Semester/Year of Study 2/ 2011
6. Pre-requisite (If any) None
7. Co-requisite (If any) None
8. Venue
Graduate School of Education, Assumption University, Hua Mak Campus, C-101
9. Latest Date of Course Specification Development or Modification
2/2010
Section 2 Aims and Objectives
1. Aims of the Course
This course is designed to allow teachers to collaboratively investigate the research findings pertaining to contemporary issues in education relating to curriculum and instruction.
2. Objectives of Course Development/Modification
Upon successful completion of this course, the student will demonstrate:
Knowledge of
• Current educational issues related to the problems in curriculum and instruction
• The school as an institution of learning enhancement
• The nature, types, and the process of curriculum, instructional and assessment decision making including the significance and implication in educational practices.
Skills in
• Analyzing an instruction and assessment situation for the identification of appropriate curricular methodologies for dealing with and responding to learning needs.
• Applying appropriate curricular choices and assessment practices
Attitudes and Values
• Understanding of education - envisioning oneself as both teacher and learner
• Avoiding biases based on race, color, class, and gender
Section 3 Course Characteristics and Implementation
1. Course Description
This course will investigate the research findings pertaining to contemporary issues in education. Students are required to identify and analyze one or more problems in curriculum and instruction and to present a research paper to the class for in-depth discussion. Research projects emphasizing application to instructional problems will be a critical component of the course. The class will use a student presentation/dialogue intensive approach and focus will be on discovery learning methodologies.
2. Number of Hours/Semester
Lecture
45 hours Tutorial
- Practice/Field Experience/Internship
- Self-directed Learning
90 hours
3. Number of hours provided for academic advice and guidance to students
- The faculty member provides academic advice to students 3 hours/ week and on call as needed.
- The faculty member is available to set up appointments via mobile or e-mail contact followed up with meeting on campus as needed.
Section 4 Development of Student Learning Outcomes
1. Ethics and Moral
1.1 Ethics and Morals to be developed
- Social concern
- Responsibility
- Valuing others and love
1.2 Teaching Methods
Case study and discussions on the topic
1.3 Evaluation Methods
- Observation
- Question and answer
- Group response
2. Knowledge
2.1 Knowledge to be acquired
• Current educational issues related to the problems in curriculum and instruction
• The school as an institution of learning enhancement
• The nature, types, and the process of curriculum, instructional and assessment decision making including the significance and implication in educational practices.
2.2 Teaching Methods
- Active learning and research-based instruction are the major mode of teaching and learning throughout the course.
- Students are required to review the reading exercises and activities developed by the instructor and fellow students as discussed in the class.
- Students engage in performing learning activities: for example instructional situation analysis, article review, and use of online materials.
-
2.3 Evaluation Methods
- Examination
- Report
- Presentation
3. Cognitive Skills
3.1 Cognitive Skills to be developed
- Remember
- Understand
- Analyze
- Apply
- Evaluate
- Creativity
- Critical thinking
- Logical thinking
3.2 Teaching Methods
- Review the previous lesson before new lesson.
- Make connections between lesson and student daily life.
- Cooperative learning, group interactions and direct instruction as needed
3.3 Evaluation Methods
- Examination
- Report
- Presentation
4. Interpersonal Skills and Responsibility
4.1 Interpersonal Skills and Responsibility to be developed
- Time management
- Self – regulation
- Self – efficacy
- Social concern development
4.2 Teaching Methods
- Model teaching
- Use example as a lesson
- Interaction
- Presentations with feedback
4.3 Evaluation Methods
- Observation
- Group work
5 Teaching and Learning
5.1 Teaching Plan
Week Day Date Time Contents Learning Activity
1.Tue Nov 15, 2011 6:00 PM– 9:00 PM. Course intro.Curriculum and Theory:from http://www.infed.org/biblio/b-curric.htm followed by students'reflections:Online lesson
2.Tue Nov 22, 2011 6:00 PM– 9:00 PM. Engaging the student online:Curriculum and Theory:from http://www.infed.org/biblio/b-curric.htm
3.Tue Nov 29, 2011 6:00 PM– 9:00 PM. http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,menuPK:282391~pagePK:149018~piPK:149093~theSitePK:282386,00.html: Instructor presentation followed by panel discussion
4.Tue Dec 06, 2011 6:00 PM– 9:00 PM. Student Lasan&Maurice Topic I: The Regional Bureau’s
Education Support Strategy 2010-2013,UNESCO
5.Tue.Dec 13, 2011 6:00 PM– 9:00 PM. Student Topic II:Preparing Thai Higher Education for IntegratedASEAN Community Student presentation followed by panel discussion
6.Tue.Dec.20,2011 6:00 PM– 9:00 PM. Student Topic III:Reality is broken: Student presentation followed by panel discussion Tang+Htike Htike
7.Tue.Jan.10.2012 6:00 PM– 9:00 PM. Student Topic IV:Education PolicyUNESCO Bangkok:http://www.unescobkk.org/en/education/education-policy/?utm_medium=twitter Student presentation followed by panel discussion
8.Tue.Jan.17.2012 6:00 PM– 9:00 PM.Pakorn,Wittaya: Student Topic V:Education MTEF:Approaches, Experience and Lessons from Nine Countries in Asia: Student presentation followed by panel discussion
9.Tue. Jan 24, 2012 6:00 PM– 9:00 PM. Student Topic VI:Korean Visions for Education: Student presentation followed by panel discussion
Week Day Date Time Contents Learning Activity
10.Tue. Jan 31, 2012 6:00 PM– 9:00 PM. Student Topic VII:Mynmar Visions for Education: Student presentation followed by panel discussion
11.Tue. Feb.07,2012 6:00 PM– 9:00 PM. Student Topic VIII:China's Visons for Education: Student presentation followed by panel discussion
12Tue.Feb.14,2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
13.Tue Feb. 28, 2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
14.Tue Mar 6, 2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
15.Tue Mar. 13, 2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
16.Tue Mar. 20, 2012 6:00 PM– 9:00 PM. Final Examination
2. Evaluation Plan
Part I: Activities and Responses 60%
Students are required to partake in assigned activities/projects, in preparation for class each week, in line with the course objectives. The following outputs are based upon these projects:
1. Class participation 10%
2. Research activities:
(reading, reflections and feedback) 15%
3. Project application (paper) 15%
4. Project presentation and discussion 20%
Part II: Examination 40%
Total 100%
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 = 00 – 49%
Note: Students with a grade lower than B will be considered as having failed this course. The student will have to take this course again in order to meet the program requirement.
\Section 6 Teaching & Learning Resources
1. Students are encouraged to view a valuable process course research tool at:
http://www.carla.umn.edu/assessment/VAC/WhyAssess/p_1.html
Course blog:
2. Essential Documents
http://www.infed.org/biblio/b-curric.htm
http://curriculum.qcda.gov.uk/
http://unesdoc.unesco.org/images/0018/001879/187946e.pdf
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED502607&ERICExtSearch_SearchType_0=no&accno=ED502607
http://unesdoc.unesco.org/images/0019/001915/191500e.pdf
http://www.p21.org/documents/P21_arts_map_final.pdf
http://www.asean.org/publications/AR09.pdf
http://www.unescobkk.org/en/education/education-policy/?utm_medium=twitter
http://www.moulton-udell.k12.ia.us/docs/10-11/K-12_21stCentSkills.pdf
http://www.p21.org/route21/images/stories/epapers/r21_ci_epaper.pdf
https://dl-web.dropbox.com/get/Brotom/A%20learner%27s%20curriculum.pdf?w=c3d0711c
http://teacherofthe21stcentury.blogspot.com/2008/05/curriculum-and- instruction.html
http://www.ncte.org/governance/21stcenturyframework
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://ozpk.tripod.com/00curric
http://www.icte.org/T01_Library/T01_123.PDF
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
http://www.p21.org/index.php?option=com_content&task=view&id=352&Itemid=120
http://teacherofthe21stcentury.blogspot.com/2008/05/curriculum-and-instruction.html
http://www.ncte.org/governance/21stcenturyframework
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://ozpk.tripod.com/00curric
http://www.icte.org/T01_Library/T01_123.PDF
http://learning21c.wordpress.com/
hhttp://21stcenturylearning.wetpaint.com/
http://learning21c.wordpress.com/page/2/
http://net.educause.edu/ir/library/pdf/ELI3009.pdf
http://www.johnseelybrown.com/newlearning.pdf
http://educationinjapan.wordpress.com/homeschooling-afterschooling/what-is-21st-century-curriculum/
http://en.wikipedia.org/wiki/21st_Century_Skills
3. Recommended Documents
http://www.asean.org/publications/AR09.pdf
http://www.edthai.com/reform/dec16a.htm
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/may4-asean.pdf
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Alexander, L.B. & Smith, R.C. (2001) Research Findings of a Library Skills Instruction Web Course. Portal: Libraries and the Academy. 3.3. pp. 309-328. http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v001/1.3alexander.html (accessed September 2004)
Angelo, T. A. & Cross, K. P. (1998) Classroom Assessment Techniques. San Francisco: Jossey-Bass Publishers.
Arnold, J.M. (1998) “I Know It When I See It”: Assessing Good Teaching. Research Strategies. Vol. 16, No. 1. pp. 1-28
Blixrud, J.C. (2003) Project SAILS: Standardized Assessment of Information Literacy Skills. ARL Bimonthly Report. 230/231 October/December. http://www.arl.org/newsltr/230/sails.html (accessed June 2004)
Butler, J. T. & Veldof, J. R. (2002). Information Literacy Toolkit: Meeting the Challenge of a Large Research University. Academic Exchange Quarterly, Vol. 6, Issue 4, Winter
Cardwell, C. (2004) Instruction Sourcebook. Bowling Green State University. http://www.bgsu.edu/colleges/library/infosrv/lue/sourcebook.html (accessed July 2004)
Center for Teaching and Learning. (1994) Peer Observation of Classroom Teaching. http://ctl.unc.edu/fyc15.html (accessed August 2004)
Cambridge, B.L. (1996) The Paradigm Shifts: Examining Quality of Teaching Through Assessment of Stude4nt Learning. Innovative Higher Education, Vol. 20, No. 4, Summer. pp. 287-297
Dugan, R. E. (2002) Managing Technology in an Assessment Environment. The Journal of Academic Librarianship. Vol. 28, No. 1. Jan-Mar, pp. 56-58
Farber, E. (1999) College Libraries and the Teaching/Learning Process: A 25-Year Reflection. The Journal of Academic Librarianship. Vol. 25, No. 3. pp. 171-177
Farrell, T.S.C. (2004) Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers. Thousand Oaks, CA: Corwin Press.
Horan, M. (1999) What Students See: Sketch Maps as Tools for Assessing Knowledge of Libraries. The Journal of Academic Librarianship. Vol. 25, No. 3, pp. 187-201
Malik, D.J. (1996) Peer Review of Teaching: External Review of Course Content. Innovative Higher Education, Vol. 20, No. 4, Summer. pp. 277-286
McDaniel, S. (2003) Summary: Peer Assessment Responses. Information Literacy Discussion List Archives. http://lp-web.ala.org:8000/reguser/archives/ILI-L/ (accessed August 2004)
McDaniel, S. (2003) Teaching Portfolios: Summary. Information Literacy Discussion List Archives. http://lp-web.ala.org:8000/reguser/archives/ILI-L/ (accessed August 2004)
Merz, L.H. & Mark, B.L. (2002). Assessment in college Library Instruction Programs, CLIP Note #32. Grantham, PA: Messiah College.
Mueller, J. (2003). Authentic Assessment Toolbox. Naperville, IL: North Central College. http://jonathan.mueller.faculty.noctrl.edu/toolbox (accessed November 2004)
Oakleaf, M. (2003) The Continuous Assessment Model: Integrating Methods of Assessment for a Holistic Approach. (Unpublished).
Quinllan, K.M. (1996) Involving Peers in the Evaluation and Improvement of Teaching: A Menu of Strategies. Innovative Higher Education, Vol. 20, No. 4, Summer. pp. 299-307
Rabine, J. & Cardwell, C. (2000) Start making sense—Practical approaches to outcomes assessment for libraries. Research Strategies. Vol. 17, pp. 319-335
Ragains, P. (1997) Evaluation of Academic Librarians’ Instructional Performance: Report of a National Survey. Research Strategies. Vol. 15, No. 3. pp. 159-175
Roth, L. Educating the Cut-and-Paste Generation. Library Journal. November. pp. 42-44
Samson, Sue. (2000) What and When Do They Know? Web-Based Assessment. Reference Services Review. Vol. 28, No. 4. pp. 335-342
Tileston, D.W. (2004) What Every Teacher Should Know About Effective Teaching Strategies. Thousand Oaks, CA: Corwin Press, Inc.
Tobin, T. & Kessleman, M. (1999) Evaluation of Web-based Library Instruction Programs. 65th IFLA Council and General Conference. August 20-28 1999. http://ifla.org/IV/ifla65/papers/102-163e.htm (accessed June 2004)
Williams, J. L. (2000) Creativity in Assessment of Library Instruction. Reference Services Review. Vol. 28, No. 4, pp. 323-334
Suggested Journals:
1. American Educational Research Journal
2. Change: The Magazine of Higher Education Administration Quarterly
3. Educational Forum 4. Educational Leadership
5. Educational Researcher
6. Educational Psychologist
7. Phi Delta Kappan
Section 7 Course Evaluation and Improvement
1. Strategies for Course Effectiveness Evaluation by Students
- Student evaluation by the end of the course
- Reflection by the student after class
2. Strategies for Teaching Evaluation
- Student response
- Teacher observation
3. Teaching Improvement
- Student response --- Teacher improvement ---- Student satisfaction
4. Verification of Student Achievements in the Course
- Student gains knowledge.
- Student shows the ability in explaining, analyzing, and creating.
5. Course Reviewing and planning for Improvement of Course Effectiveness
- Major revision every 5 years
- Minor revision where appropriate
Institution Assumption University
Campus//Faculty/Department Hua Mak Campus, Graduate School of Education
Vision
Mission
To be recognized as a leader in graduate studies of education, with a strong focus on the pursuit of knowledge, professional education, the fulfillment of educational communities on worldwide basis with high levels of leadership in teaching, research and community development.
To advance, transmit and sustain cutting-edge knowledge and understanding through the conduct of teaching, research and scholarship at the highest international standards, for the benefit of those people employed in, or seeking employment in, the educational profession.
Section I General Information
1. Course Code and Title: CI 6130 Seminar in Contemporary Issues in Curriculum and Instruction
2. Total Credits 3 Credits (3-0-6)
3. Program and Type of Course
M.Ed. (Curriculum and Instruction) Core Course
4. Responsible Faculty Member (Coordinator)
Assoc.Prof.Dr.Supit Karnjanapun
Teaching faculty member(s)
Assoc.Prof.Dr.Supit Karnjanapun 45 hrs
( panitan007@gmail.com 081 2550991)
5. Semester/Year of Study 2/ 2011
6. Pre-requisite (If any) None
7. Co-requisite (If any) None
8. Venue
Graduate School of Education, Assumption University, Hua Mak Campus, C-101
9. Latest Date of Course Specification Development or Modification
2/2010
Section 2 Aims and Objectives
1. Aims of the Course
This course is designed to allow teachers to collaboratively investigate the research findings pertaining to contemporary issues in education relating to curriculum and instruction.
2. Objectives of Course Development/Modification
Upon successful completion of this course, the student will demonstrate:
Knowledge of
• Current educational issues related to the problems in curriculum and instruction
• The school as an institution of learning enhancement
• The nature, types, and the process of curriculum, instructional and assessment decision making including the significance and implication in educational practices.
Skills in
• Analyzing an instruction and assessment situation for the identification of appropriate curricular methodologies for dealing with and responding to learning needs.
• Applying appropriate curricular choices and assessment practices
Attitudes and Values
• Understanding of education - envisioning oneself as both teacher and learner
• Avoiding biases based on race, color, class, and gender
Section 3 Course Characteristics and Implementation
1. Course Description
This course will investigate the research findings pertaining to contemporary issues in education. Students are required to identify and analyze one or more problems in curriculum and instruction and to present a research paper to the class for in-depth discussion. Research projects emphasizing application to instructional problems will be a critical component of the course. The class will use a student presentation/dialogue intensive approach and focus will be on discovery learning methodologies.
2. Number of Hours/Semester
Lecture
45 hours Tutorial
- Practice/Field Experience/Internship
- Self-directed Learning
90 hours
3. Number of hours provided for academic advice and guidance to students
- The faculty member provides academic advice to students 3 hours/ week and on call as needed.
- The faculty member is available to set up appointments via mobile or e-mail contact followed up with meeting on campus as needed.
Section 4 Development of Student Learning Outcomes
1. Ethics and Moral
1.1 Ethics and Morals to be developed
- Social concern
- Responsibility
- Valuing others and love
1.2 Teaching Methods
Case study and discussions on the topic
1.3 Evaluation Methods
- Observation
- Question and answer
- Group response
2. Knowledge
2.1 Knowledge to be acquired
• Current educational issues related to the problems in curriculum and instruction
• The school as an institution of learning enhancement
• The nature, types, and the process of curriculum, instructional and assessment decision making including the significance and implication in educational practices.
2.2 Teaching Methods
- Active learning and research-based instruction are the major mode of teaching and learning throughout the course.
- Students are required to review the reading exercises and activities developed by the instructor and fellow students as discussed in the class.
- Students engage in performing learning activities: for example instructional situation analysis, article review, and use of online materials.
-
2.3 Evaluation Methods
- Examination
- Report
- Presentation
3. Cognitive Skills
3.1 Cognitive Skills to be developed
- Remember
- Understand
- Analyze
- Apply
- Evaluate
- Creativity
- Critical thinking
- Logical thinking
3.2 Teaching Methods
- Review the previous lesson before new lesson.
- Make connections between lesson and student daily life.
- Cooperative learning, group interactions and direct instruction as needed
3.3 Evaluation Methods
- Examination
- Report
- Presentation
4. Interpersonal Skills and Responsibility
4.1 Interpersonal Skills and Responsibility to be developed
- Time management
- Self – regulation
- Self – efficacy
- Social concern development
4.2 Teaching Methods
- Model teaching
- Use example as a lesson
- Interaction
- Presentations with feedback
4.3 Evaluation Methods
- Observation
- Group work
5 Teaching and Learning
5.1 Teaching Plan
Week Day Date Time Contents Learning Activity
1.Tue Nov 15, 2011 6:00 PM– 9:00 PM. Course intro.Curriculum and Theory:from http://www.infed.org/biblio/b-curric.htm followed by students'reflections:Online lesson
2.Tue Nov 22, 2011 6:00 PM– 9:00 PM. Engaging the student online:Curriculum and Theory:from http://www.infed.org/biblio/b-curric.htm
3.Tue Nov 29, 2011 6:00 PM– 9:00 PM. http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,menuPK:282391~pagePK:149018~piPK:149093~theSitePK:282386,00.html: Instructor presentation followed by panel discussion
4.Tue Dec 06, 2011 6:00 PM– 9:00 PM. Student Lasan&Maurice Topic I: The Regional Bureau’s
Education Support Strategy 2010-2013,UNESCO
5.Tue.Dec 13, 2011 6:00 PM– 9:00 PM. Student Topic II:Preparing Thai Higher Education for IntegratedASEAN Community Student presentation followed by panel discussion
6.Tue.Dec.20,2011 6:00 PM– 9:00 PM. Student Topic III:Reality is broken: Student presentation followed by panel discussion Tang+Htike Htike
7.Tue.Jan.10.2012 6:00 PM– 9:00 PM. Student Topic IV:Education PolicyUNESCO Bangkok:http://www.unescobkk.org/en/education/education-policy/?utm_medium=twitter Student presentation followed by panel discussion
8.Tue.Jan.17.2012 6:00 PM– 9:00 PM.Pakorn,Wittaya: Student Topic V:Education MTEF:Approaches, Experience and Lessons from Nine Countries in Asia: Student presentation followed by panel discussion
9.Tue. Jan 24, 2012 6:00 PM– 9:00 PM. Student Topic VI:Korean Visions for Education: Student presentation followed by panel discussion
Week Day Date Time Contents Learning Activity
10.Tue. Jan 31, 2012 6:00 PM– 9:00 PM. Student Topic VII:Mynmar Visions for Education: Student presentation followed by panel discussion
11.Tue. Feb.07,2012 6:00 PM– 9:00 PM. Student Topic VIII:China's Visons for Education: Student presentation followed by panel discussion
12Tue.Feb.14,2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
13.Tue Feb. 28, 2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
14.Tue Mar 6, 2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
15.Tue Mar. 13, 2012 6:00 PM– 9:00 PM.
Assoc.Prof.Dr.Thomas Oldenski
16.Tue Mar. 20, 2012 6:00 PM– 9:00 PM. Final Examination
2. Evaluation Plan
Part I: Activities and Responses 60%
Students are required to partake in assigned activities/projects, in preparation for class each week, in line with the course objectives. The following outputs are based upon these projects:
1. Class participation 10%
2. Research activities:
(reading, reflections and feedback) 15%
3. Project application (paper) 15%
4. Project presentation and discussion 20%
Part II: Examination 40%
Total 100%
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 = 00 – 49%
Note: Students with a grade lower than B will be considered as having failed this course. The student will have to take this course again in order to meet the program requirement.
\Section 6 Teaching & Learning Resources
1. Students are encouraged to view a valuable process course research tool at:
http://www.carla.umn.edu/assessment/VAC/WhyAssess/p_1.html
Course blog:
2. Essential Documents
http://www.infed.org/biblio/b-curric.htm
http://curriculum.qcda.gov.uk/
http://unesdoc.unesco.org/images/0018/001879/187946e.pdf
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED502607&ERICExtSearch_SearchType_0=no&accno=ED502607
http://unesdoc.unesco.org/images/0019/001915/191500e.pdf
http://www.p21.org/documents/P21_arts_map_final.pdf
http://www.asean.org/publications/AR09.pdf
http://www.unescobkk.org/en/education/education-policy/?utm_medium=twitter
http://www.moulton-udell.k12.ia.us/docs/10-11/K-12_21stCentSkills.pdf
http://www.p21.org/route21/images/stories/epapers/r21_ci_epaper.pdf
https://dl-web.dropbox.com/get/Brotom/A%20learner%27s%20curriculum.pdf?w=c3d0711c
http://teacherofthe21stcentury.blogspot.com/2008/05/curriculum-and- instruction.html
http://www.ncte.org/governance/21stcenturyframework
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://ozpk.tripod.com/00curric
http://www.icte.org/T01_Library/T01_123.PDF
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
http://www.p21.org/index.php?option=com_content&task=view&id=352&Itemid=120
http://teacherofthe21stcentury.blogspot.com/2008/05/curriculum-and-instruction.html
http://www.ncte.org/governance/21stcenturyframework
http://www.multiage-education.com/russportfolio/curriculumtopics/21stcenturycurr.html
http://ozpk.tripod.com/00curric
http://www.icte.org/T01_Library/T01_123.PDF
http://learning21c.wordpress.com/
hhttp://21stcenturylearning.wetpaint.com/
http://learning21c.wordpress.com/page/2/
http://net.educause.edu/ir/library/pdf/ELI3009.pdf
http://www.johnseelybrown.com/newlearning.pdf
http://educationinjapan.wordpress.com/homeschooling-afterschooling/what-is-21st-century-curriculum/
http://en.wikipedia.org/wiki/21st_Century_Skills
3. Recommended Documents
http://www.asean.org/publications/AR09.pdf
http://www.edthai.com/reform/dec16a.htm
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/may4-asean.pdf
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Alexander, L.B. & Smith, R.C. (2001) Research Findings of a Library Skills Instruction Web Course. Portal: Libraries and the Academy. 3.3. pp. 309-328. http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v001/1.3alexander.html (accessed September 2004)
Angelo, T. A. & Cross, K. P. (1998) Classroom Assessment Techniques. San Francisco: Jossey-Bass Publishers.
Arnold, J.M. (1998) “I Know It When I See It”: Assessing Good Teaching. Research Strategies. Vol. 16, No. 1. pp. 1-28
Blixrud, J.C. (2003) Project SAILS: Standardized Assessment of Information Literacy Skills. ARL Bimonthly Report. 230/231 October/December. http://www.arl.org/newsltr/230/sails.html (accessed June 2004)
Butler, J. T. & Veldof, J. R. (2002). Information Literacy Toolkit: Meeting the Challenge of a Large Research University. Academic Exchange Quarterly, Vol. 6, Issue 4, Winter
Cardwell, C. (2004) Instruction Sourcebook. Bowling Green State University. http://www.bgsu.edu/colleges/library/infosrv/lue/sourcebook.html (accessed July 2004)
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Suggested Journals:
1. American Educational Research Journal
2. Change: The Magazine of Higher Education Administration Quarterly
3. Educational Forum 4. Educational Leadership
5. Educational Researcher
6. Educational Psychologist
7. Phi Delta Kappan
Section 7 Course Evaluation and Improvement
1. Strategies for Course Effectiveness Evaluation by Students
- Student evaluation by the end of the course
- Reflection by the student after class
2. Strategies for Teaching Evaluation
- Student response
- Teacher observation
3. Teaching Improvement
- Student response --- Teacher improvement ---- Student satisfaction
4. Verification of Student Achievements in the Course
- Student gains knowledge.
- Student shows the ability in explaining, analyzing, and creating.
5. Course Reviewing and planning for Improvement of Course Effectiveness
- Major revision every 5 years
- Minor revision where appropriate
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