Course designing as a supervisory function

3. We believe that a course should
do more than provide students
with a strong background of
knowledge in a field.
We believe that a course should
enable students to use their
strong backgrounds to solve
problems.

4. A truly valuable course should
focus beyond the final exam
to add students’ future lives,
abilities and skill sets and prepare
students to think for themselves in
the discipline after the course is
over.

5.  Designing such as course is a
challenge and involves providing not
only opportunities for students to
master content but also
opportunities for students to
practice thinking for themselves
in the discipline so that they will
be prepared to do so after the course
is over.

6. - know what is meant by Course Designing.
- know the notion between curriculum and course of
instruction or study.
- be acquainted with the old and modern concept of
course of study .
- be familiar with the Major elements in the course
of study.
- know the Steps in organizing the course of study.
- know the 3 Major Components of designing course
- examine an example of course of instruction
Objectives:

7. - simply means “designing or
planning a course”.
- an organization of course of
instruction applying the major
elements and fundamental
principles.
Course Designing

8. NOTION OFNOTION OF
COURSE OFCOURSE OF
STUDY /STUDY /
CURRICULUMCURRICULUM

9. According to the Dictionary of Education
“course of study” is an official guide
prepared for use by administrators,
supervisors, and teachers of a particular
school or school system, as an aid to
teaching in a given subject or area of study
for given grade or other designated class or
instruction group.

10.  According to Monroe “a course of study”
is a name given to the specifications and
directions relating to a given field of
instruction.
 According to Caswell and Campbell
“course of study” is a guide for teachers
in the selection of pupil activities, materials
to be used in relation with these activities
and manner which they are to be organized

11. - is a set or listing of subject to be
taught in school.
- total learning experiences of
individual.
- is a fragmentary, elusive, confusing.
- sometimes characterize by
confusion.
CurriculumCurriculum

12. From definitions of course of study and
curriculum one could see that curriculum is the
greater part while course of study is limited
to a given subject or area of study.
Therefore, Curriculum includes all activities
and experiences of learners in a specific
field or vocation and Course of Study
consists primarily of those activities that are
organized for classroom use.
Course of Study / Course of instruction
is the old name of Curriculum.

13. CONCEPTS
OF
COURSE OF STUDY

14. OLD
CONCEPT
Subject–
matter
as the center
of
teaching-
learning
Basis: Philosophy that
states “education is
preparation for adult life
through the use of adult-
selected & organized
subject-matter.
MODERN
CONCEPT
Child-centered
as
the center of
teaching-
learning
Basis: Pragmatism that
child as a changing,
growing personality &
considers learning &
teaching processes of
communication and
participation.

15. MAJOR ELEMENTS OF COURSE
STUDY

16. 1. Educational Philosophy or educational
point of view.
2. List of general educational aims for
subject and grade.
3. Teaching outline and activities on
subjects, units or areas of experiences.
◦ Specific Objectives
◦ Content
◦ Method
◦ Materials
◦ Standard of Attainment

17. 4. List of provisions for meeting
Individual differences, diagnostic
and remedial measures.
5. Measurement and evaluation

18. Principles in
Designing
Course

19. 1. Include an introduction contributing to
each of the general aims of education and
the general aims of education and the
general aims of the subject matter.
2. Definite contributions to the function of
the school, elementary or secondary.
3. Organized to give provision for individual
differences.

20. 4. Correlated with the outside activities
and resources of the community.
5. Contain projects and problems.
6. Parts should be woven into a related
functioning whole.

21. STEPS IN ORGANIZING
THE COURSE OF STUDY
STEPS IN ORGANIZING
THE COURSE OF STUDY

22. 1. Educational objectives – guides1. Educational objectives – guides
in determining the policies andin determining the policies and
activities of instruction.activities of instruction.
2. Formulation of general aims2. Formulation of general aims
3. Selection & organization of the3. Selection & organization of the
content of the course.content of the course.
4. Procedures or methods to be4. Procedures or methods to be
used to accomplish aims.used to accomplish aims.

23. 5. Techniques for the evaluation5. Techniques for the evaluation
outcomes.outcomes.
6. Selecting references6. Selecting references
7. Determining specific grade outcomes7. Determining specific grade outcomes
and standards of attainmentand standards of attainment
- determining the strength and- determining the strength and
weakness of educational programweakness of educational program
of school.of school.

24.  Consider timing and logistics
 Recognize who your students are
 Identify the situational constraints

25.  Articulate your learning objectives

26.  Identify potential assessments
 Identify appropriate instructional strategies
 Plan your course content and schedule
 Write the syllabus

28.  Course Context -
 Setting overarching goals
 Setting ancillary skills goals
ex. Teamwork, oral presentation.
 Choosing content to achieve
overarching goals
 Developing a course plan

29. Books:
School Administration and Supervision by
Herman C. Gregorio
Internet:
www.google.com
http://www.cmu.edu/teaching/designteach/index.