SYLLABUS

I Course Title : EDUCATIONAL MODELS, PARADIGMS, AND

PROCEDURES

II Course Code : MEM 649

III Course Credit : Three (3) Units

IV Course Content and Objectives

MODULE 1 Planning and Describing Educational Goals

Lesson 1: Planning for Instruction

1. Realize the importance of planning for instruction;

2. Differentiate the levels of plans in teaching; and,
3. Describe the overview of instructional plan using the systems approach

Lesson 2: Defining Educational Goals Based on Local and National Standards

1. Define educational goals based on local and national standards;

2. Rationalize major trends in the development of educational goals in Asian
countries;
3. Show familiarity with the Philippines EFA goals 2015;
4. Differentiate roles of DepEd, CHED & TESDA; and,
5. Identify partners of the government in defining and setting educational goals

Lesson 3: Defining Educational Goals Based on Needs of the Learners

1. Define educational goals based on the learners needs; and,

2. Become acquainted with Gardners concept of multiple intelligen

Lesson 4: Defining Educational Goals and Objectives Based on Subject Matter

Content
1. Compare educational goals with educational objectives;
2. Compare educational goals/objectives in all levels of education.;
3. Differentiate types of educational objectives;
4. Analyze Blooms Taxonomy of behavioral objectives;
5. Integrate content standards and curriculum standards in crafting subject matter
goals; and
6. Realize the role of teachers in modifying and varying strategies and activities

Lesson 5: Defining Educational Goals Based on Needs of Society

1. Be able to distinguish examples of macro goals;

2. Define educational goals based on perspectives about purposes, concepts,
and needs of society;
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 3. Link goals and activities of both teachers and students with how they relate to
developments in the wider society; and,
4. Outline fundamental responsibilities of higher education in response to societal
needs.

Lesson 6: Development of a Rationale

1. . discuss evaluation strategies of objectives in the three domains, namely:

Cognitive domain
Affective domain
Psychomotor domain
2. realize the importance of evaluating learning objectives in the three
domains

MODULE 2 Determining Evaluation Strategies and Evaluation of Learning

Outcomes in Education

Lesson 1: Determining Evaluation Strategies

1. Name and discuss the learning outcomes in education;

2. Describe affective systems of evaluating learning outcomes in education; and,
3. Realize the importance of monitoring and evaluating learning outcomes

Lesson 2: Evaluation of Learning Outcomes in Education

1. Name and discuss the learning outcomes in education;

2. Describe affective systems of evaluating learning outcomes in education;
and;
3. Realize the importance of monitoring and evaluating learning outcomes

MODULE 3 Organization of Content Knowledge

(Course, Unit and Lesson Design)

Lesson 1: Analyzing and Ordering Content

1. Determine the essential elements of a unit design/plan;

2. Organize courses/subject areas sequentially;
3. Subdivide units and lessons into simpler tasks; and,
4. Prepare a unit design/plan in a systematic and interesting manner

Lesson 2: Unit Planning Design

1. Determine the essential elements of a unit design/plan;

2. Organize courses/subject areas sequentially;
3. Subdivide units and lessons into simpler tasks; and,
4. Prepare a unit design/plan in a systematic and interesting manner

Lesson 3: Lesson Designs

1. Use the systems approach in the design of lesson plans;

2. Appreciate the importance of a lesson plan; and,
3. Identify and describe the format of a lesson plan.

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MODULE 4 Matching Objectives to Instruction: A Models Approach

Lesson 1: The Direct Instruction Model

1. Define and use Direct Instruction (DI) as an effective tool and device in
teaching and learning;
2. Comprehend and appreciate DI as the most basic of all teaching models
which are
3. Applicable in all forms of educative processes and fora; and,
4. Discuss the six (6) steps or processes in the DI model.

Lesson 2: The Concept Attainment Model

1. Demonstrate of Concept Attainment model of teaching and learning, its

purpose and
advantages; and,
2. Discuss the steps to be followed in using this model

MODULE 5 Concept Development and Problem Solving

Lesson 1: The Concept Development Model

1. Define concept development using both abstract and concrete ideas;

2. Acquire knowledge on the use and advantages of using the concept
development
model;
3. Analyze relationships between parts of a concept; and,
4. Synthesize the steps and procedures in using the concept development model
as a
method of teaching.

Lesson 2: The Teaching Problem-Solving Through the Suchman Inquiry Model

1. Discuss the steps in the Suchman Inquiry Model; and,

2. Apply the teaching model through discovery and questioning strategies

Lesson 3: Problem-Based Learning

1. Enhance your understanding or content knowledge about problem-based

learning;
2. Develop communication skills, problem-solving and self-directed learning
skills; and,

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 3. Enhance skills in social and cognitive competencies, group dynamics, and
problem
solving

MODULE 6 Classroom Discussion Models

Lesson 1: Cause and Effect Model

1. Explain the cause and effect model and its importance as a pedagogic
strategy
2. Imbibe the guidelines in recognizing cause and effect relationships
3. Use the different steps of the Cause and Effect Model in classroom situations

Lesson 2: The Classroom Discussion Model

1. Fully understand the importance of the Classroom Discussion Model through

its
characteristics, techniques and uses; and
2. Apply the model in actual classroom situations

MODULE 7 Cooperative Learning Models

Lesson 1: Overview of Cooperative Learning

1.Determine the significance of cooperative learning models as they affect the

interest of
students;
2. Discuss the five (5) elements of cooperative learning;
3. Describe the principles of using cooperative learning as a teaching strategy;
4. Analyze the pointers in using cooperative learning in the classroom; and,
5. Promote student learning and academic achievement through the use of
group work
and other cooperative learning processes.

Lesson 2: Cooperative Learning Models

1. Become acquainted with different cooperative learning models; and,

2. Compare characteristics and management of different cooperative learning
models.

Module 8 Technology-Based Learning Models (TBL)

Lesson 1: Overview of Technology-Based Learning

1. Gain a better understanding of the concept and state of technology-based

learning
(TBL);
2. Describe the benefits that are associated with providing learning via
technology;
3. To discuss the challenges in using TBL.
.
Lesson 2: Methodologies and Tools for TBL

1. Become familiar with methods and tools as well as delivery modes used in
providing technology-based learning programs;
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 2. Compare TBL methods and delivery modes with traditional approaches;
3. Develop attitudes and strategies for remaining current on developments in
educational technology; integrate technology in the teaching-learning
process; and
4. Discuss the integrated blended learning model in education

Module 9 Integrative Education Model

Lesson 1: Integrative Education Model

1. discuss the vital components of Integrative Education Model; and,

2. discuss the applicability of the model

Module 10 Adaptive Instruction Model

Lesson 1: Adaptive Instruction Model

1. describe the adaptive instruction model as a sound educational practice;

2. discuss the achievement effectives of adaptive education; and,
3. compare advantages and disadvantages of the forms of adaptive instruction.

V. COURSE REQUIREMENTS

Class Attendance and Participation (30%)

Arrive to class on time ready to collaborate. You are encouraged to share your reflections on
previous practice as an educator and learner, along with your readings and observation to
make every offline session the best learning experience possible.

Participation in the On-line Session (20%)

There will be assigned topics to work on every online session (in between offline sessions).
Instructions on the assignments or exercises could be given during the offline sessions or
through the OUS Learning Management System and FB group. Submissions could be offline or
online.

Group Activity (20%)

Work in teams, develop a paradigm (framework) of the learning model that will be assigned to
the group for class presentation during the last offline session. Application of said model should
be through a video presentation (microteaching).

Quizzes/Essay Test (10%)

Quizzes could be given online or offline sessions (objectives or essay). No special examination
will be given to those who are late or absent when the examination is given.

Final Examination (20%)

Final Examination will be given on the last offline session.

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