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COURSE OUTLINE
1. Course Title: Methods in Teaching Moral Education II

2. Course Code: EDC 4366

3. Credit Value: 3 Credit hours

4. MQF Level: Level 6

5. Affected Batch: Sem1, 2017/2018

6. Centre of Studies: Kulliyyah of Education

7. Department/Unit: Department of Social Foundations and Educational Leadership

8. Course Synopsis:
This course focuses on the characteristics of effective teaching, classroom management
and organization, questioning in classroom and lesson planning. Students are required to
carry out micro-teaching of Moral Education.

9. Course Classification within the Curriculum: Minor course

10. Prerequisite(s) (if any): Level One, Two, Three courses and EDC 4365

11. Course Learning Outcomes

At the end of this course, students will be able to:

Bloom’s Programme
Taxonomy Soft skills
No. Outcomes Outcomes
(KI)
C A P (PO)
1 identify characteristics of / / CS3 5,6,9
effective teaching of Moral
Education

2 develop a good lesson plan / / CT2 2,5,6

3 adopt and use various appropriate / / TS4, LL2 2,4,7

 instructional strategies that would
help them to be effective teachers
of Moral Education

4 apply general principles and / / CT5 2,4,5

guidelines related to classroom
management and organization

12. LO - Instruction Method - Assessment Alignment:

Outcomes Teaching-Learning Methods Assessment Methods
LO1 Lecture Assignment
LO2 Lecture, discussion Lesson Plan
LO3 Practical Classroom Activities
LO4 Practical Microteaching

13. Assessment Methods Weightage:

Methods Percentage
Assignments 20
Classroom Activities 20
Lesson planning 20
Microteaching 40
TOTAL 100

14. Student Learning Time:

1. Instruction Component Total Allocated Hours
1.1. Teacher-oriented methods
Lecture 10

1.2. Student-oriented methods

Collaborative learning 12
Practical 20
Total Instructor Contact Hours: 42
2. Independent Learning Component Total Estimated Hours
2.1. Reading and revision
Learning hours to grasp prescribed topics 42
2.2. Estimated hours for preparation toward assessments
Assignments 4
Classroom work 8
Lesson Planning 10
Microteaching 14
3. Assessment Outside Instruction Hours Total Allocated Hours
 -

TOTAL SLT 120

15. Course Contents and Related SLT:

Face to Face Self-Learning
Week Topics
Hours Hours
What Constitutes Effective Teaching?
 knowledge-based dimension
1  methodology dimension 3 4
 interpersonal rapport dimension
Guide for Moral Education

Planning for Effective Instruction

 pre instructional phase
2  the interactive phase 3 5
 post instructional phase

Instructional Objectives
 Bloom’s Taxonomy of Educational
Objective: cognitive domain
 Bloom & Krathwohl’s Taxonomy of
3 Educational Objectives: affective 3 5
domain
 instructional objective according to
Robert Mager writing instructional
objective

Questioning in the Classroom

 purpose of questioning
4  types of questioning 3 5
 levels of questioning
 techniques of questioning
Lesson Planning
 objectives
 set induction
5  method of delivery and strategies 3 5
 conclusion
 self evaluation

Guidelines on writing out lesson plan – 6

6 yearly, monthly, weekly and daily 3

Assessment of lesson objective / learning

7 3 6
outcome
 Classroom management and organization

8 3 6

What is Micro teaching and Peer Evaluation

9 3 6

Micro teaching and Peer Evaluation

 a 25 minutes presentation (each student
will have a chance to
10 present/demonstrate a certain teaching 3 6
skill on selected topics in moral
education based on the lesson plan).

Micro teaching and Peer Evaluation

11 3 6

Micro teaching and Peer Evaluation

12 3 6

Micro teaching and Peer Evaluation

13 3 7

Micro teaching and Peer Evaluation

14 3 8

TOTAL 42 80

16. References:

16.1. Required

Borich, G. (2010). Effective teaching methods: research-based practice. New York:

Pearson.
Cohen, L., Manion, L. & Morrison, K. (2004). A guide to teaching practice. London:
Routledge.
Ornstein, A. C. (2004). Strategies for effective teaching. New York: Harper Collins
Publisher.

16.2. Recommended

Gronlund, N. E. (2000). How to write and use instructional objectives. New Jersey:
Prentice Hall.
 Walsh, J. A. & Sattes, B. D. (2011). Thinking through quality questioning: Deepening
student engagement. Thousand Oaks, CA: Corwin press.

Prepared by: Checked by: Approved by:

Signature: Signature: Signature:

Assoc. Prof. Dr. Suhailah Assoc. Prof. Dr. Azam Othman Prof. Dr. Hairuddin Mohd Ali
Hussien Head, Department ofSocial Dean, KOED
Foundations and Educational
Department/Unit: DOSFEL Date: 24th August 2017
Leadership, KOED
Date: 23rd August 2017
Date: 24th August 2017
 ANNEX

I. Course Instructor Details

Semester: 1 Academic Year: 2017/2018

No. Name Email Department

1 Dr. Merah Souad [email protected] DOSFEL, Kulliyyah of
Education
2 Assoc. Prof. Dr. Che [email protected] Dept of Curriculum and
Noraini Hashim Instruction

II. Programme Learning Outcomes

At the end of the programme, students are expected to be able to:

No. Outcomes Outcome Domain

1 Demonstrate familiarity with established knowledge in the Knowledge
field of moral education and awareness of current
development therein.
2 Use relevant skills learnt in moral education area for Practical Skills
professional and personal development.
3 Cooperate with others and apply knowledge in a socially Social skills and
responsible manner for the progress of the nation and the Responsibilities
ummah
4 Demonstrate commitment to ethics, autonomy and Value, Attitudes and
professionalism in the workplace and everyday life. Professionalism
5 Communicate with people from a diverse range of Communication,
backgrounds with empathy, showing leadership qualities. Leadership and Team
Skills
6 Analyse issues and demonstrate skilfulness in planning, Problem Solving and
executing and evaluating strategies and action plans. Scientific Skills
7 Use the necessary learning skills in information Information
management and apply effective strategies for lifelong self- Management and
improvement. Lifelong Learning
Skills
8 Apply basic managerial and entrepreneurial skills in Managerial and
relevant fields. Entrepreneurial Skills
9 Integrate Islamic universal values in the execution of their Islamization of
professional duties Knowledge