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Developing General Course Outline (GBPP)

Developing General Course Outline (GBPP). By Marcia Tadjuddin M.Regina Soedarmara. What is a general a course outline?. Imagine looking at a piece of painting from a distance. What do you see?. You’ll see the picture frame but you can’t see if there are motifs on the frame.

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Developing General Course Outline (GBPP)

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  1. Developing General Course Outline (GBPP) By Marcia Tadjuddin M.ReginaSoedarmara

  2. What is a general a course outline? Imagine looking at a piece of painting from a distance. What do you see?

  3. You’ll see the picture frame but you can’t see if there are motifs on the frame. You’ll be able to guess what the painting is generally about : landscape, person, object, pattern, etc. but you cannot really specify exactly what the details in the paintings are. Let’s look at this from a curriculum perspective. What do you think a general course outline is?

  4. What should we include in our general course outline? There are 4 main components that curriculum developers suggest to include: • Objectives • Teaching material • Teaching learning process • Assessment / Evaluation

  5. UrutanKompondalampengembangankurikulum

  6. KomponenkomponenKurikulum Tujuan Bahan Pelajaran Penilaian Proses Belajar-Mengajar

  7. Some suggestions in developing your curriculum outline: • Ralph Tyler • David Warwick • Hilda Taba • Quillen and Hanna • Harold Alberty

  8. Ralph Tyler (1949) Questions to ask before developing the curriculum: • What is the instructional goal that the school aims to achieve? • What educational experiences should we set to achieve the purpose? • How can we effectively organize our resources? • How do we know that we have achieved our goals? • When determining our goal we need to be aware of not only the suggestions from educational experts but also students’ needs and interest as well as the society. • In designing the teaching and learning process, we need to consider the students’ educational background, experience and individual perception in order for them to respond mentally, emotionally and behaviorally. • Educational experiences have to be structurally organize to have maximum cumulative effects. • Evaluation needs to incorporate various forms such as written tests, observations, students’ work, students activities and participation to gain a comprehensive picture of how the educational goal has been achieved.

  9. David Warwick (1975) • Design your ideal curriculum of what the school wants to achieve. • Consider the availability of resources. • Think of possible difficulties or problems such as limited budget, facilities, etc. • Take into consideration factors that support and hinder the ideal curriculum. Design a more realistic general curriculum outline by modifying the ideal curriculum. • Begin the process of designing the curriculum by paying attention to important aspects such as the scope, the sequence and balance. • Create a more detailed instructional material. • Think about an effective teaching and learning process to achieve instructional objectives. • Decide the required duration.

  10. Hilda Taba (1962) 1. Producing pilot units : • formulation of objectives • Selection of content • Organization of content • Evaluation of instruction 2. Testing experimental units. Test the pilot units to establish their validity and teachability, to set their upper and lower limits of required abilities. 3. Revising and consolidating Units are modified to conform to variations in students needs and ability, available resources and different styles of teaching so that the curriculum may suit all types of classrooms.

  11. Hilda Taba (continued) 4. Developing a framework After a number of units have been constructed, the curriculum planners must examine them as to adequacy of scope and appropriateness of sequence. 5. Installing and disseminating Administrators arrange appropriate in-service training so that teachers may effectively put the teaching learning units into operation in their classrooms.

  12. Steps in Integrrated Curriculum By Quillen and Hannah Harold B. Alberty

  13. Developing Integrated Curriculum Quillen and Hanna (1953): • The development of an integrated curriculum basically includes the same elements as the development of other types of curriculum. • The difference lies on the varieties of content that the curriculum wants to include. • This types of curriculum usually centers around social issues which are significant, engaging and meaningful to students.

  14. Developing Integrated Curriculum Quillen and Hanna (1953): • Formulating the problem. • Analyzing the scope of the problem. • This analysis needs to be as comprehensive as possible, covering all aspects of the problem in order for teachers to have a thorough background knowledge. • Analyzing the significance of the problem. • What is the social significance of the unit? • How does it relate to the students’ needs? • How does it contribute to the development of students as responsible citizens of their country? • Formulating the learning outcomes. • Needs to be specific and measurable

  15. Developing Integrated Curriculum Quillen and Hanna (1953): • Questions and Answers • This will determine the scope of the resource unit. • Learning activities • This would be the core content of the resource unit. • A range of experiences that are rich and broad to trigger students to find and collect information about the problem, answering / solving problems and achieve the learning outcomes. • Evaluation • Suggestions of various evaluation strategies and tools based on the learning outcomes. • Bibliography • List of print materials: books, journals, newspaper, magazines, etc. • First-hand resources: places and people • Instructional media

  16. Harold B. Alberty (1962) • Philosophy and Objectives • Needs to be formulated clearly. • Specific objectives which reflects the values and virtues that the students need to develop in order to build a character of a good citizen for their country and society. • Scope • The summed content of the course – topics, concepts, issues, organizing threads of elements. • Broad and includes all aspects as a result of the problem analysis. • Learning Experiences • A range of suggestions of learning activities geared towards the achievement of the formulated learning outcomes.

  17. Harold B. Alberty (1962) • Bibliography and Instructional Media • A varieties of reference material and media for learning and instruction that teachers can use to teach effectively. • Need to be carefully organized for easy access. • Evaluation • Needs to be carefully selected to evaluate not only the final product, but also the ongoing process of learning. • Needs to be formulated in the form of measurable behavior. • A variety of evaluation strategies and tools: test, anecdotal notes, journals, self evaluation, written and oral assessments, parent observations, etc. • Teachers Guide • Should be directive yet flexible to allow teachers to use their creativity and initiative to develop the unit in their own way.

  18. Resource Unit • Is an arrangement of materials and activities around a particular topic or problem. • Contains a wealth of suggestions and information which will aid the teacher in supplementing material found in the basic textbook. • Compared to a course outline, it is much narrower in scope, focusing on a particular topic rather than on an entire year, course, subject area or sequence but serves the same general purpose.

  19. In developing general course outline there are some important components to be considered : objectives, teaching materials, teaching learning process and evaluation or assessment. • Ralph Tyler the first person who thought about the connection between curriculum components when developing a curriculum. • Warwick started with developing an ideal curriculum. • Hilda Taba she started her planning with unit plan,testing the experimental unit, revision then puts into operation.

  20. Integrated curriculum, developing a resource unit as a rich resources for learning unit.

  21. Curriculm Guide Format

  22. The Comprehensive Format • Introduction • includes the title or topic, the subject and the grade level • statements as to how it relates to prespecified statements of philosophy and aims, curriculum goals and objectives. • Instructional goals • general objectives are stated in non-behavioral terms • should relate to the school’s curriculum goals and objective. • Instructional objectives should be stated in behavioral terms and should encompass all three domains of learning (cognitive, affective, psychomotoric) if applicable.

  23. The Comprehensive Format • Learning activities Learning experiences that might be used by the teacher with pupils should be suggested and placed in preferred sequence. • Evaluation techniques suggestion should be given to teachers on how to evaluate student achievement. This section of the guide could include general suggestions on evaluating, sample test items or even complete tests. • Resources • Human resources – persons who might be called on to assist with the content • Material resources – books, AV aids, equipment and facilities.

  24. Other Example of Developing Course Outline • The purpose of course outlines is to document the curriculum at the course level and to support the learning process by identifying course learning requirements, evaluation methods, learning activities, and learning resources. • Components of the Course Outline The components of the course outline are the following: 1. Course Information, 2. Course Description, 3. Relationship to Program Learning Outcomes, 4. Course Learning Requirements/Embedded Knowledge and Skills, 5. Learning Resources, 6. Learning Activities, 7. Evaluation and Earning Credit, and 8. Related Information.

  25. 1. Course Information • The following elements comprise the Course • Information portion: • • COURSE TITLE: the name of the course. • • COURSE OWNER: the school or department that • normally offers the course. • • COURSE NUMBER: as assigned by the Registrar’s • Office, normally three letters followed by four • numbers. • APPLICABLE PROGRAM(S): the name(s) of the program(s) • that include(s) this course in their program of study. If it • is a course that is not assigned to specific programs of • study (i.e., some General Education courses), leave this • space blank. • • COURSE HOURS (normative): the number of hours usually • required to achieve course learning requirements. This • number represents the relative value of a course in a • program of study when calculating grade point • averages.

  26. • CONTRIBUTION TO PROGRAM: A course can be Vocational, Essential Employability Skills, or General Education (See 3. Relationship to Program Learning Outcomes for more information); and either Core or Elective. A course is considered "core" if it is required to complete a program of study, while an "elective" is part of a program of study but may be selected from an approved list of courses. • ACADEMIC ACTIVITY LEVEL: the program level, indicating the term in which students in a given program normally enroll in the course. (i.e., 01 to 06) • PREREQUISITE(S): the course number(s) of any course(s) that students must complete prior to registration in this course. • COREQUISITE(S): the course number(s) of any course(s) that students must take at the same time as this course.

  27. • NAME OF PERSON PREPARING THE OUTLINE: the faculty member responsible for developing, revising, or reviewing the current version of the course outline. • APPROVAL DATE: the month and year that the course outline is approved for distribution. • NAME OF ACADEMIC ADMINISTRATOR APPROVING THE OUTLINE: the academic administrator responsible for the course indicates approval of the outline for use. • APPROVED FOR ACADEMIC YEAR: the academic year for which outline has been approved. 2. Course Description The course description outlines the general purpose, rationale, or aim(s) of the course, and provides an overview of the topics to be addressed, the knowledge and skills to be learned, and the major learning strategies and activities.

  28. 3. Relationship to Program Learning Outcomes This area identifies program learning outcomes that are supported by the course. 4. Course Learning Requirements/Embedded Knowledge and Skills The Course Learning Requirements provide clear statements of the required learning that is to be achieved to successfully complete the course. They describe what students must be able to demonstrate at the end of the course to receive credit. Course Learning Requirements describe learning that is: • verifiable through student performance and qualitative and/or quantitative assessment; • durable, meaningful, transferable, and significant; • contributing to the achievement of one or more program learning outcomes; and • free of cultural or gender bias.

  29. The Embedded Knowledge and Skills describe the key concepts and skills which will be addressed in the course to help students achieve the course learning requirements. Several of these aspects normally contribute to each course learning requirement. The embedded knowledge and skills are the building blocks that help the student to acquire significant, transferable learning.

  30. 1. Course Information A. Course Title B. Course Owner C. Course Number D. Applicable Program(s) E. Course Hours F. Contribution to Program G. Academic Activity Level H. Prerequisite(s) I. Corequisite(s) J. Name of Person Preparing the Outline K. Approval Date L. Name of Academic Administrator approving the Outline M. Approved for Academic Year 2. Course Description 3. Relationship to Program Learning Outcomes

  31. 5. Learning Resources This area specifies any resources that are required for all course sections. This area may also list learning resources that are recommended or useful, including printed materials, software and hardware, and media (DVDs,CDs). 6. Learning Activities This area describes significant learning activities which accomplish the following goals: • help students acquire, practice, and achieve the course learning requirements; • provide a context for assessing student performance; • provide an opportunity for students to receive ongoing, constructive feedback to promote improvement and progress. Such activities might include modes of instruction, such as seminars, lectures, computer-assisted learning, selfdirected learning, fieldwork, labs, or field trips.

  32. 7. Evaluation and Earning Credit This area includes Evidence of Learning Achievement, Validation of Course Learning Requirements and/or Essential Employability Skills, College Grading Numerical Equivalent Table, and Prior Learning Assessment and Recognition. The Evidence of Learning Achievement area documents the key parts of the evaluation plan for the course. It describes how learners will provide evidence that they have achieved the learning expected in the course. Information in this The Validation of Course Learning Requirements and/or Essential area ensures a level of consistency in the evaluation of learning. Employability Skills connects course learning requirements and/or Essential Employability Skills with each evaluation component to ensure that the evaluationand expected learning are aligned with the Relationship to the Program Learning Outcomes, as indicated earlier in the outline.

  33. Grading Numerical Equivalent Table ,which gives percent grades, letter grades, and numeric grades summarized for the purpose of averaging, should be reproduced if applicable.

  34. 8. Related Information There are three categories of Related Information: • College-wide, • department-specific, and • course-specific. The College-wide information includes general information relevant to all courses, such as email account usage, use of electronic devices, access to CSD, and maintaining copies of the course outline. The department-specific related information may contain statements regarding policies that apply to all courses within a department. The course-specific related information may contain statements related to the course that apply across all sections. For example, guidelines related to attendance, conduct, or lab processes and completion of assignments are often included here

  35. Websites of sample course outlines • http://ciac.csusb.edu/ciac/outlines.html • http://www.monroeccc.edu/outlines/index.htm

  36. Contoh GBPP • Judul Mata Kuliah : Manajemen Seni Pertunjukan • No. Kode. Mata kuliah/ SkS : MBB-105 / 2 SKS • Diskripsi Singkat : Mata kuliah ini membahas tentang dasar-dasar manajemen dan peranan manajemen serta aplikasinya pada pengelolaan seni pertunjukan • Pengampu : I Nyoman Sukerna, S.Kar., M.Hum. • Tujuan Instruksional Umum : Setelah menyelesaikan mata kuliah ini mahasiswa dapat menerapkan prinsip-prinsip manajemen ke dalam pengelolaan seni pertunjukan.

  37. GARIS-GARIS BESAR PROGRAM PENGAJARAN (GBPP) Mata Kuliah                             :           Pengantar Ilmu Antropologi KodeMata Kuliah                    :           FIS 606 Kredit                          :           2 (dua) SKS Semester                                 :           II (Genap) Waktu                :           100 Menit Penanggung Jawab                  :           M. Syadzli Msi Assisten Dosen                        :           Teguh Iman Prasetya.SE.M.Si (1025) Deskripsi Singkat                 : Materiyang dijelaskanyaituseperti; PengertianAntropologidanruanglingkupsertakonsepdasardalamantropologidenganpendekatanmenyeluruh, makhlukmanusia, kepribadian, masyarakat, kebudayaan, dinamikamasyarakatdankebudayaan, anekawarnamasyarakatdankebudayaan, etnografi,teoridanmetodeantropologibudaya,  penelitianlintasbudayamengenaikepribadian, antropologiterapan Tujuan Instruksional Umum  : Mahasiswadiharapkanmampu: 1.      MemahamipengertiandasardariAntropologidanruanglingkupsertateoridankonsepdasardalamAntropologisecaramenyeluruh (holistik) 2.      Memahamikonsepmanusiadalamperspektif  social danbudaya. 3.      MemahamimetodedanteknikpenelitianAntropologi yang digunakan.

  38. Daftar Pustaka 1.  Ihromi.T.O. 1999, Pokok-Pokok Antropologi Budaya.Yayasan Obor,Jakarta 2.Koentjaraningrat. 1990, Pengantar Antropologi,  Rineka Cipta, Jakarta 3.  L. Hunt, Chester & B. Horton, Paul.1999.Sosiologi Jld 1&2. Edisi 6.Jakarta:Penerbit Erlangga, Jakarta. 4.     Mutakin, Awan. dkk. 2004. Dinamika Masyarakat Indonesia. PT. Genesindo. Jakarta. Posted in Antropologi

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