ED 111 Foundations of Education
(3) Credit Hours
Introduction to Education provides a fundamental starting point to various cognitive activities for students and teachers in the field of education. This course includes teachings of basic principles of education sciences in different aspects for students and scholars in the field of education. It offers coherent and integrated knowledge about different educational premises. It provides a systematic approach for learners that develops gradually and integrates with harmonic definitions of various aspects of educational life and its principles. Students are also provided with a good knowledge about the roots and history of education methodology, psychological, social, economic and cultural upbringing assets in that field.
| Course Code |
ED 111 |
| Course Title |
Foundations of Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
Introduction to Education provides a fundamental starting point to various cognitive activities for students and teachers in the field of education. This course includes teachings of basic principles of education sciences in different aspects for students and scholars in the field of education. It offers coherent and integrated knowledge about different educational premises. It provides a systematic approach for learners that develops gradually and integrates with harmonic definitions of various aspects of educational life and its principles. Students are also provided with a good knowledge about the roots and history of education methodology, psychological, social, economic and cultural upbringing assets in that field. |
| Course Objectives |
At the end of the course, the student will be able to:
-Understand the fundamentals of education as an introduction to the field.
-Identify the nature of basic educational knowledge as coherent and integrated, covering various educational principles and approaches.
-Define education in a methodological way that gradually integrates with a consistent definition of various aspects and foundations of educational life.
-Identify systematic knowledge about the history of education, rooted in progression, along with an understanding of the psychological, social, economic, and cultural foundations of education. |
| Course Outcomes |
A) Knowledge and Understanding:
-After studying this course, each student is expected to be able to:
-Define the concept of Educational Technology and its field of application.
-Explain the elements of the educational setting and the factors influencing it.
-Discuss the use of instructional design in organizing and enhancing the educational setting.
-Define the systems approach.
B) Intellectual Skills:
After studying this course, the student is expected to be able to:
-Analyze the components of the educational setting.
-Justify the importance of instructional media in the teaching and learning process.
-Distinguish between classifications of educational media based on specific criteria.
-Recognize the importance of instructional design in organizing the educational setting.
C) Professional and Practical Skills:
After studying this course, the student is expected to be able to:
-Use the systems approach in instructional design.
-Apply selection criteria to a variety of available educational media.
-Choose appropriate media for diverse educational settings.
-Design an educational setting using instructional design models.
D) Transferable Skills:
After studying this course, the student is expected to be able to:
-Practice the skills needed to use a variety of innovative educational media.
-Develop diverse educational settings using different technological innovations. |
ED 121 Psychology of Child Growth
(3) Credit Hours
It has become clear that an interaction of various factors affect the development and growth of individuals’ abilities and skills. This course explains the most important factors that affect development, while describing its trajectory across development. Understanding child development helps provide appropriate educational conditions that help expand and develop a child’s abilities. This course explains how modern psychological knowledge can shed light on understanding human development, which will help us better understand child growth across the various stages of development. It also demonstrates how we can understand human development from a psychological standpoint. This course covers the basic theories of development, including physical, motor, social, and emotional development in the context of the family and community. It also addresses cognitive and language development and the factors that may affect their development. Finally, one of the main issues that this course addresses is the role of child development in the educational context, especially in regards to the daily problems children face and ways they can be solved across development. In light of the latest international research on these topics, this course aims to provide a new understanding of childhood, in general, and child development, more specifically.
| Course Code |
ED 121 |
| Course Title |
Psychology of Child Growth |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
It has become clear that an interaction of various factors affect the development and growth of individuals’ abilities and skills. This course explains the most important factors that affect development, while describing its trajectory across development. Understanding child development helps provide appropriate educational conditions that help expand and develop a child’s abilities. This course explains how modern psychological knowledge can shed light on understanding human development, which will help us better understand child growth across the various stages of development. It also demonstrates how we can understand human development from a psychological standpoint. This course covers the basic theories of development, including physical, motor, social, and emotional development in the context of the family and community. It also addresses cognitive and language development and the factors that may affect their development. Finally, one of the main issues that this course addresses is the role of child development in the educational context, especially in regards to the daily problems children face and ways they can be solved across development. In light of the latest international research on these topics, this course aims to provide a new understanding of childhood, in general, and child development, more specifically. |
| Course Objectives |
At the end of the course, the student will be able to:
-Explain the stages of individual development and the growth of abilities.
-Identify the main factors that affect growth.
-Understand the stages of growth.
-Connect the stages of growth with learning. |
| Course Outcomes |
Knowledge and Understanding:
After studying this course, students are expected to possess knowledge and understanding of the following:
-The concept of development, research methods in developmental psychology, and the most important theories of human development.
-The internal and external factors that influence a child's growth in early stages.
-The foundations of language development, its stages, and language evolution.
-The concept of attachment, its theories, the characteristics of the relationship between mother and child, and the importance of the family framework and its impact on the child's psychological and social development.
-The development of social self, the influence of social interaction on altruistic and other-regarding behavior, gender differences, and aggressive behavior.
-Cognitive development and the theories of Piaget and Vygotsky, individual differences and intelligence, and the relationship between social-cultural factors and mental abilities.
-Socialization methods, the role of parents in child development, family issues, and behavioral problems in children.
-The role of nurseries and kindergartens in child development and the importance of their programs in cognitive language development.
-Development during the basic education stage (ages 6-12).
B) Cognitive Skills:
After studying this course, students are expected to be able to:
-Employ critical thinking in their perspectives and in others’ views of the child.
-Interpret the interactive relationship between internal and external factors influencing development.
-Critically analyze psychological theories in their assessment of developmental aspects.
-Explain the principles of psychological theories in analyzing developmental aspects and childhood issues.
-Discuss the similarities and differences between theories explaining language development.
-Understand the relationship between the child and the mother: attachment.
-Critique and evaluate attachment theories.
-Explain the psychological and educational applications of developmental aspects in childhood.
-Discover the relationship between social development and various aspects of cognitive and emotional growth.
-Critique and evaluate cognitive development theories (Piaget and Vygotsky).
-Compare parenting styles toward children.
-Recognize the role of kindergarten and school in the child’s linguistic, cognitive, social, and emotional growth.
-Understand the impact of school, teachers, peers, and family on the child’s linguistic, cognitive, social, and emotional development.
C) Practical Professional Skills:
After studying this course, students are expected to be able to:
-Apply the principles and theories of development in their field and work.
-Train preschool and early primary school children in appropriate behaviors.
D) Key or Transferable Skills:
After studying this course, students are expected to be able to:
-Design a program based on developmental theories to analyze children's behavior.
-Apply effective communication and interpersonal skills.
-Apply problem-solving skills.
|
ED 212 Elementary Education
(3) Credit Hours
Primary Education is a program that deals with the practical side of learning applied on the field. It is supervised by Teacher Training and Rehabilitation Institutions in Educational Colleges. This course allows student/ teacher the opportunity to apply what they have learned from the principles and theories of education in class and in the real world. It introduces the student / teacher to actual school environments and their various activities through observation and practicing various educational exercises in different positions.
| Course Code |
ED 212 |
| Course Title |
Elementary Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
Primary Education is a program that deals with the practical side of learning applied on the field. It is supervised by Teacher Training and Rehabilitation Institutions in Educational Colleges. This course allows student/ teacher the opportunity to apply what they have learned from the principles and theories of education in class and in the real world. It introduces the student / teacher to actual school environments and their various activities through observation and practicing various educational exercises in different positions. |
| Course Objectives |
At the end of the course, the student will be able to:
-Understand concepts related to primary education
-Trace the historical development of primary education
-Identify types of education
-Recognize the characteristics of a primary education teacher
-Define the teacher's role in school and the community" |
| Course Outcomes |
A) Knowledge and Understanding:
After studying this course, students are expected to possess knowledge and understanding of the following:
-Understanding the nature of education as a social phenomenon that accompanies the emergence of societies and the development of their civilizations.
-Recognizing typical models of primary school teachers, including their types, levels of qualification, and their status in society.
-Understanding the structural and functional position of primary education as a system.
-Understanding the importance and objectives of primary education.
-Understanding the main philosophies and theories that have influenced the formation of primary education, its various functions, and the directions of its objectives.
-Understanding the roles of primary education teachers.
-Clarifying the preparation and professional development programs for primary education teachers.
-Understanding the crisis and issues in primary education and explaining the influencing factors.
-Recognizing the concepts and behaviors related to educational renewal in primary education.
B) Cognitive Skills:
After studying this course, students are expected to be able to:
-Analyze the terms and concepts related to primary education.
-Analyze the activities of systems within their school units and educational classrooms.
-Analyze the essential and accompanying functions of primary education.
-Evaluate the philosophies and theories that have influenced the formation of primary education.
-Assess the necessity and methods for developing a better future for primary education.
-Evaluate the preparation and professional development programs for primary education teachers.
-Analyze the problems/challenges faced by primary education.
-Evaluate educational renewal in primary education.
C) Practical Professional Skills:
After studying this course, students are expected to be able to:
-Apply the knowledge and experiences learned that enable them to become qualified teachers in the field of primary education.
D) Key Transferable Skills:
After studying this course, students are expected to be able to:
-Acquire the knowledge, experiences, and skills that will enable them to become qualified teachers in the field of primary education.
-Engage in critical thinking: evaluating issues related to primary education.
-Plan to find solutions to problems, remove obstacles, and face challenges of educational renewal.
|
ED 222 Psychology of Learning and Instruction
(3) Credit Hours
This course introduces students to the importance of psychology of learning and teaching. The course also helps emphasize the importance of understanding the nature of learning and teaching. This includes learning relevant educational procedures and strategies in the light of behavioral, cognitive, social, and other theories related to the educational process. Hence, this course is designed to familiarize the student with the basic concepts related to theories of learning and teaching, including relevant definitions and principles that govern the processes of learning and education. Finally, the course reviews modern perspectives in educational psychology to ensure that students are aware and capable of understanding the nature of educational activities and evaluating their results.
| Course Code |
ED 222 |
| Course Title |
Psychology of Learning and Instruction |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course introduces students to the importance of psychology of learning and teaching. The course also helps emphasize the importance of understanding the nature of learning and teaching. This includes learning relevant educational procedures and strategies in the light of behavioral, cognitive, social, and other theories related to the educational process. Hence, this course is designed to familiarize the student with the basic concepts related to theories of learning and teaching, including relevant definitions and principles that govern the processes of learning and education. Finally, the course reviews modern perspectives in educational psychology to ensure that students are aware and capable of understanding the nature of educational activities and evaluating their results. |
| Course Objectives |
At the end of this course, the student will be able to:
-Recognize the importance of learning and teaching psychology
-Be familiar with the nature of the learning and teaching process, its procedures, strategies and basic theories, such as behavioral, cognitive and social cognitive.
-Master the basic concepts related to learning and teaching theories.
-Study the facts, principles and laws that govern the learning and teaching processes.
-Be equipped with modern trends in educational psychology to make him more aware and able to understand the nature of educational and teaching activities and evaluate their results. |
| Course Outcomes |
A) Knowledge and Understanding:
A1. The concept of psychology, psychological schools, and research methods in educational psychology, as well as the most important branches of applied and theoretical psychology.
A2. Educational objectives, their types, and the conditions for formulating them.
A3. Motivation for learning and the most important theories of motivation.
A4. Behavioral learning models.
A5. Cognitive learning models.
A6. Learning models such as the Gagne model, Bruner model, and Ausubel model.
A7. Learning outcomes.
A8. Individual differences.
A9. Memory and learning.
B) Cognitive Skills:
B1. Employing critical thinking in their own perspectives and in the perspectives of others regarding learning.
B2. Interpreting motivation and its theories.
B3. Critically analyzing psychological theories in their understanding of the learning and teaching processes.
B4. Interpreting the principles and assumptions of psychological schools in the learning and teaching processes.
B5. Discussing the similarities and differences between behavioral, cognitive, and social theories.
B6. Understanding the concept and importance of individual differences.
B7. Critiquing and evaluating learning theories.
B8. Explaining the educational applications of motivational theories.
B9. Discovering the relationship between social learning theories and cognitive learning.
B10. Critiquing and evaluating cognitive development theories.
B11. Comparing memory models.
B12. Recognizing the role of intelligence and achievement in individual differences.
B13. Acquiring critical thinking skills.
C) Practical Professional Skills:
C1. Designing educational activities that consider learner characteristics to develop their thinking skills.
C2. Applying learning and teaching models.
C3. Training teachers to correctly set behavioral, educational, and instructional objectives.
D) Key Transferable Skills:
D1. Designing a program based on behavioral theories to analyze behavior.
D2. Applying effective communication and interpersonal skills.
D3. Applying problem-solving skills.
ED 241 Curricula & General Instructional Methods(3) Credit Hours
This course aims to enable the learners of understanding the concept of curriculum and its elements and concepts of learning and teaching process and the factors affecting them, and to use the modern teaching techniques in the learner’s job including the development of learners understanding skills, attitudes and values: Also this course deals with philosophical, psychological and social foundations. It also addresses the learning and teaching process and the role of both teacher and learner, and the education skills and modern strategies in the fields of teaching planning, and the class room questions and, investment of teaching and learning recourses, grouped and individual education, and to teach thinking and to teach concepts, skills, attitudes, and values. It also deals with education evaluation.
ED 247 Social Sciences fo |
ED 241 Curricula & General Instructional Methods
(3) Credit Hours
This course aims to enable the learners of understanding the concept of curriculum and its elements and concepts of learning and teaching process and the factors affecting them, and to use the modern teaching techniques in the learner’s job including the development of learners understanding skills, attitudes and values: Also this course deals with philosophical, psychological and social foundations. It also addresses the learning and teaching process and the role of both teacher and learner, and the education skills and modern strategies in the fields of teaching planning, and the class room questions and, investment of teaching and learning recourses, grouped and individual education, and to teach thinking and to teach concepts, skills, attitudes, and values. It also deals with education evaluation.
| Course Code |
ED 241 |
| Course Title |
Curricula & General Instructional Methods |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to enable the learners of understanding the concept of curriculum and its elements and concepts of learning and teaching process and the factors affecting them, and to use the modern teaching techniques in the learner’s job including the development of learners understanding skills, attitudes and values: Also this course deals with philosophical, psychological and social foundations. It also addresses the learning and teaching process and the role of both teacher and learner, and the education skills and modern strategies in the fields of teaching planning, and the class room questions and, investment of teaching and learning recourses, grouped and individual education, and to teach thinking and to teach concepts, skills, attitudes, and values. It also deals with education evaluation. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Understand the school curriculum and the development of its concept and elements.
-Identify the factors affecting the curriculum, and use modern teaching strategies in his educational work.
-Develop students' skills, attitudes and values.
-Identify the learning and teaching process, learning assumptions and the role of the teacher and the learner in it.
-Acquire teaching skills, especially twenty-first century skills.
-Identify the basic roles of the teacher based on how to plan teaching, group education, individual education, and teaching skills, attitudes and values.
-Evaluate the teaching process, its types, strategies and tools" |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, students are expected to possess knowledge and understanding of the following:
-The concept of the school curriculum, both historically and in modern times.
-The elements of the school curriculum and the components of each element.
-The distinction between learning and teaching.
-The concept of lesson planning and the components of daily and unit plans.
-Collective and individual teaching styles.
-Strategies for individual instruction.
-Principles of individualized education.
-The concept of skills and attitudes.
-Assessment, its types, importance, and strategies.
B) Cognitive Skills:
After studying this course, students are expected to be able to:
-Analyze the justifications for the emergence of educational goals, outcomes, and standards.
-Understand how learning occurs within the student's mind.
-Compare various teaching strategies.
-Recognize the importance of lesson planning.
-Analyze the significance of the teacher's essential roles.
-Effectively evaluate the elements of any curriculum based on an understanding of each component.
-Recognize the different types of assessment based on time period and type of information gathered.
C) Practical Professional Skills:
After studying this course, students are expected to be able to:
-Prepare daily and unit plans according to the standards and elements of these plans.
-Effectively employ strategies for teaching concepts.
-Use planning, instruction, and assessment in a coherent manner.
D) Key or Transferable Skills:
After studying this course, students are expected to be able to:
-Effectively apply principles of planning.
-Analyze the content of any subject into its essential elements.
-Determine the appropriate teaching strategy based on student level and content type.
-Demonstrate the ability to assess students through diagnostic, formative, and summative assessments.
|
ED 247 Social Sciences for Teachers of Elementary School (1)
(3) Credit Hours
This course is designed to familiarize the students with the concept of social studies. It provides a comprehensive overview of these studies including the associated definitions, fundamentals, objectives, methods of teaching, and its importance for preparing good citizens. In addition, this course addresses the relation between social sciences and social studies, the contemporary trends and the recent topics in social studies and its teaching resources.
| Course Code |
ED 247 |
| Course Title |
Social Sciences for Teachers of Elementary School (1) |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course is designed to familiarize the students with the concept of social studies. It provides a comprehensive overview of these studies including the associated definitions, fundamentals, objectives, methods of teaching, and its importance for preparing good citizens. In addition, this course addresses the relation between social sciences and social studies, the contemporary trends and the recent topics in social studies and its teaching resources. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Present a comprehensive general idea about social studies in terms of their definition and importance.
-Contribute to preparing a good citizen.
-Identify the basics of social studies, their objectives, concepts, and methods of organizing their curricula, such as separate subjects, integration, linking, and integration.
-Identify the most important contemporary trends and modern topics in social studies, and sources of teaching social studies.
-Identify methods of organizing social studies curricula and their basics (facts, concepts, generalizations, and theories).” |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to possess knowledge and understanding of the following:
-Define what is meant by social studies.
-Distinguish between social studies and social sciences.
-Understand the methods of organizing social studies curricula.
-Comprehend the methods of developing both critical thinking and creative thinking skills.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
Infer the objectives of teaching social studies.
Identify contemporary trends in social studies and their applications.
Reveal the importance of environmental, demographic, and global education programs in social studies.
C) Practical Professional Skills:
After studying this course, the student is expected to be able to:
-Apply modern strategies in teaching social studies subjects.
-Implement methods for organizing social studies curricula.
-Practice the practical aspects of national education programs and their activities.
D) Key or Transferable Skills:
After studying this course, the student is expected to be able to:
-Absorb the core objectives of social studies.
-Recognize the value and importance of the qualities of a responsible citizen.
-Understand the importance of developing concepts of loyalty and belonging.
|
ED 248 Social Sciences for Teachers of Elementary School (2)
(3) Credit Hours
This course provides students with an overview of the field of history, the most important historical events and developments, historical periods, human evolution, and sources of historical information. Besides, it deals geography and focuses on its fundamentals and the types of human and physical geography. In addition, this course is concerned with the basics and importance of Civil Education and the civil society organizations. It also provides a bright idea of the history of the Hashemite Kingdom of Jordan from old civilizations on the land of Jordan until the present era, its geography, principles of civil education, the political system and the democratic process.
| Course Code |
ED 248 |
| Course Title |
Social Sciences for Teachers of Elementary School (2) |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course provides students with an overview of the field of history, the most important historical events and developments, historical periods, human evolution, and sources of historical information. Besides, it deals geography and focuses on its fundamentals and the types of human and physical geography. In addition, this course is concerned with the basics and importance of Civil Education and the civil society organizations. It also provides a bright idea of the history of the Hashemite Kingdom of Jordan from old civilizations on the land of Jordan until the present era, its geography, principles of civil education, the political system and the democratic process. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Present a general idea about the science of history and historical writing.
-Identify the most important historical events and developments, historical eras, and the development of humanity, sources of historical information, geography, and the general foundations of geography, types of natural and human geography, map skills, civic education, its importance and basics, and civil society institutions.
-Present a bright picture of the history of the Hashemite Kingdom of Jordan from the ancient civilizations that inhabited the land of Jordan until the present era and the natural and human geography of Jordan.
-Identify the basics of civic education in Jordan, the Jordanian political system, and the democratic process.
-Distinguish between types of geography and map skills.
-Understand the political system in the country." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, students are expected to possess knowledge and understanding of the following:
-Define what is meant by the science of history and historical writings.
-Distinguish between ancient civilizations in the Arab, Islamic, and global contexts.
-Differentiate between types of geography and map skills.
-Recognize the fundamentals of civic education.
B) Cognitive Skills:
After studying this course, students are expected to be able to:
-Infer the importance of studying history, geography, and civic education.
-Reveal a bright image of the history of the Hashemite Kingdom of Jordan and the Levant.
-Identify the significance of environmental, demographic, and global education programs in social studies.
-Investigate sources of information in the fields of history and geography.
-Distinguish between types of physical and human geography.
C) Practical Professional Skills:
After studying this course, students are expected to be able to:
-Apply modern strategies in teaching history and geography subjects.
-Utilize modern strategies in map skills and contemporary applications of geography.
-Practice the practical aspects of national education programs and their activities.
D) Key or Transferable Skills:
After studying this course, students are expected to be able to:
-Define the science of history, historical eras, and historical sources.
-Define the science of geography and distinguish between types of geography and map skills.
-Define civic education, its objectives, and its importance in teaching.
|
ED 249 Islamic Education for Teachers of Elementary School (1)
(3) Credit Hours
This course aims to provide religious knowledge related to Islamic sciences, in a manner devoid of complexity and ambiguity, and provides religious terms related to Islamic sciences that suits Arab student, linked to what is happening in reality and contemporary world.
| Course Code |
ED 249 |
| Course Title |
Islamic Education for Teachers of Elementary School (1) |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to provide religious knowledge related to Islamic sciences, in a manner devoid of complexity and ambiguity, and provides religious terms related to Islamic sciences that suits Arab student, linked to what is happening in reality and contemporary world. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Present religious knowledge related to Islamic sciences, in a manner free of complexity and ambiguity.
-Recognize religious terms related to Islamic sciences in a manner that suits the Arab student.
-Connect between the currents circulating in our reality and our contemporary world that are hostile to Islam, trying to undermine its foundations and components, its scholars and its contributions.
-Beware of raising doubts about the pure Sunnah.
-Focus specifically on the science of the miracle of the Qur’an, the sciences of recitation and intonation, and the sciences of the Noble Prophetic Hadith." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to possess knowledge and understanding of the following:
-Understand the basic concepts in the field of (Quranic sciences in general and the sciences of the prophetic Hadith).
-Recognize the foundations of Islamic sciences.
-Master the rules and regulations of recitation and Tajweed.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
-Identify the role of the Islamic education curriculum in addressing some contemporary challenges and issues in the field of Quranic sciences, the miracles of the Quran, and the sciences of the prophetic Hadith.
-Engage in dialogue and discussion on the topics of the course and respond to the doubts raised around them.
C) Practical Professional Skills:
After studying this course, the student is expected to be able to:
-Identify the primary sources of information in the fields of the course topics.
-Utilize computers to access the necessary information sources for the course.
-Read the Quran while applying the rules of recitation and Tajweed.
-Relate the topics of the course to daily life events.
D) Key or Transferable Skills:
After studying this course, the student is expected to be able to:
-Practice critical thinking in the topics of Quranic sciences and prophetic Hadith.
-Distinguish between primary and secondary sources in Quranic sciences and prophetic Hadith.
-Utilize relevant sources and dictionaries related to the course topics.
|
ED 250 Islamic Education for Teachers of Elementary School (2)
(3) Credit Hours
This course aims to equip them with the necessary scholars in the field of Islamic science and scientific knowledge, and the development of attitudes toward studies and thought, and linking student’s religious and intellectual heritage, to help them understand contemporary issues in the field of Islamic sciences, and the development of mental skills in relation to science, in the teaching of Islamic education at the primary level. This course includes clarifying Biography of the Prophet and Islamic history Science, Science and Islamic Jurisprudence and related to worship and transactions, and the schools of Islamic jurisprudence, and the related contemporary issues. Students should be aware of Islamic Science contained in this doctrine and relate it to clarify the major concepts in this area, such as the concepts of faith and disbelief, and clarification of the pillars of the Islamic faith and the educational implications of their faith. It also includes the study of science and ethics of the most important virtues called for by our religion. Finally, the Islamic Education and related child-rearing and opinions of thinkers Islam in some educational issues. This course includes a number of educational activities that aim to install religious information, and deepen and most importantly use sources, lexicons, and the global network of information.
| Course Code |
ED 250 |
| Course Title |
Islamic Education for Teachers of Elementary School (2) |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to equip them with the necessary scholars in the field of Islamic science and scientific knowledge, and the development of attitudes toward studies and thought, and linking student’s religious and intellectual heritage, to help them understand contemporary issues in the field of Islamic sciences, and the development of mental skills in relation to science, in the teaching of Islamic education at the primary level. This course includes clarifying Biography of the Prophet and Islamic history Science, Science and Islamic Jurisprudence and related to worship and transactions, and the schools of Islamic jurisprudence, and the related contemporary issues. Students should be aware of Islamic Science contained in this doctrine and relate it to clarify the major concepts in this area, such as the concepts of faith and disbelief, and clarification of the pillars of the Islamic faith and the educational implications of their faith. It also includes the study of science and ethics of the most important virtues called for by our religion. Finally, the Islamic Education and related child-rearing and opinions of thinkers Islam in some educational issues. This course includes a number of educational activities that aim to install religious information, and deepen and most importantly use sources, lexicons, and the global network of information. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Provide students with the scientific knowledge they need in the field of Islamic sciences.
-Develop trends towards studying and teaching scientific concepts.
-Link the student to his religious and intellectual heritage, while enlightening him about contemporary issues in the field of Islamic sciences.
-Develop mental skills related to studying these sciences and employing them in teaching Islamic education at the primary level.
-Explain the sciences of the Prophet's biography and Islamic history, the sciences of jurisprudence and its principles and what is related to it from the jurisprudence of worship and transactions, the schools of jurisprudence, and what is related to that from legal rulings, and contemporary issues.
-Get acquainted with the science of faith and what is related to it from clarifying the major concepts in this field, such as the concepts of faith and disbelief.
-Explain the pillars of Islamic faith and the educational effects resulting from believing in it.
-Study the sciences of ethics and the most important moral virtues called for by our true religion.
-Answer educational activities that aim to consolidate and deepen religious information." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to possess knowledge and understanding of the following:
-Understand the basic concepts in the fields of Islamic creed, Islamic jurisprudence, principles of Islamic jurisprudence, and ethics in Islam, as well as in the field of Islamic education.
-Recognize the most important events in the prophetic biography of the Prophet Muhammad (peace be upon him).
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
-Identify the role of the Islamic education curriculum in addressing some of the contemporary challenges and issues in the fields of Islamic creed and Islamic jurisprudence.
-Engage in dialogue and discussion on the topics of the course and respond to the misconceptions raised about them.
C) Practical Professional Skills:
After studying this course, the student is expected to be capable of:
-Identifying the primary sources of information related to the course topics.
-Utilizing computers to access the necessary information sources for the course.
-Distinguishing the methods used by jurists and scholars of jurisprudential principles to reach legal rulings.
-Connecting course topics to daily life events.
D) Key or Transferable Skills:
After studying this course, the student is expected to be capable of:
-Deriving legal rulings from the relevant evidences.
-Distinguishing between primary and secondary sources in Islamic jurisprudence.
-Utilizing sources and dictionaries related to the course topics.
|
ED 252 Methodology of Islamic Education for Elementary School
(3) Credit Hours
This course aims to enable the students to acquire theoretical and practical skills necessary for them to teach Islamic education curriculum at the elementary level, address scheduled Islamic education curriculum requirements at the elementary level, the objectives of teaching Islamic education at the elementary level, concepts, values and principles necessary for the teaching of Islamic education at the elementary level and skills, general methods for the teaching of Islamic education at the primary level, methods of teaching Islamic education at the primary level, Evaluate aspects of learning in Islamic education at the primary level, religious activity in the primary stage and planning of Islamic education lessons in primary school with their models and applications.
| Course Code |
ED 252 |
| Course Title |
Methodology of Islamic Education for Elementary School |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to enable the students to acquire theoretical and practical skills necessary for them to teach Islamic education curriculum at the elementary level, address scheduled Islamic education curriculum requirements at the elementary level, the objectives of teaching Islamic education at the elementary level, concepts, values and principles necessary for the teaching of Islamic education at the elementary level and skills, general methods for the teaching of Islamic education at the primary level, methods of teaching Islamic education at the primary level, Evaluate aspects of learning in Islamic education at the primary level, religious activity in the primary stage and planning of Islamic education lessons in primary school with their models and applications. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Acquire the theoretical and practical skills necessary for teaching the Islamic education curriculum at the primary level.
-Identify the objectives of teaching Islamic education at the primary level, and the concepts, values, principles and skills necessary for teaching Islamic education at the primary level.
-Employ general methods for teaching Islamic education at the primary level, special methods for teaching Islamic education at the primary level.
-Evaluate aspects of learning in Islamic education at the primary level, religious activity at the primary level.
-Plan Islamic education lessons at the primary level according to their models and applications." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
-Recognize the basic requirements of the Islamic education curriculum at the primary stage.
-Define the objectives of teaching the Islamic education curriculum at the primary stage.
-Identify the objectives of teaching various branches of Islamic education in the primary curriculum.
-Recognize the concepts, values, and principles necessary for teaching Islamic education at the primary level.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
-Identify the role of the Islamic education curriculum in addressing some contemporary challenges and issues.
-Compare the principles and methods of teaching each of the aforementioned branches.
C) Practical Professional Skills:
After studying this course, the student is expected to be able to:
-Formulate clear behavioral objectives (cognitive, affective, and psychomotor) in the field of teaching the Islamic education curriculum at the primary stage.
-Develop educational activities in the Islamic education curriculum for primary education that meet the scientific criteria for constructing activities.
-Assess various aspects of the Islamic education curriculum at the primary stage.
-Propose a plan for developing the teaching of Islamic education at the primary stage.
D) Key or Transferable Skills:
After studying this course, the student is expected to be able to:
-Conduct an overall analysis of Islamic education lessons at the primary stage.
-Design methodologically accurate frameworks to teach the previous branches.
-Analyze the teaching skills required for each of the aforementioned branches.
-Develop positive attitudes toward studying and teaching Islamic education at the primary stage.
|
ED 254 Methodology of Social Sciences
(3) Credit Hours
This course focuses on the social studies curriculum, the most important methods and strategies for teaching and analyzing the social studies curricula and syllabus. In addition, it explains the characteristics of the social studies, teachers, the issues that they come across during the teaching process and the assessment principles of social studies.
| Course Code |
ED 254 |
| Course Title |
Methodology of Social Sciences |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course focuses on the social studies curriculum, the most important methods and strategies for teaching and analyzing the social studies curricula and syllabus. In addition, it explains the characteristics of the social studies, teachers, the issues that they come across during the teaching process and the assessment principles of social studies. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Identify social studies curricula and the most important methods and strategies appropriate for teaching them.
-Analyze social studies curricula and the foundations of the social studies textbook.
-Explain the characteristics of the social studies teacher, the problems facing teachers, and the foundations of measurement and evaluation in social studies.
-Explain the basic traditional and modern strategies and methods appropriate for teaching social studies subjects, and the units of the social studies textbook.
-Employ realistic evaluation methods in social studies." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to possess knowledge and understanding of the following:
-The concept of traditional and modern social studies curricula as a system.
-The concept of the hidden social studies curriculum.
-The characteristics of the professional social studies teacher.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
-Compare the various curricula in social studies.
-Identify the essential elements of the social studies curriculum.
C) Practical Professional Skills:
After studying this course, the student is expected to be able to:
-Analyze the elements involved in planning and preparing social studies curricula.
-Apply modern strategies in teaching social studies subjects.
-Acquire skills to conduct evaluations and prepare tests.
D) Key or Transferable Skills:
After studying this course, the student is expected to be able to:
-Analyze the characteristics of the professional social studies teacher.
-Employ evaluation methods in social studies.
|
ED 313 Class management and Teaching environment
(3) Credit Hours
This course aims at enabling the student to know the shift in the role of the teacher and a major source of information to the manager and coordinator of the educational process in the classroom in a democratic and appealing way to students. Clarifying that his role is not limited to the academic side but it also includes administrative and organizational aspects related to tasks done to achieve the appropriate learning environment in the classroom. So the student for this decision should have the ability to classroom management and communication with students and renewal in its article writing using modern techniques to deliver educational material interesting and attractive ways and mastery of competencies classroom management. The study of this course is a prerequisite not only for teachers but for the educational director and the supervisor and all relevant groups to develop teacher performance and evaluation to improve the learning environment to achieve the objectives of the educational process.
| Course Code |
ED 313 |
| Course Title |
Class management and Teaching environment |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims at enabling the student to know the shift in the role of the teacher and a major source of information to the manager and coordinator of the educational process in the classroom in a democratic and appealing way to students. Clarifying that his role is not limited to the academic side but it also includes administrative and organizational aspects related to tasks done to achieve the appropriate learning environment in the classroom. So the student for this decision should have the ability to classroom management and communication with students and renewal in its article writing using modern techniques to deliver educational material interesting and attractive ways and mastery of competencies classroom management. The study of this course is a prerequisite not only for teachers but for the educational director and the supervisor and all relevant groups to develop teacher performance and evaluation to improve the learning environment to achieve the objectives of the educational process. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Know the transformation in the role of the teacher from a lecturer and primary source of information to a manager and coordinator of the educational process inside the classroom in a democratic and attractive way for students.
-Clarify that the role of the teacher is not limited to the academic aspect, but also includes administrative and organizational aspects related to his work tasks to achieve the appropriate learning environment inside the classroom.
-Possess the ability to manage the classroom, communicate with students, and innovate in his academic material using modern technologies to deliver the educational material in interesting and attractive ways.
-Master the competencies of classroom management.
-Develop and evaluate the teacher's performance to improve the learning environment and achieve the practical educational goals." |
| Course Outcomes |
"At the end of the course, the student will be able to:
-Present a comprehensive general idea about social studies in terms of their definition and importance.
-Contribute to preparing a good citizen.
-Identify the basics of social studies, their objectives, concepts, and methods of organizing their curricula, such as separate subjects, integration, linking, and integration.
-Identify the most important contemporary trends and modern topics in social studies, and sources of teaching social studies.
-Identify methods of organizing social studies curricula and their basics (facts, concepts, generalizations, and theories).” |
ED 331 Instructional Technology
(3) Credit Hours
This course addresses the development of instructional technology with emphasis on instructional design. It also highlights the importance of instructional media in the teaching learning process. The course also aims to equip students with the necessary skills to produce traditional media and employ tools of the second generation of the web such as Blogs, and WebQuests. The course is also concerned with the technological innovations, such as Mobile Learning and the proper use of modern equipment such as the interactive whiteboard.
| Course Code |
ED 331 |
| Course Title |
Instructional Technology |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course addresses the development of instructional technology with emphasis on instructional design. It also highlights the importance of instructional media in the teaching learning process. The course also aims to equip students with the necessary skills to produce traditional media and employ tools of the second generation of the web such as Blogs, and WebQuests. The course is also concerned with the technological innovations, such as Mobile Learning and the proper use of modern equipment such as the interactive whiteboard. |
| Course Objectives |
At the end of the course, the student will be able to:
-Understand the development of instructional technology with emphasis on instructional design.
-Understand the importance of instructional media in the teaching learning process.
-Possessing the necessary skills to produce traditional media and employ tools of web Applications.
-Use technological innovations properly. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the meaning of educational technology and its field of work.
• Explain the elements of the educational situation and the factors affecting it.
• Discusses the use of instructional design in organizing and activating the educational situation.
• Define the systems approach.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze the components of the educational situation.
• Justifies the importance of instructional media in the teaching-learning process.
• Distinguish the classification of educational media according to specific criteria.
• Discover the importance of instructional design in organizing the educational situation.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Use the systems approach in instructional design.
• Apply the criteria for selecting educational media to a set of available media.
• Choose appropriate media in different educational situations.
• Design an educational situation using instructional design models.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Practice the necessary skills to use number of new educational media.
• Develop diverse educational situations using different technological innovations. |
ED 332 Computer –Assisted Instruction
(3) Credit Hours
This Course clarifies the role of ICT (Information and Communication Technologies) in Education and the use of technology in support of the learning process. It focuses on the common uses of computers in Education and it addresses the use of technology with classroom instruction. It covers ICT in Education, Computer development and its application in Education; using the internet in Education; A detailed use of PowerPoint, Excel and Multimedia in Education. It also covers Social Media in Education. This course also shows a practical way on how to use Google and Open Source courses. Finally, it covers some of the most important issues when it comes to using computers in Education such as ethics, security, computer crime and intellectual property.
| Course Code |
ED 332 |
| Course Title |
Computer –Assisted Instruction |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This Course clarifies the role of ICT (Information and Communication Technologies) in Education and the use of technology in support of the learning process. It focuses on the common uses of computers in Education and it addresses the use of technology with classroom instruction. It covers ICT in Education, Computer development and its application in Education; using the internet in Education; A detailed use of PowerPoint, Excel and Multimedia in Education. It also covers Social Media in Education. This course also shows a practical way on how to use Google and Open Source courses. Finally, it covers some of the most important issues when it comes to using computers in Education such as ethics, security, computer crime and intellectual property. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Identify the role of information and communication technology in education.
-Identify the educational computer and its classroom applications.
-Focus on the common uses of computers in the field of education.
-Provide the basic knowledge and skills necessary to employ computers in teaching and learning situations.
-Use presentation programs, spreadsheets, multimedia and their uses in education.
-Be able to use Google and open source courses as learning and teaching media.
-Be familiar with issues related to the use of computers in learning and teaching, such as security issues, computer ethics and property rights." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, students are expected to have knowledge and understanding of the following:
-The role of information and communication technology in education.
-The concept of educational computing and its classroom applications.
-Common uses of computers in the field of education.
B) Cognitive Skills:
After studying this course, students are expected to be able to:
-Trace the evolution of computers and their uses in the processes of learning and teaching.
-Identify the stages of the evolution of the internet and its applications in learning and education.
-Determine the importance of multimedia and its uses in education.
-Identify the characteristics of social media and its uses in education.
-Discuss issues related to security, computer ethics, and intellectual property rights.
C) Practical Professional Skills:
After studying this course, students are expected to be able to:
-Apply presentation software.
-Use spreadsheet programs.
D) Key or Transferable Skills:
After studying this course, students are expected to be able to:
-Utilize various Google applications such as Gmail, YouTube, Docs, and Scholar.
-Search the internet for applications of open-source courses as tools for learning and teaching.
|
ED 347 Arabic Language for Teachers of Elementary School I
(3) Credit Hours
This course seeks to provide the student with a degree of linguistic knowledge on Arabic grammar and vocabulary. It introduces Arabic language grammar from different sources based on the context, product, and type. The course also allows the student to differentiate between Arabic words in terms of their root and use. The course also addresses different modes of speech in terms of singularity, duality, or plurality. Finally, the course reviews other grammatical issues that are specific to the Arabic language.
| Course Code |
ED 347 |
| Course Title |
Arabic Language for Teachers of Elementary School I |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course seeks to provide the student with a degree of linguistic knowledge on Arabic grammar and vocabulary. It introduces Arabic language grammar from different sources based on the context, product, and type. The course also allows the student to differentiate between Arabic words in terms of their root and use. The course also addresses different modes of speech in terms of singularity, duality, or plurality. Finally, the course reviews other grammatical issues that are specific to the Arabic language. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Provide the student with a degree of linguistic knowledge represented in the morphology and syntax of the Arabic language, dictionaries and their uses.
-Get acquainted with the morphology of the Arabic language from its various sources and uses, derivatives and their types, and how to differentiate between them in terms of meaning and usage, and types of derivation.
-Distinguish between parts of speech in terms of singular, dual, plural and types of plurals, morphology and prevention of morphology, definite and indefinite nouns.
-Acquire the ability to parse built and declined verbs." |
| Course Outcomes |
"At the end of the course, the student will be able to:
-Present a comprehensive general idea about social studies in terms of their definition and importance.
-Contribute to preparing a good citizen.
-Identify the basics of social studies, their objectives, concepts, and methods of organizing their curricula, such as separate subjects, integration, linking, and integration.
-Identify the most important contemporary trends and modern topics in social studies, and sources of teaching social studies.
-Identify methods of organizing social studies curricula and their basics (facts, concepts, generalizations, and theories).” |
ED 349 Arabic Language for Teachers of Elementary School II
(3) Credit Hours
This course seeks to provide the student with a degree of linguistic knowledge on the Arabic language and its methods. It introduces various aspects of Arabic language grammar that are specific to the language. For instance, the course helps students understand the difference between sentences that begin with a noun and sentences that begin with a verb, analyze the components of sentences, understand the difference between various types of letters and words, and identify the appropriate time and place to include accents on letters.
| Course Code |
ED 349 |
| Course Title |
Arabic Language for Teachers of Elementary School II |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course seeks to provide the student with a degree of linguistic knowledge on the Arabic language and its methods. It introduces various aspects of Arabic language grammar that are specific to the language. For instance, the course helps students understand the difference between sentences that begin with a noun and sentences that begin with a verb, analyze the components of sentences, understand the difference between various types of letters and words, and identify the appropriate time and place to include accents on letters. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Get linguistic knowledge represented in Arabic morphology and syntax, dictionaries and their uses.
- Know the parts of speech in terms of singular, dual and plural, morphology and non-morphology, definite and indefinite nouns.
- Parse the built and inflected verbs.
- Extract the meanings of vocabulary from dictionaries, and master the method specific to each dictionary." |
| Course Outcomes |
A) Knowledge and Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Know the concept of subject and predicate, and the types of abrogators.
- Know the concepts of objects and dependents.
- Know the concepts of linguistic styles (calling, praise and blame, exclamation, exception)
B) Mental Skills:
After studying this course, the student is expected to be able to:
- Identify the terms and conditions of subject and predicate.
- Parse complements of verbal sentences.
C) Professional Applied Skills:
After studying this course, the student is expected to be able to:
- Form sentences.
- Write the correct spelling of the rules of hamza and soft alif.
- Parse linguistic styles.
D) Basic/Key Skills:
After studying this course, the student is expected to be able to:
- Adjust the endings of the words he writes.
- Use linguistic styles correctly in his spoken and written speeches.
- To write the spelling rules for hamza and soft alif.
ED 354 Methodology of Arabic Language for Elementary School(3) Credit Hours
This course seeks to offer students with as much knowledge about the educational foundations of teaching the Arabic language, including the teaching of listening, speaking, reading, and writing in Arabic. The course deals with the characteristics, perspectives, and the educational implications of the Arabic language. The course addresses different skills such as listening, reading, writing, and speaking in terms of the specific concepts, goals, components, student educational levels, and fundamentals of teaching Arabic. The course also reviews methods, attitudes, and proposed activities, all while highlighting the role of the teacher and student. The course teaches composition and grammar in an attempt to ease methods used in teaching. The course presents modern fundamentals in teaching the Arabic language (e.g., the role of new technologies), linguistic activities and exercises, and responsibilities in teaching the Arabic language.
ED 359 Mathematics for Teachers of Elementary School I(3) Credit Hours
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: sets, logic, natural numbers, integers, rational and real numbers. |
ED 354 Methodology of Arabic Language for Elementary School
(3) Credit Hours
This course seeks to offer students with as much knowledge about the educational foundations of teaching the Arabic language, including the teaching of listening, speaking, reading, and writing in Arabic. The course deals with the characteristics, perspectives, and the educational implications of the Arabic language. The course addresses different skills such as listening, reading, writing, and speaking in terms of the specific concepts, goals, components, student educational levels, and fundamentals of teaching Arabic. The course also reviews methods, attitudes, and proposed activities, all while highlighting the role of the teacher and student. The course teaches composition and grammar in an attempt to ease methods used in teaching. The course presents modern fundamentals in teaching the Arabic language (e.g., the role of new technologies), linguistic activities and exercises, and responsibilities in teaching the Arabic language.
| Course Code |
ED 354 |
| Course Title |
Methodology of Arabic Language for Elementary School |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course seeks to offer students with as much knowledge about the educational foundations of teaching the Arabic language, including the teaching of listening, speaking, reading, and writing in Arabic. The course deals with the characteristics, perspectives, and the educational implications of the Arabic language. The course addresses different skills such as listening, reading, writing, and speaking in terms of the specific concepts, goals, components, student educational levels, and fundamentals of teaching Arabic. The course also reviews methods, attitudes, and proposed activities, all while highlighting the role of the teacher and student. The course teaches composition and grammar in an attempt to ease methods used in teaching. The course presents modern fundamentals in teaching the Arabic language (e.g., the role of new technologies), linguistic activities and exercises, and responsibilities in teaching the Arabic language. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Get the knowledge and skills necessary to recognize teaching as a science with its own skills.
-Get acquainted with the scientific perspective of teaching the Arabic language.
-Know the characteristics and functions of the Arabic language.
-Master the skills of teaching listening, teaching speaking, teaching reading, teaching writing, and mastering the skills of teaching Arabic grammar.
-Employ modern strategies in teaching the Arabic language." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Know the theory of language and its importance.
- Dimensions of the linguistic conflict between classical and colloquial Arabic.
- Know the characteristics and functions of the Arabic language.
- Compare teaching methods for each of the Arabic language skills.
- Compare the role of the teacher and the student in light of the modern approach to teaching language skills.
- Characteristics of each of the Arabic language skills.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Analyze the teaching methods used in terms of positives and negatives.
- Choose the best teaching methods in light of field applications.
C) Practical Professional Skills:
After studying this course, the student is expected to be able to:
- Teach listening skills using the latest methods and techniques.
- Teach conversation skills according to modern teaching theories.
- Teach reading skills according to modern teaching theories.
- Teaching writing skills according to modern teaching theories.
- Employing modern technology and the latest strategies in teaching.
d) Basic/Key Skills (Key or Transferable Skills)
After studying this course, the student is expected to be able to:
- Choose the appropriate method for teaching each of the Arabic language skills.
- Proper planning for each of the skills according to the best methods.
- Teaching Arabic language skills, according to the most effective methods.
ED 359 Mathematics for Teachers of Elementary School I(3) Credit Hours
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: sets, logic, natural numbers, integers, rational and real numbers.
ED 360 Mathematics for Teachers of Elementary School II(3) Credit Hours
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: Statistics, Probability, Geometry, mensuration, problem solving.
ED 364 Methodo |
ED 359 Mathematics for Teachers of Elementary School I
(3) Credit Hours
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: sets, logic, natural numbers, integers, rational and real numbers.
| Course Code |
ED 359 |
| Course Title |
Mathematics for Teachers of Elementary School I |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: sets, logic, natural numbers, integers, rational and real numbers. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Recognize the basic facts and concepts of mathematics.
-Acquire the mathematical skills necessary to be a successful and effective teacher in teaching school mathematics to primary school classes.
-Develop the skill of solving mathematical problems through non-routine problem situations.
-Address topics in line with the 2000 Principles and Standards document issued by the National Council of Teachers of Mathematics.
-Identify the topics of the course: sets, logic, relationships, natural numbers and integers, application to rational numbers in the form of ordinary fractions or decimal fractions, irrational numbers and real numbers.
" |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Identify the set and express it in different ways.
- Identify the subset.
- Identify equality, union, intersection, difference and complement.
- Identify the universal set.
- Identify open sentences and fenced expressions
- Identify concepts related to the relationship.
- Distinguish between the algebraic limit and the algebraic quantity
- Identify Peano's postulates for constructing the set of natural numbers.
- Identify the concept of divisibility.
- Identify the concept of prime number and use it in factoring.
- Identify the concept of greatest common divisor and least common multiple.
- Identify the concept of exponents.
- Use the division algorithm to find the greatest common divisor, and employ that in solving.
- Identify the concept of rational number and ordinary fraction.
- Identify the order relationship on rational numbers.
- Identify finite decimals, recurring fractions, common fractions and the relationship between them.
- Identify irrational numbers
- Identify real numbers and some of their properties.
.B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Prove some laws related to sets.
- Determine the truth value of a given statement.
- Classify statements as contradiction, quotient, or otherwise.
- Classify relationships as reflexive, symmetric, symmetric, transitive, or equivalence.
- Deduce the rule of a given numerical pattern.
- Express the rule of a numerical pattern in symbols.
- Prove some properties of operations on natural numbers.
- Prove divisibility properties and their rules.
- Deduce properties of operations on numbers.
- Build the set of integers from the set of natural numbers.
- Prove the properties of operations on integers
- Prove some properties of real numbers
c) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Find the power set of a given set.
- Identify the laws of inertia, combination, commutation, distribution, unity and complement, as well as De Morgan's laws.
- Express constructive statements with symbols, and know the truth value tables for simple and complex statements using logical links
- Find the equivalence rows resulting from a given equivalence relationship.
- Use multiple educational methods to introduce the concepts of the four operations on natural numbers.
- Calculate the value of numerical expressions, taking into account the priorities of the operations.
- Perform the four operations on integers.
- Employ Euclid's algorithm to calculate the greatest common divisor of two numbers.
- Solve an equation in two unknowns if they have a solution in the set of integers.
- Arrange rational and real numbers.
- Converts terminating decimals and recurring fractions to ordinary fractions and vice versa.
- Recognizes the concept of rotation and methods of estimating the results of the four operations on integers and decimal fractions.
d) Key or Transferable Skills
After studying this course, the student is expected to be able to:
- Find the union and intersection of two sets and find the complement of a given set.
- Find the difference and the corresponding difference of two sets..
- Solve a linear equation with one variable
- Analyze a quadratic expression
- Analyze a cubic expression of the type of the difference between two cubes or the sum of two cubes
- Solve a quadratic equation with one variable.
- Uses counting methods to find the number of possibilities available for a given situation.
- Uses different methods to calculate the greatest common divisor and the least common multiple.
- Uses multiple methods to analyze a number into its factors as well as its prime factors.
- Solve various numerical problems using the priorities of operations.
- Identify the reasons for expanding the numerical system from natural numbers to integers.
- Perform the four operations on integers
- Perform the four operations on rational numbers and arrive at their properties.
- Perform the four operations on decimal fractions.
Perform arithmetic operations on irrational numbers
ED 360 Mathematics for Teachers of Elementary School II(3) Credit Hours
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: Statistics, Probability, Geometry, mensuration, problem solving.
ED 364 Methodology |
ED 360 Mathematics for Teachers of Elementary School II
(3) Credit Hours
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: Statistics, Probability, Geometry, mensuration, problem solving.
| Course Code |
ED 360 |
| Course Title |
Mathematics for Teachers of Elementary School II |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims at providing learners with basic concepts, generalizations, skills and problem solving concerning math topics. This course integrates with ED-364 in its spirit. NCTM standards are addressed clearly. The course consists of the following topics: Statistics, Probability, Geometry, mensuration, problem solving. |
| Course Objectives |
"At the end of this course, the student will be able to:
Provide the primary school teacher with the basic facts and concepts of mathematics.
Acquire the mathematical skills necessary to be a successful and effective teacher in teaching school mathematics to primary school classes.
Practice mathematical problem solving skills.
Apply strategies for teaching mathematics." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Identify the concept of random experiment and accident.
- Identify the concept of regular probability.
- Distinguish between relative frequency and theoretical probability.
- Identify measures of central tendency.
- Identify the mathematical structure of Euclid's geometry in the plane.
- Identify lines, rays and straight lines.
- Identify complementary, supplementary, alternate, corresponding and allied angles.
- Identify the equilateral triangle and its properties.
- Identify polygons, especially the parallelogram, square, rectangle and rhombus.
- Identify the basic concepts in space geometry.
- Identify some non-standard measures.
- Identify length measures and the relationship between them.
- Identify the concept of drawing scale.
- Identify area measures.
- Identify volume measures.
- Identify temperature measures.
- Identify mass measures.
- Identify the concept of a mathematical problem and distinguish it from a mathematical exercise.
- Distinguish the conditions that make the given question a mathematical problem.
- Explain the importance of the subject of solving the problem in school mathematics curricula.
- Identify the factors and difficulties of the student's ability to solve the mathematical problem.
- Identify the factors that contribute to developing the student's ability to solve the mathematical problem.
- Identify contemporary trends in the standards, principles and content of primary school mathematics.
- Identify the principles of primary school mathematics.
- Identify the content standards in primary school mathematics.
- Identify the standards of operations in primary school mathematics.
- Identify the content of primary school mathematics.
- Describe, explain and analyze the content of primary school mathematics.
.B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Prove the laws of probability.
- Prove the properties of triangles of all types using congruence and similarity.
- Prove the properties of quadrilaterals using congruence and similarity
- Use the congruence of triangles to prove some theorems
- Prove some properties of parallelograms.
- Prove the Pythagorean theorem.
- Solve practical problems using the laws of area, perimeter and volume.
- Employ problem-solving strategies in solving various mathematical problems.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Find the sample space for a given random experiment.
- Calculate the probability of an event using probability laws.
- Summarize statistical data using tables and geometric figures.
- Use the properties of an equilateral triangle to calculate some quantities.
- Use proportionality in similarity to calculate some quantities.
- Calculate the volumes of some solids as well as their lateral area.
- Solve various problems on geometric theories.
- Employ the Pythagorean theorem in solving practical problems.
- Calculate the perimeter of a simple and complex geometric shape.
- Calculate the area of a simple and complex geometric shape.
- Calculate the volume of a simple and complex solid.
- Calculate the surface and lateral area of a simple and complex solid.
- Acquire the skill of teaching mathematical problem solving according to George Polya's strategy for organizing the solution.
- Acquire the skill of using different strategies to solve the mathematical problem in solving various mathematical problems.
- Acquire the skill of self-assessment in evaluating his performance in teaching mathematical problem solving.
- Acquire the skill of training his students to conduct a self-assessment of their performance in studying mathematical problem solving.
- Analyze mathematical content according to the content standards in primary school mathematics according to its different age stages.
- Analyze mathematical content according to the standards of operations in primary school mathematics according to its different age stages.
d) Transferable Skills (Key or Transferable Skills)
After studying this course, the student is expected to be able to:
- Calculate the probabilities of certain events using the counting method.
- Calculate the mean, mode, and median for given statistical data.
- Calculate the range, standard deviation, and variance for statistical data.
- Calculate the values of certain angles using different geometric theories.
- Calculate the lengths of the unknown sides in a right triangle using the Pythagorean theorem.
- Convert between length scales and the relationship between them.
- Use maps to find the distance between different cities using the drawing scale.
- Convert between area scales.
- Convert between volume scales.
- Convert between temperature scales.
- Convert between mass scales.
- Convert between length scales.
Defines standards in elementary mathematics according to different age groups.
ED 364 Methodology of Mathematics for Teachers of Elementary School(3) Credit Hours
This Course aims at providing learners with essential knowledge and skills to prepare them to be successful math teachers at the elementary level. In this course learners learn about innovations in math education. NCTM standards are a core curriculum. This course provides novice teachers with educational strategies concerning problem solving, critical thinking, geometrical thinking, mathematical reasoning and using technology in math education. The course provides learners with basic methods and strategies for teaching numbers, fractions, decimals, geometric concepts and world problems. The course provides learners with a comprehensive look at lesson preparation and assessing students’ achievement in math.
ED 421 Principles of sch |
ED 364 Methodology of Mathematics for Teachers of Elementary School
(3) Credit Hours
This Course aims at providing learners with essential knowledge and skills to prepare them to be successful math teachers at the elementary level. In this course learners learn about innovations in math education. NCTM standards are a core curriculum. This course provides novice teachers with educational strategies concerning problem solving, critical thinking, geometrical thinking, mathematical reasoning and using technology in math education. The course provides learners with basic methods and strategies for teaching numbers, fractions, decimals, geometric concepts and world problems. The course provides learners with a comprehensive look at lesson preparation and assessing students’ achievement in math.
| Course Code |
ED 364 |
| Course Title |
Methodology of Mathematics for Teachers of Elementary School |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This Course aims at providing learners with essential knowledge and skills to prepare them to be successful math teachers at the elementary level. In this course learners learn about innovations in math education. NCTM standards are a core curriculum. This course provides novice teachers with educational strategies concerning problem solving, critical thinking, geometrical thinking, mathematical reasoning and using technology in math education. The course provides learners with basic methods and strategies for teaching numbers, fractions, decimals, geometric concepts and world problems. The course provides learners with a comprehensive look at lesson preparation and assessing students’ achievement in math. |
| Course Objectives |
At the end of the course, the student will be able to:
-Be able to use mathematical thinking methods to address topics in a manner consistent with the 2000 Principles and Standards document issued by the National Council of Teachers of Mathematics.
-Understand the basic principles of probability theory.
-Use methods of collecting, tabulating and classifying statistical data.
-Understand measures of central tendency, dispersion and correlations between variables, geometry with its theories, measurement and problem solving. |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
1. Know the standards and principles of the National Council of Teachers of Mathematics (NCTM).
2. Understand mathematics, its elements, and its fields.
3. Know the elements of long-term and short-term planning.
4. Know the theoretical basis of teaching strategies, and the steps of teaching using modern teaching methods.
5. Compare different teaching strategies, and methods of choosing them for educational situations.
6. Identify the difficulties of learning mathematical skills, solving mathematical problems, and difficulties of learning regular and decimal fractions.
7. Understand the tools for evaluating the mathematics curriculum, student achievement, and identify the methods of formulating and analyzing test items.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
1. Develop study plans for educational situations in mathematics (long-term, short-term).
2. Developing assessment tools for mathematics subjects in various forms such as tests, portfolios, oral assessment, observation, and interviews.
3. Analyzing mathematical content in light of the elements of mathematical knowledge.
4. Employing software and technology in teaching mathematics.
5. Employing different teaching strategies and methods in teaching mathematics subjects, and comparing different teaching methods.
6. Planning for teaching mathematics subjects mentally and in writing.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
1. The skill of planning mathematics lessons.
2. Employing the use of educational software in teaching mathematics.
3. The skill of implementing mathematics classes using modern teaching methods and strategies.
4. Employing strategies for addressing mathematics learning difficulties in teaching skills (operations on numbers, regular and decimal fractions, mathematical problems, geometry).
5. Acquiring the skill of preparing assessment tools such as tests, and student portfolios.
6. Acquiring the skill of analyzing content.
d) Key or Transferable Skills
After studying this course, the student is expected to be able to:
1. Solve mathematical problems.
2. Think critically in dealing with teaching skills issues (planning, implementation, evaluation)
3. Flexibility in thinking, choosing teaching methods and teaching strategies.
4. Develop scientific research skills, and address educational problems in a systematic and procedural manner.
5. Think about the challenges facing mathematics education in light of global developments.
Unit One: Primary School Mathematics Curricula
Unit Two: Some Models of Teaching and Learning Primary School Mathematics
Unit Three: Teaching Mathematical Concepts
Unit Four: Teaching Mathematical Generalizations
Unit Five: Technology for Teaching and Learning Primary School Mathematics
Unit Six: Teaching and Learning Primary School Mathematics Skills
Unit Seven: Evaluation of Teaching and Learning Primary School Mathematics Skills
-Unit Eight: Planning Primary School Mathematics Lessons
- Interaction via forums in the (LMS) system.
- Presentations.
- Discussion and dialogue during class meetings.
- Attending recorded lectures, published on the Learning Management website.
ED 421 Principles of school counseling and Guidance(3) Credit Hours
This Course studies the importance of counseling guidance, foundations and principles as well as the theories and applications of educational guidance that addresses the scheduled program of guidance and counseling at school, the Counseling processes, in addition to the role of teacher and counselor to develop the mental health in the school environment.
ED 423 Measurement, Evaluation and Construction of tests(3) Credit Hours
This course deals with th |
ED 421 Principles of school counseling and Guidance
(3) Credit Hours
This Course studies the importance of counseling guidance, foundations and principles as well as the theories and applications of educational guidance that addresses the scheduled program of guidance and counseling at school, the Counseling processes, in addition to the role of teacher and counselor to develop the mental health in the school environment.
| Course Code |
ED 421 |
| Course Title |
Principles of school counseling and Guidance |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This Course studies the importance of counseling guidance, foundations and principles as well as the theories and applications of educational guidance that addresses the scheduled program of guidance and counseling at school, the Counseling processes, in addition to the role of teacher and counselor to develop the mental health in the school environment. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Present the basics of guidance and counseling as a science and practice, and employ them in school work.
-Achieve integrated and balanced development for students at all educational levels.
-Know the nature of the field of guidance and counseling, its concepts and objectives, and the need for it in schools.
-Be able to practice the main guidance methods and techniques, individual and group guidance and counseling services, and cooperate with teachers, psychologists, social workers, or counselors in planning and implementing guidance services and activities.
-Participate in providing guidance activities and programs for parents and the local community." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Basics and principles of school guidance and counseling
- Identifying guidance theories and their educational applications.
- The most prominent guidance and counseling services in school.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Understand the role of the educational counselor and the guidance team in the school.
- Discuss and employ guidance skills and skills in using guidance tools such as observation and interview.
- Acquire basic skills in applying the principles of guidance and counseling
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Apply the principles of guidance and counseling
- Prepare guidance plans and activities in school
- . Practicing the main guidance methods and techniques,
- Providing guidance activities and programs
d) Key or Transferable Skills
After studying this course, the student is expected to be able to:
- Define the field of guidance and counseling, its concepts and objectives
- Clarify the need for guidance and counseling in schools
- Realize the relationship between guidance and educational and psychological sciences
- Understand the guidance role of the teacher as an encourager, enhancer and facilitator of students’ growth
|
ED 423 Measurement, Evaluation and Construction of tests
(3) Credit Hours
This course deals with the historical development of measurement and evaluation, concepts and general principles for measurement and evaluation and statistical concepts and applications in metrology. Also addresses the terms and conditions of a good test (test the reliability and validity) and analysis of the paragraphs of the test. Also this course deals with the types of achievement tests and construction, design and ways to evaluate such tests.
| Course Code |
ED 423 |
| Course Title |
Measurement, Evaluation and Construction of tests |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course deals with the historical development of measurement and evaluation, concepts and general principles for measurement and evaluation and statistical concepts and applications in metrology. Also addresses the terms and conditions of a good test (test the reliability and validity) and analysis of the paragraphs of the test. Also this course deals with the types of achievement tests and construction, design and ways to evaluate such tests. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Learn about measurement and evaluation and construct school tests.
-Trace the historical development of measurement and evaluation, and compare measurement and evaluation.
-Define the levels of measurement, its fields, and its tools.
-Gain the learner the skill of calculating measures of central tendency, dispersion, and correlation coefficients." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
1. Identify the concept of measurement and evaluation and the relationship between them.
2. Identify the areas of measurement and evaluation, levels of measurement, and their areas.
3. Acquire the skill of calculating and interpreting measures of central tendency, dispersion, and correlation coefficient.
4. Identify the concept of stability and the factors affecting stability, and the skill of calculating stability using various methods.
5. Identify the concept of validity, and how to verify the validity of tests.
6. Skill in constructing the test, understanding how to prepare the test, constructing test items, and analyzing test items.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
1. Skill in calculating and interpreting measures of central tendency and dispersion.
2. Skill in calculating stability and validity for the test.
3. Ability to construct an achievement test.
4. Ability to create a specification table for an achievement test.
5. Skill in writing test paragraphs: objective, essay correctly.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
1. Construct an achievement test.
2. Extract measures of central tendency, dispersion, correlation coefficient, and interpret them for achievement tests.
3. Extract indicators of the quality of the test paragraph: difficulty coefficient, discrimination coefficient, effectiveness of alternatives.
4. Calculate reliability using various methods.
5. Verify the validity of a test: logical validity, statistical validity.
D) Key or Transferable Skills
After studying this course, the student is expected to be able to:
1. Solve problems.
2. Think critically in dealing with measurement and evaluation issues.
3. Flexibility in thinking, and choosing alternative evaluation methods and strategies.
4. Develop scientific research skills, and address educational problems in a systematic and procedural manner.
5. Thinking about the challenges facing measurement and evaluation in light of global developments.
ED 431 Designing and Production Educational Software(3) Credit Hours
This course aims to introduce students with the importance of design, production, and use of electronic educational programs in the teaching and learning process. This course covers: theories of learning and teaching, principles of Instructional design, its relationship to computer technology; Educational multi-media Instructional design and Production Steps; Power Point applications in designing and production educational software; The tools of educational Multimedia production such as image editing through Adobe Photoshop software, audio editing through Gold Wave software, and movies editing through the Movie Maker software; Authoring tools like Macromedia Flash software. Also this course focuses on the practical part in the field of designing and production a Multimedia educational software according to the approved standards in this field.
ED 442 Scientific research methodology(3) Credit Hours
This course covers the basic concepts in educational research procedural types and their problems and ways to identify research problem society ,and samples . It also planning to conduct research including all the research elements taking into account the right methodology , and stress the necessary skills , for research , including |
ED 431 Designing and Production Educational Software
(3) Credit Hours
This course aims to introduce students with the importance of design, production, and use of electronic educational programs in the teaching and learning process. This course covers: theories of learning and teaching, principles of Instructional design, its relationship to computer technology; Educational multi-media Instructional design and Production Steps; Power Point applications in designing and production educational software; The tools of educational Multimedia production such as image editing through Adobe Photoshop software, audio editing through Gold Wave software, and movies editing through the Movie Maker software; Authoring tools like Macromedia Flash software. Also this course focuses on the practical part in the field of designing and production a Multimedia educational software according to the approved standards in this field.
| Course Code |
ED 431 |
| Course Title |
Designing and Production Educational Software |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to introduce students with the importance of design, production, and use of electronic educational programs in the teaching and learning process. This course covers: theories of learning and teaching, principles of Instructional design, its relationship to computer technology; Educational multi-media Instructional design and Production Steps; Power Point applications in designing and production educational software; The tools of educational Multimedia production such as image editing through Adobe Photoshop software, audio editing through Gold Wave software, and movies editing through the Movie Maker software; Authoring tools like Macromedia Flash software. Also this course focuses on the practical part in the field of designing and production a Multimedia educational software according to the approved standards in this field. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Verify the validity and reliability of tests, and indicators of the quality of test items.
-The ability to analyze tests.
-Identify the purposes of assessment, its objectives, and how to prepare and construct achievement tests.
-Identify how to formulate test items of all types." |
| Course Outcomes |
A) Knowledge & Understanding: After studying this course, the student is expected to have knowledge and understanding of the following: 1. Define the process of instructional design.
2. Identify the nature of instructional design models.
3. Describe the theoretical principles on which the instructional design process is based.
4. Identify the relationship between learning theories and the instructional design process.
5. Identify the relationship between instructional design and educational technology.
6. Identify the members of the instructional design and educational media production team.
7. Identify the stages that educational media go through in terms of design and production.
B) Cognitive Skills: After studying this course, the student is expected to be able to: 1. Plan the process of evaluating educational software and its production stages.
2. Make the appropriate decision about selecting members of the multimedia educational software design and production team.
3. Be aware of the factors that must be taken into account when designing and producing multimedia educational software.
4. Choose the appropriate programs and applications through which educational software is produced.
5. Plan how to train learners on the software used in this course.
C) Practical Professional Skills After studying this course, the student is expected to be able to: 1. Use PowerPoint software to produce the required educational software.
2. Deal with Goldwave software to edit and process audio.
3. Deal with Nearpod and ClassPoint software to edit and process video.
4. Deal with Photoshop software to edit and process images.
5. Deal with Flash software from publishing the educational program authorship.
6. Convert the design and scenario into a usable educational program.
D) Key or Transferable Skills After studying this course, the student is expected to be able to: 1. Design and produce educational software that can be used in the classroom.
2. Employ educational software in actual teaching.
3. Evaluate the stages through which educational software is produced.
4. Use PowerPoint software practically.
5. Use multimedia educational software in a practical way.
|
ED 441 Practical Education -1
(3) Credit Hours
Practical Education is a course that deals with the practical and applied side of Education. Students/ teachers will be introduced to school environment, different activities, and various classroom situations where they shall be asked to write reports and fill in special applications forms to be found in the Practical Education Guide. Students/ teachers are also asked to deliver a microteaching session in which they analyse a teaching unit/ lesson in Primary Education. In addition to the assessment of the Portfolio, students shall be examined twice throughout the course.
| Course Code |
ED 441 |
| Course Title |
Practical Education -1 |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
Practical Education is a course that deals with the practical and applied side of Education. Students/ teachers will be introduced to school environment, different activities, and various classroom situations where they shall be asked to write reports and fill in special applications forms to be found in the Practical Education Guide. Students/ teachers are also asked to deliver a microteaching session in which they analyse a teaching unit/ lesson in Primary Education. In addition to the assessment of the Portfolio, students shall be examined twice throughout the course. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Translate what he/she has learned in theoretical educational courses into practical applied aspects.
-Be aware of the pre-service student teacher in a critical way of what happens inside the classroom in terms of teaching and learning practices carried out by teachers inside the classroom.
-Observe educational situations implemented during class periods, tests and various activities.
-Write reports on educational situations and fill out special forms found in the practical education guide.
-Provide micro-teaching in the classroom.
-Analyze a study unit from a curriculum in primary education." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Basic concepts in practical education.
- Tasks of the future teacher.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Link educational ideas and theories with the requirements of practical educational reality.
- Recognize field educational problems that may be encountered in different educational situations.
- Analyze the experiences of teachers in private or public schools in a critical manner.
- Understand the challenges of the teaching profession in terms of planning, implementation and evaluation.
- Analyze the cognitive components of curricula in different cognitive subjects for the lower primary stage.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Use strategies and methods of classroom management and solve effective classroom problems.
- Employ what he has learned in various theoretical courses of experiences and skills in realistic educational situations.
- Apply the skills of the teaching profession and its basic rules in an effective manner.
- Use educational technologies in different educational situations in an effective manner.
- Employ the foundations of classroom interaction and reinforcement during micro-teaching.
d) Key or Transferable Skills
After studying this course, the student is expected to be able to:
- Analyze the cognitive components of any topic in any subject.
- Form positive attitudes towards the teaching profession.
- Suggest effective teaching strategies and educational means for any educational situation.
GR 111 Arabic-Islamic Civilization(3) Credit Hours
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture.
GR 112 Issues and Problems of Development in the Arab World(3) Credit Hours
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators.
GR 115 Current Inter |
ED 442 Scientific research methodology
(3) Credit Hours
This course covers the basic concepts in educational research procedural types and their problems and ways to identify research problem society ,and samples .It also planning to conduct research including all the research elements taking into account the right methodology , and stress the necessary skills , for research , including the defining the samples , variables , methods of collecting data., analysis and discussion in order to take decisions related to improving educational performance.IT also consentrate on the educational problems in the teacher’s environment.
| Course Code |
ED 442 |
| Course Title |
Scientific research methodology |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course covers the basic concepts in educational research procedural types and their problems and ways to identify research problem society ,and samples .It also planning to conduct research including all the research elements taking into account the right methodology , and stress the necessary skills , for research , including the defining the samples , variables , methods of collecting data., analysis and discussion in order to take decisions related to improving educational performance.IT also consentrate on the educational problems in the teacher’s environment. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Work on developing learners' abilities in scientific research skills.
-Identify the problems that teachers suffer from in scientific research.
-Acquire the skill in writing a scientific research project.
-Identify the types of scientific research and its fields, and the ability to develop tools for scientific research, and how to verify their validity and reliability.
-Identify the correct procedures in scientific research, and the ability to analyze data and reach recommendations in light of the results of the study.
-Acquire the skill in how to refer to the library and the Internet, and write documentation within the text, and in the list of references.
" |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
1. Identify the steps of scientific research.
2. Identify the problems faced by teachers in educational research.
3. The student should differentiate between quantitative and qualitative research types.
4. The student should differentiate between different types of research.
5. The student should become familiar with the different research designs: experimental, quasi-experimental, and pre-experimental.
6. The student should become familiar with the variables of educational research.
7. The student should become familiar with how to choose the study community and a representative sample of the community using various sampling methods.
8. The student should become familiar with procedural research and the steps to carry it out.
9. The student should become familiar with research methods in the library and the Internet.
10. Comparison between the steps of the research project and the report.
b) Cognitive Skills:
After studying this course, the student is expected to be able to:
1. The skill of conducting an educational research project.
2. The skill of conducting an operational research project.
3. Acquire the skill of writing educational research.
4. The skill of writing various research designs.
5. Acquire the skill of identifying research variables: independent, dependent, modified, and controlled, and distinguishing between them.
6. Acquire the skill of building study tools, and how to verify their psychometric properties.
7. Acquire the skill of analyzing data, extracting results, and writing recommendations.
8. The skill of documentation within the text, and in the list of references.
c) Practical Professional Skills
After studying this course, the student is expected to be able to:
1. Write a research outline project.
2. Implement an educational research.
3. Critique published educational research.
4. Write criteria for judging an educational research.
d) Key or Transferable Skills
After studying this course, the student is expected to be able to:
1. Solve the problems facing the researcher.
2. Think critically in the arbitration of educational research (positives, negatives).
3. Flexibility in thinking, and choose diverse research designs.
4. Develop scientific research skills, and address educational problems in a systematic and procedural manner.
5. Think about the challenges facing the teacher in educational research.
Unit One: Introduction to the first study unit The teacher and educational research
Unit Two: Research project (plan)
Unit Three: Types of educational research and its designs
Unit Four: Variables in educational research
Unit Five: Samples in educational research
Unit Six: Tools and methods of collecting information
Unit Seven: Library and the Internet
Unit Eight: Data analysis in educational research
Unit Nine: Research report
Unit Ten: Areas of improving performance based on research
ED 449 Practical education 2(6) Credit Hours
This course focuses on the practical field supervised by the teachers, training institutions in the educational colleges, and designed to familiarize the students with the practical experience, and lead them to recognize the schools environment . In addition, it provides students with the experience of actual teaching.
ED 456 Children literature(3) Credit Hours
This course examines the nature, origins, and historic development of children’s literature over the years. The course covers the main objectives of children’s literature, including novels, drama, poetry, and story characters and content. The course also evaluates different methods for teaching children’s literature. Different types of children’s books are also reviewed in this course, all while considering the characteristics of each type of book and the methods necessary to teach them. The course looks at other issues related to children’s literature such as language development, its relation with reading, and how reading may help enhance children’s vocabulary. The course also defines testing standards and evaluation methods for the form and content of successful literary work. The course reviews various ways to present children’s literature, such as auditory, vi |
ED 449 Practical education 2
(3) Credit Hours
This course focuses on the practical field supervised by the teachers, training institutions in the educational colleges, and designed to familiarize the students with the practical experience, and lead them to recognize the schools environment . In addition, it provides students with the experience of actual teaching.
| Course Code |
ED 449 |
| Course Title |
Practical education 2 |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course focuses on the practical field supervised by the teachers, training institutions in the educational colleges, and designed to familiarize the students with the practical experience, and lead them to recognize the schools environment . In addition, it provides students with the experience of actual teaching. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Identify the practical field aspect supervised by teacher preparation and qualification institutions in colleges of education.
-Provide the opportunity to apply what has been learned from educational principles and theories in cooperating schools.
-Identify the school environment and its various activities.
-Partial and comprehensive application of learning situations through various teaching strategies.
-Linking theory and application is the essence of practical education." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- A vision of the teaching profession.
- Components of the educational situation of knowledge, skill and value.
- Realizing its basic roles in planning, implementation and evaluation.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Link educational ideas and theories with the requirements of practical educational reality.
- Realize the field problems facing him in different educational situations related to the lower primary stage.
- Compare different educational situations to determine effective practices, especially those related to the nature of the developmental characteristics of lower primary students.
- Realize the importance of integrating modern technologies into the teaching and learning process appropriate for the primary stage.
- Self-reflection on the lessons he applies partially or completely.
- Develop a theoretical vision for the lesson plans he applies in terms of the intended outcomes, teaching strategies, educational tools and evaluation.
- Understanding the basics of preparing and correcting tests and analyzing their results.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Use what has been learned in the various theoretical courses of experiences and skills in realistic educational situations appropriate for the lower primary stage.
- Employ effective educational strategies and educational techniques during micro-teaching, supervisory class, and overall application of classes in the field.
- Prepare educational plans for different subjects at their various levels in the lower primary stage so that they include elements of effective educational plans.
- Design tests in a scientific manner and analyze and interpret their results to suit the nature of the primary stage.
D) Key or Transferable Skills
After studying this course, the student is expected to be able to:
- Design daily and semester study plans for different subjects for the primary stage.
- Prepare standardized and referenced tests according to the educational specifications for the lower primary stage.
- Designing an integrated educational situation by developing a plan, implementing it, and evaluating it for any subject in the lower primary stage.
ED 456 Children literature(3) Credit Hours
This course examines the nature, origins, and historic development of children’s literature over the years. The course covers the main objectives of children’s literature, including novels, drama, poetry, and story characters and content. The course also evaluates different methods for teaching children’s literature. Different types of children’s books are also reviewed in this course, all while considering the characteristics of each type of book and the methods necessary to teach them. The course looks at other issues related to children’s literature such as language development, its relation with reading, and how reading may help enhance children’s vocabulary. The course also defines testing standards and evaluation methods for the form and content of successful literary work. The course reviews various ways to present children’s literature, such as auditory, visually, and textually. Finally, the course analyzes some of the global works in children’s literature and compa |
ED 456 Children literature
(3) Credit Hours
This course examines the nature, origins, and historic development of children’s literature over the years. The course covers the main objectives of children’s literature, including novels, drama, poetry, and story characters and content. The course also evaluates different methods for teaching children’s literature. Different types of children’s books are also reviewed in this course, all while considering the characteristics of each type of book and the methods necessary to teach them. The course looks at other issues related to children’s literature such as language development, its relation with reading, and how reading may help enhance children’s vocabulary. The course also defines testing standards and evaluation methods for the form and content of successful literary work. The course reviews various ways to present children’s literature, such as auditorily, visually, and textually. Finally, the course analyzes some of the global works in children’s literature and compares it to regional and local works in Jordan.
| Course Code |
ED 456 |
| Course Title |
Children literature |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course examines the nature, origins, and historic development of children’s literature over the years. The course covers the main objectives of children’s literature, including novels, drama, poetry, and story characters and content. The course also evaluates different methods for teaching children’s literature. Different types of children’s books are also reviewed in this course, all while considering the characteristics of each type of book and the methods necessary to teach them. The course looks at other issues related to children’s literature such as language development, its relation with reading, and how reading may help enhance children’s vocabulary. The course also defines testing standards and evaluation methods for the form and content of successful literary work. The course reviews various ways to present children’s literature, such as auditorily, visually, and textually. Finally, the course analyzes some of the global works in children’s literature and compares it to regional and local works in Jordan. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Understand the concept of children's literature in terms of its nature, origin, and historical development throughout the ages.
-Define the main objectives of children's literature.
-Understand the different literary genres, such as: stories, plays, and poems, their characteristics and contents.
-Be able to master the criteria for writing and selecting children's literature.
-Be familiar with issues related to children's literature, such as language and methods of developing it, stages of age development, and their relationship to readers.
-Understand the different media of transmitting children's literature, including audio, visual, and written.
-Analyze literary works in children's literature globally, Arab, and locally.
Compare writing for children and writing for adults." |
| Course Outcomes |
A) Knowledge & Understanding: After studying this course, the student is expected to have knowledge and understanding of the following: - The concept of children's literature and its development.
- The importance of children's literature - The goals of children's literature - Children's books and the difference between writing for children and writing for adults - The concept of the story, its importance, goals, elements, types and classifications - The concept of the poem, and anthems, their classifications, types and characteristics - Traditional and modern children's literature media based on technology B) Cognitive Skills: After studying this course, the student is expected to be able to: - Analyze the literary and psychological differences between writing for children and writing for adults.
- Evaluate narrative models in terms of their possession of story elements in a way that achieves the desired goals.
- Criticize songs, anthems and poems in terms of their characteristics, writing standards and psychological and literary quality.
c) Practical Professional Skills After studying this course, the student is expected to be able to: - Design puppets and dolls using environmental waste.
- Write a play for children or stories in simple Arabic language and reflect positive values and behavior - Employ children's literary media to spread literary models that achieve the desired goals.
d) Key or Transferable Skills After studying this course, the student is expected to be able to: - Criticize any text for children, whether it is a story, a song or a play in terms of the criteria that have been studied.
- Participate in theatrical performances for the benefit of children as a teaching strategy.
ED 460 Science for elementary school teachers I(3) Credit Hours
This course covers the essential scientific concepts that deal with the natural life processes in the two major areas of science, chemistry and physics. Much of the Course content concentrates on the practical application of these sciences on daily life, in the field of energy, atomic structure, material science, chemical bonding, and organic compounds. This course consists of six units that cover the following: forms of energy and the changing processes between different types of energy, properties and units with some mathematical laws related to energy concept ,the three states of matter, forces between molecules, Atomic structure , theories about the building of modern atomic structure and the sub atomic particles, the main types of chemical r |
ED 460 Science for elementary school teachers I
(3) Credit Hours
This course covers the essential scientific concepts that deal with the natural life processes in the two major areas of science, chemistry and physics. Much of the Course content concentrates on the practical application of these sciences on daily life, in the field of energy, atomic structure, material science, chemical bonding, and organic compounds.This course consists of six units that cover the following: forms of energy and the changing processes between different types of energy, properties and units with some mathematical laws related to energy concept ,the three states of matter, forces between molecules, Atomic structure , theories about the building of modern atomic structure and the sub atomic particles, the main types of chemical reaction and the concept of balancing chemical equations are also addressed, the nature of the chemical bonding ionic or covalent on various types of chemicals, relate the bonding with the shape of molecules ,and the nature of organic compounds, naming them, the structure and uses of the organic compounds are also discussed.
| Course Code |
ED 460 |
| Course Title |
Science for elementary school teachers I |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course covers the essential scientific concepts that deal with the natural life processes in the two major areas of science, chemistry and physics. Much of the Course content concentrates on the practical application of these sciences on daily life, in the field of energy, atomic structure, material science, chemical bonding, and organic compounds.This course consists of six units that cover the following: forms of energy and the changing processes between different types of energy, properties and units with some mathematical laws related to energy concept ,the three states of matter, forces between molecules, Atomic structure , theories about the building of modern atomic structure and the sub atomic particles, the main types of chemical reaction and the concept of balancing chemical equations are also addressed, the nature of the chemical bonding ionic or covalent on various types of chemicals, relate the bonding with the shape of molecules ,and the nature of organic compounds, naming them, the structure and uses of the organic compounds are also discussed. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Get acquainted with the basic topics in the fields of natural sciences: physics and chemistry.
-Be able to master the applied aspects of practical knowledge in different areas of life.
-Master knowledge of the basic topics in the field of natural sciences: physics, chemistry in primary school.
-Get acquainted with the types of energy, the atomic structure of matter, materials and their interactions, chemical bonds and shapes of molecules, states of matter and forces between molecules, and organic compounds.
" |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Identify the concept of random experiment and accident.
- Identify the concept of regular probability.
- Distinguish between relative frequency and theoretical probability.
- Identify measures of central tendency.
- Identify the mathematical structure of Euclid's geometry in the plane.
- Identify lines, rays and straight lines.
- Identify complementary, supplementary, alternate, corresponding and allied angles.
- Identify the equilateral triangle and its properties.
- Identify polygons, especially the parallelogram, square, rectangle and rhombus.
- Identify the basic concepts in space geometry.
- Identify some non-standard measures.
- Identify length measures and the relationship between them.
- Identify the concept of drawing scale.
- Identify area measures.
- Identify volume measures.
- Identify temperature measures.
- Identify mass measures.
- Identify the concept of a mathematical problem and distinguish it from a mathematical exercise.
- Distinguish the conditions that make the given question a mathematical problem.
- Explain the importance of the subject of solving the problem in school mathematics curricula.
- Identify the factors and difficulties of the student's ability to solve the mathematical problem.
- Identify the factors that contribute to developing the student's ability to solve the mathematical problem.
- Identify contemporary trends in the standards, principles and content of primary school mathematics.
- Identify the principles of primary school mathematics.
- Identify the content standards in primary school mathematics.
- Identify the standards of operations in primary school mathematics.
- Identify the content of primary school mathematics.
- Describe, explain and analyze the content of primary school mathematics.
.B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Prove the laws of probability.
- Prove the properties of triangles of all types using congruence and similarity.
- Prove the properties of quadrilaterals using congruence and similarity
- Use the congruence of triangles to prove some theorems
- Prove some properties of parallelograms.
- Prove the Pythagorean theorem.
- Solve practical problems using the laws of area, perimeter and volume.
- Employ problem-solving strategies in solving various mathematical problems.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Find the sample space for a given random experiment.
- Calculate the probability of an event using probability laws.
- Summarize statistical data using tables and geometric figures.
- Use the properties of an equilateral triangle to calculate some quantities.
- Use proportionality in similarity to calculate some quantities.
- Calculate the volumes of some solids as well as their lateral area.
- Solve various problems on geometric theories.
- Employ the Pythagorean theorem in solving practical problems.
- Calculate the perimeter of a simple and complex geometric shape.
- Calculate the area of a simple and complex geometric shape.
- Calculate the volume of a simple and complex solid.
- Calculate the surface and lateral area of a simple and complex solid.
- Acquire the skill of teaching mathematical problem solving according to George Polya's strategy for organizing the solution.
- Acquire the skill of using different strategies to solve the mathematical problem in solving various mathematical problems.
- Acquire the skill of self-assessment in evaluating his performance in teaching mathematical problem solving.
- Acquire the skill of training his students to conduct a self-assessment of their performance in studying mathematical problem solving.
- Analyze mathematical content according to the content standards in primary school mathematics according to its different age stages.
- Analyze mathematical content according to the standards of operations in primary school mathematics according to its different age stages.
d) Transferable Skills (Key or Transferable Skills)
After studying this course, the student is expected to be able to:
- Calculate the probabilities of certain events using the counting method.
- Calculate the mean, mode, and median for given statistical data.
- Calculate the range, standard deviation, and variance for statistical data.
- Calculate the values of certain angles using different geometric theories.
- Calculate the lengths of the unknown sides in a right triangle using the Pythagorean theorem.
- Convert between length scales and the relationship between them.
- Use maps to find the distance between different cities using the drawing scale.
- Convert between area scales.
- Convert between volume scales.
- Convert between temperature scales.
- Convert between mass scales.
- Convert between length scales.
Defines standards in elementary mathematics according to different age groups.
ED 462 Science for elementary school teachers II(3) Credit Hours
This course covers the essential scientific concepts that deal with the natural life processes in the two major areas of science, biology and geology. Much of the Course content concentrates on the practical application of these sciences on daily life, such as cell structure, human body, genetics, plants, and earth and planet structure. This course consists of five units; cell structure which addresses the main concepts related to cellular parts and functions, including meioses and mitoses, human body which covers the main parts of human body and describes their functions. Genetics introduces the primary concepts of genetics, and the theories and laws of inheridity. Plant anatomy covers the structure of plants and the function of each part of the plant, and earth science covers the nature of earth structure, and the planets, the rock cycle, the volcanoes and earth quakes.
ED 468 Methodolog |
ED 462 Science for elementary school teachers II
(3) Credit Hours
This course covers the essential scientific concepts that deal with the natural life processes in the two major areas of science, biology and geology. Much of the Course content concentrates on the practical application of these sciences on daily life, such as cell structure, human body, genetics, plants, and earth and planet structure.This course consists of five units; cell structure which addresses the main concepts related to cellular parts and functions, including meioses and mitoses, human body which covers the main parts of human body and describes their functions. Genetics introduces the primary concepts of genetics, and the theories and laws of inheridity. Plant anatomy covers the structure of plants and the function of each part of the plant, and earth science covers the nature of earth structure, and the planets, the rock cycle, the volcanoes and earth quakes.
| Course Code |
ED 462 |
| Course Title |
Science for elementary school teachers II |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course covers the essential scientific concepts that deal with the natural life processes in the two major areas of science, biology and geology. Much of the Course content concentrates on the practical application of these sciences on daily life, such as cell structure, human body, genetics, plants, and earth and planet structure.This course consists of five units; cell structure which addresses the main concepts related to cellular parts and functions, including meioses and mitoses, human body which covers the main parts of human body and describes their functions. Genetics introduces the primary concepts of genetics, and the theories and laws of inheridity. Plant anatomy covers the structure of plants and the function of each part of the plant, and earth science covers the nature of earth structure, and the planets, the rock cycle, the volcanoes and earth quakes. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Get acquainted with the basic topics in the fields of natural sciences: physics and chemistry.
-Be able to master the applied aspects of practical knowledge in different areas of life.
-Master knowledge of the basic topics in the field of natural sciences: physics, chemistry in primary school.
-Get acquainted with the types of energy, the atomic structure of matter, materials and their interactions, chemical bonds and shapes of molecules, states of matter and forces between molecules, and organic compounds.
" |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Know the components of the cell, their types and functions.
- Understand the types of cell division, equal and fair.
- Know Mendelian genetics and Mendel's laws and their applications.
- Know the parts of plants, their types, functions, methods of reproduction and examples of them.
- Know the different concepts in the unit of the Earth and the universe from stars, planets, meteors, meteorites, comets, etc.
- Know the types of rocks, different terrestrial movements, types of stars and stages of their development and the Big Bang Theory
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Analyze the nature of the relationship between the components of the different cells and their connection to a great system
- Describe the methods of transporting materials to and from the cell and receptors in the human body.
- Compare the types of cell division, as well as the types of reproduction in plants.
- Analyze the mechanism of hearing and vision in the human body, eye diseases and how to protect them.
- Interpret Mendel's laws of genetics and distinguish them to solve various genetic problems.
- - Realize the greatness of the Creator and the universe and try to display the parts of the Earth and the universe unit and link them.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Explain the mechanism of hearing and ear and distinguish the function of each part of the cell
- Draw the stages of cell division and parts of the ear.
- Apply probabilities and Mendel's laws of genetics to know the results of mating for each generation.
- Employ the information in each lesson and link it to our life reality and give examples of it with enhanced pictures and videos.
- Summarize the Earth and Universe unit from the origin of the universe, planets, various celestial bodies, terrestrial processes, layers of the Earth, types of rocks and link them.
D) Key or Transferable Skills
After studying this course, the student is expected to be able to:
Preserve all parts of the body and sense the greatness of the Creator in His creation and reflect this in the answers and discussions.
Include real-life examples of different types of reproduction in plants and their life stages.
Discuss and explain Mendelian genetics issues and their applications and solve any new issue about Mendel's laws.
- Preserve plants of different types and highlight their importance to us in tests and activities.
- Manage the solar system, the universe, volcanoes, earthquakes and the power of God Almighty by discussing attractive videos and reading different maps, and showing the effect of that in students' ongoing discussions.
- Know the types of rocks, different terrestrial movements, and the types and colors of stars.
|
ED 468 Methodology of science for elementary school
(3) Credit Hours
This course aims to provide students with the essential skills in methods of teaching science for elementary school teachers by introducing several teaching strategies and modern approaches for instruction as well as various methods of teaching styles such as lecturing, discussion, group works, projects and problem solving. It also introduces examples of science lesson plans with proper objectives .The course content also emphasizes the importance of performing practical activities in classes or experiments in the laboratory, and how to address the misconceptions of understanding science theories, finally the course emphasizes on the importance of the process of evaluation of students work as a cumulative or as ongoing students assessments.
| Course Code |
ED 468 |
| Course Title |
Methodology of science for elementary school |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to provide students with the essential skills in methods of teaching science for elementary school teachers by introducing several teaching strategies and modern approaches for instruction as well as various methods of teaching styles such as lecturing, discussion, group works, projects and problem solving. It also introduces examples of science lesson plans with proper objectives .The course content also emphasizes the importance of performing practical activities in classes or experiments in the laboratory, and how to address the misconceptions of understanding science theories, finally the course emphasizes on the importance of the process of evaluation of students work as a cumulative or as ongoing students assessments. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Acquire the theoretical and scientific competencies and skills that enable him to teach science at the primary stage.
-Evaluate science learning and teaching at the primary stage.
-Formulate educational objectives and a teaching plan and prepare theoretical and practical lessons and appropriate educational materials for teaching science at the primary stage and practical activities and evaluate them.
-Master basic teaching skills in the field of science teaching." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- The nature of science, its characteristics, stages, objectives and controls.
- Understanding the characteristics of scientists and the role of technology in science and society.
- Understanding the stages of science, the stages of the scientific method, the components of science and its forms.
- Understanding the objectives and their various fields, tendencies, trends and scientific values.
- Knowing the forms of science and the basic and integrated processes of science, as well as scientific activities and sources of misunderstanding.
- Knowing the methods, approaches and strategies of teaching science, how to evaluate and the types of tests.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Analyze the nature of science, its components and the relationship between science, technology and society.
- Compare the different processes of science, and compare the forms of science.
- Analyze the methods, strategies and approaches of teaching science.
- Plan the teacher's lessons in his practical life and analyze the objectives for its various fields.
- Explain the advantages and disadvantages of the methods and strategies of teaching science.
- Analyzing different strategies to treat students' misunderstanding of scientific concepts.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Classify science teaching objectives and prepare daily and semester study plans to teach different scientific concepts.
- Formulate cognitive, skill and emotional objectives in teaching science.
- Employ and develop science teaching methods, strategies and approaches in different situations.
- Analyze the content of science topics or science teaching plans.
- Summarize the advantages and disadvantages and how to improve science teaching methods, approaches and strategies.
- Apply methods and strategies that enable the teacher to perform his tasks and apply them in teaching different sciences successfully, such as planning, teaching and evaluation skills, etc.
- Apply and use basic and integrated science processes in teaching science with the aim of developing students' thinking and correcting misconceptions.
D) Key or Transferable Skills
After studying this course, the student is expected to be able to:
- Suggest solutions and necessary steps to overcome the difficulties facing teachers in teaching, planning or implementation.
- Evaluating the teaching performance of some science teachers while teaching science subjects in the primary stage, and suggesting some scientific activities in teaching science.
- Preparing a lesson on a science subject for primary school students according to the methods, approaches or strategies that have been studied, and preparing various tests and scales to evaluate students' acquisition of them.
- Choosing the appropriate different methods or strategies that enable the teacher to carry out his tasks in teaching science and summarizing the teacher's role in planning, implementation and evaluation.
ED 482 Environmental and health science(3) Credit Hours
In this course many important topics related to health and environmental science are covered including the essentials of environment components and the interactions of these components with the ecosystem, and the relationships of these components with the living organisms in the environment. The course has three main goals, first to learn how the natural environment works, second to understand how humans interact with the environment at homes and schools or work places, and also to determine the effect of the environment on human health. The third goal is determining how humans affect the environment and the effect of the environment on human health.It also includes finding ways to deal with these effects. Students will learn about factors that affect human life such as consuming different types of natural resources: renewable and nonrenewable resources, rapid population increase and its effect on the natural resources, climate change, and depletion of ozone layer, air pollution, healthy food choices, infectious diseases, types of health poisoning and protecti |
ED 482 Environmental and health science
(3) Credit Hours
In this course many important topics related to health and environmental science are covered including the essentials of environment components and the interactions of these components with the ecosystem, and the relationships of these components with the living organisms in the environment. The course has three main goals, first to learn how the natural environment works, second to understand how humans interact with the environment at homes and schools or work places, and also to determine the effect of the environment on human health. The third goal is determining how humans affect the environment and the effect of the environment on human health.It also includes finding ways to deal with these effects.Students will learn about factors that affect human life such as consuming different types of natural resources: renewable and nonrenewable resources, rapid population increase and its effect on the natural resources, climate change, and depletion of ozone layer, air pollution, healthy food choices, infectious diseases, types of health poisoning and protective or mental health.
| Course Code |
ED 482 |
| Course Title |
Environmental and health science |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
In this course many important topics related to health and environmental science are covered including the essentials of environment components and the interactions of these components with the ecosystem, and the relationships of these components with the living organisms in the environment. The course has three main goals, first to learn how the natural environment works, second to understand how humans interact with the environment at homes and schools or work places, and also to determine the effect of the environment on human health. The third goal is determining how humans affect the environment and the effect of the environment on human health.It also includes finding ways to deal with these effects.Students will learn about factors that affect human life such as consuming different types of natural resources: renewable and nonrenewable resources, rapid population increase and its effect on the natural resources, climate change, and depletion of ozone layer, air pollution, healthy food choices, infectious diseases, types of health poisoning and protective or mental health. |
| Course Objectives |
"At the end of the course, the student will be able to:
-Identify the basics of health and environmental sciences and employ them in school work.
-Caring for the child's health in the school environment.
-Gain knowledge and experience by identifying environmental obstacles represented by health factors at all educational levels.
-Master the basics of health and environmental sciences, their curricula and objectives, and the relationship of environmental health to educational sciences and the field of school work.
-Acquire basic skills in the school environment, identify the health services available to individuals and groups, and cooperate with teachers, psychologists, social workers or counselors.
-Be interested in providing activities, health and environmental guidance programs for parents and society in general." |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Knowledge of the concepts of environmental and health sciences from the environment, ecosystem, public health, environmental health, and humans and their needs
- Understanding the different environmental concepts and biogeochemical cycles.
- Understanding the environmental basics and the relationships between environmental components and the most important environmental problems.
- Understanding the impact of the individual and groups of all kinds and their relationship to the environment and biological interactions and their relationship to the work of groups..
- Knowledge of epidemic diseases and methods of treating and preventing them and toxins and their relationship to food, health and the environment
- Understanding the objectives of environmental education and environmental pollution and its types and the importance of preserving the environment and health
- Knowledge of the components of the earth, its layers and covers and the importance of trees, crops and a healthy home.
- Knowledge of health education methods and school health and their role in society.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Analyze the different environmental and health concepts, explain them and link them.
- Comparing biogeochemical cycles as well as different ecosystems
- Deriving many experiences that enhance health and environmental awareness.
- Linking information related to the environment with public health in all course topics.
- Awareness of the effects of environmental pollution and thinking of solutions to mitigate it.
- Linking sustainable development to reality and our role in it, as well as the environmental footprint, and classifying concepts related to the environment and health and their relationship to humans and their impact on their health as well as the environment.
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- The ability to draw relationships between environmental concepts and biogeochemical cycles in different forms such as concept maps and others.
- Employing environmental and health education in practical life and presenting applied ideas for different concepts.
- The ability to deal with groups of all kinds in the school and local environment and justifying its connection to them.
- Applying technology to reduce pollution and various environmental problems and explaining applied ideas for them.
- Reflecting the role of the family and its impact on the environment in his discussions and answers.
- Applying methods and strategies that enable the teacher to carry out his duties and increase environmental and health awareness among students and bear responsibility for the environment and its elements.
D) Key or Transferable Skills
After studying this course, the student is expected to be able to:
- Preserve the components of the environment and apply the principles of environmental education and health in reality and show them in the student's answers.
- Preserve biogeochemical cycles and various ecosystems and belong to environmental and health groups aiming for sustainable development.
- Preserve the cultivation of trees and various crops and provide a healthy environment in homes, schools and universities, and stay away from pollutants, toxins and various pathogens and apply methods of prevention and the role of the individual in that.
- Drawing food chains and networks and explaining the relationships between them.
- Highlighting the role of school health programs and their various services and the responsibility of the student, teacher and society as a whole in the environment.
- Constantly promoting the conditions of healthy housing, healthy educational construction, healthy food and the effects on public health in answers and discussions wherever they are found.
|
ED 601 Curriculum Analysis and Development
(3) Credit Hours
• This module provides students with the principles, components, and approaches of designing curriculum aligns with the learning outcomes. Also, it aims to leverage the skills of students in terms of analysing, developiing and evaluating curriculum. In each part of the module, it is highlighting the role of technology in enhancing curriculum.
| Course Code |
ED 601 |
| Course Title |
Curriculum Analysis and Development |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the principles, components, and approaches of designing curriculum aligns with the learning outcomes. Also, it aims to leverage the skills of students in terms of analysing, developiing and evaluating curriculum. In each part of the module, it is highlighting the role of technology in enhancing curriculum. |
| Course Objectives |
The general aims of the module are to:
• Demonstrates emerging developments in curriculum definition.
• Provide students with a thorough understanding of the principles, theories, and concepts related to curriculum analysis and development.
• Recognise the key frameworks and models for evaluating and analyzing curricula.
• Promote curriculum alignment with educational goals, standards, and learning outcomes, especially when integrating technology with the process of curriculum planning.
• Enhance students ‘analytical skills by equipping them with tools and techniques to critically analyse current curricula in terms of the general guideline of curricula prepared by MoE.
• Design curricula that engage and empower students, fostering active and meaningful learning experiences using instructional technology.
|
| Course Outcomes |
A. Knowledge and understanding
By the end of the module, learners will be expected to:
A1. Perceive the key principles, theories, and models related to curriculum analysis and development.
A2. Demonstrate knowledge of different curriculum evaluation methods and their applications.
A3. Know the different components of curriculum, namely, learning outcomes, content, instructional strategies, and evaluation.
A4. Recognise the foundations of the curriculum (philosophical, cognitive, psychological, social) and the organizational approaches.
A5. Demonstrate knowledge of the curriculum planning models.
A6. Familiarise with the stages of curriculum engineering in designing technological curriculum.
B. Cognitive skills
By the end of the module, learners will be expected to:
B1. Analyse the different principles, theories, and foundations of curriculum.
B2. Evaluate the national curriculum in terms of embedment of technological tools or considering the general framework of the curricula. .
B3. Analyse the components of the curriculum of his/her major.
B4. Assess the alignment between curricula and educational goals, standards, and learning outcomes
B5. Synthesise the stages of curriculum engineering in designing technological curriculum.
C. Practical and professional skills
By the end of the module, learners will be expected to:
C1. Demonstrate the model or the theory embedded in the national curricula.
C2. Design curriculum components (learning outcomes, content, instructional strategies, and evaluation) of his or her major following the curriculum engineering stages
C3. Develop components of the curriculum related to his/her major based on the recent technological tools.
D4. Develop the design of a component-based technology curriculum.
D5. Adopt and defends a model of curriculum planning
D6. Demonstrate adaptability and flexibility in responding to evolving educational needs and contexts, adapting curricula to address emerging challenges and opportunities
|
ED 623 Educational Psychology
(3) Credit Hours
• This module provides students with the theoretical background in Educational Psychology including different theories and pedagogical applications. Also it provides them with basic understanding of Educational Psychology principles and raises their skills in relying on empirical data in the field when seeking to create new educational technology software.
| Course Code |
ED 623 |
| Course Title |
Educational Psychology |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the theoretical background in Educational Psychology including different theories and pedagogical applications. Also it provides them with basic understanding of Educational Psychology principles and raises their skills in relying on empirical data in the field when seeking to create new educational technology software. |
| Course Objectives |
The general aims of the module are to:
• Equipping students with a theoretical framework in Educational Psychology that they can employ in future professional settings and educational technology designs.
• develop the conceptual understanding of educational psychology and enable them to understand the importance and application of the knowledge of educational psychology in the teaching learning context.
• Develop students’ basic understanding of Educational Psychology principles that can be used to create more optimal learning environments and interactions in their future professional settings.
• Foster students’ ability to rely on empirically backed Educational Psychology solutions to educational technology problems or innovations.
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Specify common factors that play a role in successful teaching and student learning.
A2: Demonstrate an understanding of the cognitive processes essential to student learning.
A3: Understand methods and strategies appropriate for working with students’ individual differences.
A4: Demonstrate an understanding of the different schools of thought in Educational Psychology (i.e., behaviourist, cognitive, social, humanistic, and ecological).
A5: Demonstrate an understanding of child development themes (i.e., cognitive, social, and moral).
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Critically evaluate and analyse research articles in the field of educational psychology.
B2: Develop solid and evidence-backed arguments for employing methods and strategies for pedagogical issues.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Effectively employ educational psychology theories in pedagogical settings.
C2: Present a persuasive presentation to a critical audience.
C3: Employ empirical data to drive decision making in pedagogical situations.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Employ research readings to develop persuasive arguments.
D2: Present a persuasive presentation to a critical audience.
|
ED 636 Internet Applications in Education
(3) Credit Hours
• This module provides students with the theoretical background in e-learning and educational web including different theories and pedagogical applications. Also it provides them with basic understanding of contemporary web-related terminologies, different web applications, and their pedagogical use for optimizing teaching and learning. Throughout the module, students acquire the skill of creating web tools for teaching & Learning and are expected to develop educational web based applications to deliver teaching in traditional and in distance learning environments putting related theories into practice.
• In general, the module enhances students’ technological skills and provides them with the fundamentals of using web-based technologies in optimizing teaching and learning especially in distance learning settings. This will help in working with other modules that deals with technology and its design.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
| Course Code |
ED 636 |
| Course Title |
Internet Applications in Education |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
• This module provides students with the theoretical background in e-learning and educational web including different theories and pedagogical applications. Also it provides them with basic understanding of contemporary web-related terminologies, different web applications, and their pedagogical use for optimizing teaching and learning. Throughout the module, students acquire the skill of creating web tools for teaching & Learning and are expected to develop educational web based applications to deliver teaching in traditional and in distance learning environments putting related theories into practice.
• In general, the module enhances students’ technological skills and provides them with the fundamentals of using web-based technologies in optimizing teaching and learning especially in distance learning settings. This will help in working with other modules that deals with technology and its design.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
| Course Objectives |
- Provide students with appropriate knowledge and training about different internet applications in education and their pedagogical use for optimizing learning.
- Link between related theories and practice
- Develop students' skills in developing educational web based applications to deliver teaching.
|
| Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to: A1: Understand e-learning as an emerging force in education. A2: Recognize the evolution of the web. A3: Understand the pedagogical value of the web. B. Cognitive skills At the end of the module, learners will be expected to: B1: Critically explore connections exist between web technologies and epistemological theories B2: Critically explore pedagogical designs for optimizing e-learning B3: Reflect critically on the classification of internet applications from an educational perspective C. Practical and professional skills At the end of the module, learners will be expected to: C1: Use Web applications to develop educational web content C2: Employ appropriate web based technology to deliver teaching C3: Plan and design instructional situations based on web technologies D Key transferable skills At the end of the module, learners will be expected to: D1: Collaboratively communicate thoughts using web based tools. D2: Pedagogically evaluate the appropriateness of web based educational materials. D3: Think critically on how to develop strategies for effective use of web based applications to optimize learning experience |
ED 641 Computer Applications in Statistical Analysis
(3) Credit Hours
• This module provides students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Students will be able to deal with data gathered from statistical tests in entering, modifying values, sorting, selecting and describing it.
| Course Code |
ED 641 |
| Course Title |
Computer Applications in Statistical Analysis |
| Pre-requisite |
ED632 |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Students will be able to deal with data gathered from statistical tests in entering, modifying values, sorting, selecting and describing it. |
| Course Objectives |
The general aims of the module are to:
This course aims to provide students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Specifically, this course aims to:
• Provide students with basic concepts related to the statistical package SPSS.
• Introducing the students to different statistical procedures suitable for each type of data.
• Enabling students mental and mathematical processing of data analysis results using the SPSS package
• Enable students problem-solving skills to address new problems and situations that arise when dealing with SPSS
• Identification of basic concepts related to the statistical package in the social sciences SPSS.
• Differentiate statistical procedures appropriate for each type of data.
• Reading the results of using the SPSS package in data analysis.
• Writing the reports of the results according to the SPSS package
The module also aims to teach students about:
- Introduction
- Introduction to SPSS
- Data analysis with SPSS: general aspects, workflow, critical issues
- SPSS: general description, functions, menus, commands
- SPSS file management
- Input and data cleaning
- Defining variables
- Manual input of data
- Automated input of data and file import
- Data Transformation
- Syntax files and scripts
- Output management Exercise
Modifying Data Values
- Creating a Categorical Variable from a Scale Variable
- Computing New Variables
Using Functions in Expressions
Using Conditional Expressions
- Working with Dates and Times
- Calculating the Length of Time between Two Dates
Sorting and Selecting Data
- Sorting Data
- Split-File Processing
Sorting Cases for Split-File Processing
Turning Split-File Processing On and Off
- Selecting Subsets of Cases
Selecting Cases Based on Conditional Expressions
Selecting a Random Sample
Selecting a Time Range or Case Range
Treatment of Unselected Cases
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1 Know statistics concepts, descriptive, inferential and advance level.
A2: Demonstrate the importance of using SPSS Package in the statistical analysis. .
A3: Understand appropriate statistical procedures for analysing research data.
A4 : Explain the nature and structure of quantitative data including concepts such as variables, levels of measurement, and unit of analysis
A5: Understand basic concepts of probability, data distributions, sampling, inferences, and statistical significance.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Gain the ability to manipulate data.
B2: Analyse the ethics of data analysis.
B3: Acquire the skill of selecting and using the appropriate statistic for different educational researches.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Conduct significance tests, including, but not limited to:
a. Descriptive statistics
b. Frequencies
c. T-test
d. ANOVA
e. Chi-Square
f. Correlation
g. Regression and more.
C2: Manipulate statistical findings accurately and meaningfully
C3: Develop the statistical analysis skill in analyzing educational research projects.
D Key transferable skills
At the end of the module, learners will be expected to:
D1 : Use problem-solving skills to address new problems and situations that arise when dealing with SPSS
D2 : Employ the SPSS program in analyzing different data types.
D3 : Differentiate statistical procedures appropriate for each type of data.
D4 : Read the results of using the SPSS package in data analysis
|
ED 642 Planning & management of instructional technology projects
(3) Credit Hours
· This module provides students with comprehensive knowledge and skills of project planning and management in instructional technology operations. Where students will be able to participate in instructional technology projects in their institution.
| Course Code |
ED 642 |
| Course Title |
Planning & management of instructional technology projects |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
· This module provides students with comprehensive knowledge and skills of project planning and management in instructional technology operations. Where students will be able to participate in instructional technology projects in their institution. |
| Course Objectives |
The general aims of the module are to:
• The overall aim of the course is to give students the comprehensive knowledge and skills of project planning and management in instructional technology operations.
• After passing the course successfully, the students shall be able to participate in instructional technology projects in their institution.
The module also aims to teach students about
• Use project planning and management concepts to solve a variety of instructional problems
• Identify the system view of project planning and management, and how it applies to instructional technology projects
• Name activities and people issues that are involved in controlling and managing changes to projects
• Calculate project time and cost estimates using a variety of quantitative as well as financial measures
• Define and assess quality using a diversity of tools and techniques
• Apply and select projects using a collection of risk analysis techniques as well as qualitative methods
• Examine and document local as well as global contemporary issues affecting the project management of competitive enterprises
• Engage critically with a range of literary texts and complex critical, theoretical material;
• Contribute in an informed way, to current debates about trends and issues in instructional technology;
• Construct and present sophisticated, coherent and persuasive written and oral arguments;
• Plan and write a TMAs, presented with In light of scientific writing standards and sound methodology;
• Communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
• Using feedback from the tutor and peer feedback from students and other resources effectively to improve students’ performance
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1. Be familiar with the bases of planning and managements of projects in instructional technology
A2. Understand current issues and challenges in planning and managing in instructional technology projects.
A3. Demonstrate procedures of managing a project at instructional technology in real environment.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Reflect critically on current issues raised while implementing Instructional Technology projects;
B2. Evaluate methods and approaches implemented in Instructional Technology projects
B3. Compare between concepts and theories appropriately;
At the end of the module , learners will be expected to:
C1. Use research –Based approaches in planning and designing instructional technology projects.
C2. Employ stages of planning and managing instructional technology projects.
C3. Plan and manage a project according to specified educational guidelines.
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with colleagues in working groups
D2. Show skills of planning and managing projects in different fields.
D3. Deal effectively with open education resources while planning and managing projects.
|
ED513 Educational Administration
(3) Credit Hours
This course aims at enabling students to know what educational management means and how effective educational management can be applied in his field work. Students are to be introduced to the nature of management, main factors affecting educational management, as well as educational leadership; its types, requirements and skills, how educational decisions are made and what basic theories should be taken into account in this respect. Students are also introduced to the main aspects of effective in educational communication as well as educational advisory, its nature, role, and evaluation.
| Course Code |
ED513 |
| Course Title |
Educational Administration |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims at enabling students to know what educational management means and how effective educational management can be applied in his field work. Students are to be introduced to the nature of management, main factors affecting educational management, as well as educational leadership; its types, requirements and skills, how educational decisions are made and what basic theories should be taken into account in this respect. Students are also introduced to the main aspects of effective in educational communication as well as educational advisory, its nature, role, and evaluation. |
| Course Objectives |
1. Understanding Educational Management: Enable students to comprehend the meaning of educational management and how to apply effective management practices in their fieldwork.
2. Developing Leadership and Decision-Making Skills: Introduce students to the fundamentals of educational leadership, including its types, necessary skills, and how educational decisions are made, while considering essential theories.
|
| Course Outcomes |
A) Knowledge and Understanding
• Recognize the concepts, functions, patterns, sources, steps, forms, duties, and theories related to educational management.
• Understand the concept of total quality management, its goals, principles, requirements, and benefits.
• Clarify the concept of governance in educational management, its elements, dimensions, and objectives.
• Identify the challenges facing educational management.
• Understand the concept of accountability, its elements, types, justifications, and problems.
• Understand the concept of electronic management, its requirements, and advantages.
B) Intellectual Skills
• Contribute to planning how to overcome the challenges of applying theory in educational management.
• Analyze the current state of educational management in the work environment.
C) Professional and Practical Skills
• Utilize different types of educational management and leadership.
• Apply the steps of decision-making in educational management.
• Utilize human resources according to appropriate needs.
• Train and develop human resources to serve the educational process.
• Apply the steps of total quality management in educational management.
• Employ communication skills in the administrative process.
• Apply the concept of governance in educational management.
• Conduct research on modern trends and global experiences in the field of educational management.
D) Basic/Transferable Skills
• Deepen the understanding of effective educational management, decision-making processes, total quality management, and time management.
• Activate the role of educational accountability to address challenges facing educational management.
• Build collaborative work teams that support educational management plans.
• Effectively apply educational management in its various processes.
|
ED521 Educational Psychology
(3) Credit Hours
This course presents the theories and principles of the concepts and topics related to educational psychology in a school setting. The topics are specifically related to the processes of learning and teaching, which are reviewed in light of behavioral and cognitive theories as well as empirical methods on improving student motivation and skills given the current context of our schools. This course also defines and discusses topics related to learners’ emotional, social, cognitive, and other relevant developmental milestones. Finally, this course includes a review of the procedures and tools necessary to assess the educational process, considering the nature of educational assessments and its benefits.
| Course Code |
ED521 |
| Course Title |
Educational Psychology |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course presents the theories and principles of the concepts and topics related to educational psychology in a school setting. The topics are specifically related to the processes of learning and teaching, which are reviewed in light of behavioral and cognitive theories as well as empirical methods on improving student motivation and skills given the current context of our schools. This course also defines and discusses topics related to learners’ emotional, social, cognitive, and other relevant developmental milestones. Finally, this course includes a review of the procedures and tools necessary to assess the educational process, considering the nature of educational assessments and its benefits. |
| Course Objectives |
1. Understand Theories and Principles of Educational Psychology: Familiarize students with theories and principles related to educational psychology, focusing on learning and teaching processes in a school setting.
2. Explore Developmental Aspects of Learners: Examine the emotional, social, cognitive, and other developmental milestones relevant to learners.
3. Assess Educational Processes: Learn about the procedures and tools necessary for assessing the educational process, including the nature and benefits of educational assessments.
|
| Course Outcomes |
A) Knowledge and Understanding
• Recognize the concepts related to educational psychology, its importance, topics, and research methods.
• Understand the concepts related to development, its principles, and the theories that explain it.
• Identify the theories and models of behavioral and cognitive learning.
• Clarify the concepts related to intelligence, its theories, tests, and applications.
• Understand the concept of motivation and its theories.
• Recognize the concept of thinking, its skills, types, and strategies for each type.
• Explain the concept of problem-solving, its types, and strategies for its development.
• Understand the information processing and handling model.
B) Intellectual Skills
• Master the elements of the educational psychology system and their relationship to its topics and fields.
• Differentiate between concepts related to educational psychology in contexts connected to the learning process.
• Plan to explain one of the motivation theories presented in the course.
• Analyze the relationships between the concepts included in learning theories.
• Identify the psychological and cognitive foundations of learning theories.
• Scientifically predict learners' behavior and academic performance.
• Appreciate the differences and diversity among learners and how to address them professionally.
• Value the integration of different aspects of learners’ development.
• Investigate the importance of motivation in developing higher-order thinking skills in oneself and learners.
• Compare different development theories.
• Analyze moral development theories.
• Analyze social development theory.
• Analyze the stages of information processing (attention, perception, memory).
• Analyze higher-order thinking skills, creative and critical thinking, problem-solving in education, compare them, and metacognition.
C) Professional and Practical Skills
• Apply motivation theories and their applications in classroom teaching.
• Enhance the motivation for learning and academic achievement in learners.
• Apply higher-order thinking skills, creative and critical thinking, problem-solving, and metacognition in education.
D) Basic/Transferable Skills
• Deepen awareness of the importance of educational psychology and its role in the teaching and learning process.
• Develop a spirit of discussion and classroom interaction.
• Activate problem-solving methods.
• Provide proposals for blended learning.
|
ED523 Educational Measurement and Evaluation
(3) Credit Hours
This course introduces students to the historical development of measurement and evaluation, concepts and general principles in this field as well as its statistical concepts, methods and applications. It also addresses the terms and conditions of good tests (testing reliability and validity) and analysis of test items. This course also deals with the types of achievement tests design, construction, and methods of evaluation. The main concern of the course is to provide students with the main skills related with testing, measuring and evaluating their students’ performance at the various instructional and educational levels.
| Course Code |
ED523 |
| Course Title |
Educational Measurement and Evaluation |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course introduces students to the historical development of measurement and evaluation, concepts and general principles in this field as well as its statistical concepts, methods and applications. It also addresses the terms and conditions of good tests (testing reliability and validity) and analysis of test items. This course also deals with the types of achievement tests design, construction, and methods of evaluation. The main concern of the course is to provide students with the main skills related with testing, measuring and evaluating their students’ performance at the various instructional and educational levels. |
| Course Objectives |
Understand the Conceptual Foundations of Measurement and Evaluation: Familiarize students with the historical development, concepts, and general principles of measurement and evaluation, including related statistical concepts, methods, and applications.
2. Develop Skills in Test Design and Analysis: Equip students with the ability to design and construct various types of achievement tests, ensuring they meet reliability and validity standards, and analyze test items effectively.
3. Apply Measurement and Evaluation Techniques: Enable students to acquire the necessary skills to test, measure, and evaluate student performance across different instructional and educational levels.
|
| Course Outcomes |
A) Knowledge and Understanding:
• Understanding the nature of measurement and evaluation and distinguishing between them.
• Understanding the nature of learning and achievement and distinguishing between them.
• Understanding the levels of educational objectives and their importance in the teaching and evaluation processes.
• Understanding the objectives of continuous assessment and its benefits.
• Understanding levels of measurement.
• Understanding the functions and characteristics of evaluation in the teaching process.
• Identifying the problems that hinder continuous formative assessment.
B) Cognitive Skills:
• Planning the teaching process and constructing measurement and evaluation tools.
• Planning classroom assessment and identifying its skills and various stages.
• Making appropriate decisions regarding the assessment tools used in the learning and teaching process.
• Being aware of the factors to consider when preparing various types of test questions.
• Identifying students' personal traits and working on measuring and considering them during the learning and teaching process.
• Evaluating emotional characteristics and recognizing the importance of these characteristics and various methods for assessing them.
C) Practical Professional Skills:
• Constructing various classroom assessment methods and tools.
• Implementing continuous formative assessment in educational situations.
• Applying various statistical methods to organize and interpret classroom test scores, and examining the validity and reliability of different measurement tools.
D) Basic / Transferable Skills:
• Flexibility in planning different classroom activities.
• Monitoring academic progress and how close students are to achieving the objectives.
• Developing activities that help students participate in self-assessment of their performance and assist them in learning more effectively.
• Applying measurement and evaluation principles to assess the level of achievement among learners.
• Utilizing classroom assessment results in various educational situations
|
ED531 Curriculum planning and development
(3) Credit Hours
This course aims to address students to the concept of curriculum, its elements, construction, its development, and various methods of planning of student centered, knowledge centered and society centered curriculum and their strategies. It also addresses the characteristics of various types of curriculum such as the application and blended curriculum as well as future challenges. It provides students with the basics and characteristics of Islamic Curriculum, as well as its aims and models and strategies.
| Course Code |
ED531 |
| Course Title |
Curriculum planning and development |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to address students to the concept of curriculum, its elements, construction, its development, and various methods of planning of student centered, knowledge centered and society centered curriculum and their strategies. It also addresses the characteristics of various types of curriculum such as the application and blended curriculum as well as future challenges. It provides students with the basics and characteristics of Islamic Curriculum, as well as its aims and models and strategies. |
| Course Objectives |
Understanding Curriculum Concepts: To introduce students to the concept of curriculum, including its elements and construction.
2. Curriculum Development: To explore the development of various types of curriculum.
3. Planning Methods: To examine different methods of planning student-centered, knowledge-centered, and society-centered curricula, along with their strategies.
4. Characteristics of Curriculum Types: To identify and analyze the characteristics of various curriculum types, including application and blended curricula.
|
| Course Outcomes |
A) Knowledge and Understanding:
• Distinguishing between vertical and horizontal content organization.
• Distinguishing between knowledge-centered organizations, learner-centered curricula, and society-centered curricula.
• Recognizing models of curriculum organization centered on the learner, knowledge, and society.
• Identifying the characteristics of curricula derived from the three main organizations (knowledge, learner, and society).
• Understanding the characteristics, elements, and foundations of the Islamic curriculum.
• Learning about the mechanisms for planning school curricula and the steps involved.
• Understanding how to develop school curricula and the justifications for doing so.
B) Cognitive Skills:
• Analyzing the common characteristics among knowledge-based organizational models, learner-based organizations, and society-based organizations.
• Analyzing the elements of each organization and identifying their strengths and weaknesses.
• Analyzing the curriculum taught by the student according to their specialization to determine the curriculum organization followed by the curriculum developers in planning the curriculum.
• Critiquing various organizations in terms of their ability to meet the requirements of the 21st century.
C) Practical Professional Skills:
• Applying different organizations to curricula that keep pace with innovations and updates.
• Utilizing strengths in designing curricula based on a balanced curriculum organization.
• Tracking the curriculum organization for their specialization and determining how the curriculum was developed based on it.
D) Basic / Transferable (Transformative) Skills:
• Analyzing the content of the curriculum they study both vertically and horizontally.
• Planning a unit reference for their specialization's curriculum according to the core curriculum, as it is the balanced curriculum.
• Identifying areas for development needed in the curriculum they stud
|
ED532 Educational technology and educational application
(3) Credit Hours
This course aims to address students to the practical applications to the main theories that form the bases for Instructional Technology, such as education, learning, communication, human development and system theory. It stresses on the integration of new technology to curriculum, and how it affects teaching methods and strategies in order to acquire the stated cognitive, affective and psychomotor objectives. It also addresses students to the latest innovations in digital technology and its applications in education, such as E Learning, Open, Blended, Mobile and Virtual Learning. The course stresses the practical application of Instructional Design using new Computer and Information Technology in choosing the most appropriate means, methods, and strategies to encourage students’ self learning and knowledge production.
| Course Code |
ED532 |
| Course Title |
Educational technology and educational application |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to address students to the practical applications to the main theories that form the bases for Instructional Technology, such as education, learning, communication, human development and system theory. It stresses on the integration of new technology to curriculum, and how it affects teaching methods and strategies in order to acquire the stated cognitive, affective and psychomotor objectives. It also addresses students to the latest innovations in digital technology and its applications in education, such as E Learning, Open, Blended, Mobile and Virtual Learning. The course stresses the practical application of Instructional Design using new Computer and Information Technology in choosing the most appropriate means, methods, and strategies to encourage students’ self learning and knowledge production. |
| Course Objectives |
1. Understanding Instructional Technology Theories: To familiarize students with the practical applications of the main theories underlying Instructional Technology, including education, learning, communication, human development, and systems theory.
2. Integrating Technology into Curriculum: To emphasize the integration of new technology into the curriculum and its impact on teaching methods and strategies.
3. Exploring Digital Technology Innovations: To introduce students to the latest innovations in digital technology and their applications in education, including E-Learning, Open Learning, Blended Learning, Mobile Learning, and Virtual Learning.
4. Applying Instructional Design: To stress the practical application of Instructional Design by utilizing new Computer and Information Technology to select the most appropriate means, methods, and strategies.
|
| Course Outcomes |
) Knowledge and Understanding:
• Defining the field of Educational Technology and the field of Instructional Design in achieving curriculum objectives.
• Comparing classroom communication skills and distance communication in different educational contexts.
B) Cognitive Skills:
• Classifying the theories on which the field of Educational Technology is based.
• Comparing the concept of educational media with Educational Technology.
• Identifying the general frameworks that distinguish modern patterns that benefit from advancements in computer and internet technology.
C) Practical Professional Skills:
• Utilizing the instructional design skills acquired by the student to design educational lessons.
• Employing software and educational websites in designing various educational situations.
D) Basic / Transferable Skills:
• Actively participating in discussions about local issues in instructional design and the integration of technology.
• Evaluating teachers' attitudes towards the use of multimedia in different educational situations.
|
ED533 Curricula and Methodology of Islamic Education
(3) Credit Hours
This course aims to introduce Islamic education curricula at the secondary level in details, to familiarize students with the goals of teaching in each branch of these curricula, religious and educational principles, methods, planning, means and educational activities that contribute to the achievement of these goals. It also provides students with the needed skill to design and construct daily and annual teaching plans, as well as evaluating the methods to achieve these goals. These include the following branches: the Quran, the Hadith, the Islamic Faith, Islamic jurisprudence, Discipline and Values, and Biography of the Prophet.
| Course Code |
ED533 |
| Course Title |
Curricula and Methodology of Islamic Education |
| Pre-requisite |
ED-531 |
| Credit Hours |
3 |
| Course Description |
This course aims to introduce Islamic education curricula at the secondary level in details, to familiarize students with the goals of teaching in each branch of these curricula, religious and educational principles, methods, planning, means and educational activities that contribute to the achievement of these goals. It also provides students with the needed skill to design and construct daily and annual teaching plans, as well as evaluating the methods to achieve these goals. These include the following branches: the Quran, the Hadith, the Islamic Faith, Islamic jurisprudence, Discipline and Values, and Biography of the Prophet. |
| Course Objectives |
Understanding Islamic Education Curricula: To introduce students to the details of Islamic education curricula at the secondary level, including the goals of teaching in each branch, such as the Quran, Hadith, Islamic Faith, Islamic jurisprudence, Discipline and Values, and Biography of the Prophet.
2. Skills in Planning and Evaluation: To equip students with the skills needed to design and construct daily and annual teaching plans, and to evaluate the methods used to achieve the educational goals.
3. Familiarization with Educational Principles and Activities: To familiarize students with the religious and educational principles, methods, planning, means, and educational activities that contribute to achieving the goals of Islamic education curricula.
|
| Course Outcomes |
Knowledge and Understanding
• Define the objectives of teaching the Islamic Education curriculum at the secondary level.
• Identify the objectives of teaching the branches of Islamic Education in the secondary level curriculum.
• Familiarize with the curricula and teaching methods of Islamic Education.
B) Cognitive Skills
• Determine the role of the Islamic Education curriculum in addressing some contemporary challenges and issues.
• Compare the principles and methods of teaching Islamic Education at different educational stages.
C) Practical Professional Skills
• Apply best practices in teaching the Islamic Education curriculum at the secondary level.
• Evaluate the various aspects of the Islamic Education curriculum at the secondary level.
• Propose a plan to develop the teaching of Islamic Education at the secondary level.
D) Transferable Skills
• Design methodologically accurate plans for teaching the Islamic Education curriculum at different educational stages.
• Analyze the teaching skills required in the Islamic Education curriculum at various educational stages.
• Develop positive attitudes towards the study and teaching of Islamic Education at the secondary level.
|
ED534 Field and Practicum Education
(6) Credit Hours
This course aims to stress the practical performance applied by teacher training institutions in general. It stresses on the application of theoretical principles that students/ teachers have already learned in other courses in real school settings. This gives the students/ teachers a real access to look deeper in the school life and daily educational performance and activities at various levels.
| Course Code |
ED534 |
| Course Title |
Field and Practicum Education |
| Pre-requisite |
ED-531 |
| Credit Hours |
6 |
| Course Description |
This course aims to stress the practical performance applied by teacher training institutions in general. It stresses on the application of theoretical principles that students/ teachers have already learned in other courses in real school settings. This gives the students/ teachers a real access to look deeper in the school life and daily educational performance and activities at various levels. |
| Course Objectives |
1. Application of Theoretical Principles: To emphasize the application of theoretical principles learned in previous courses by students/teachers in real school settings.
2. Enhancing Understanding of School Life: To provide students/teachers with a deeper understanding of school life and daily educational performance and activities at various levels through practical experience.
|
| Course Outcomes |
A) Knowledge and Understanding:
• Understanding the vision and mission of the teaching profession.
• Components of the educational situation, including knowledge, skills, and values.
• Recognizing the essential roles of the educational situation in planning, implementation, and evaluation.
• Identifying common behavioral problems among students in schools.
B) Cognitive Skills:
• Linking educational theories and ideas to the requirements of practical educational reality.
• Recognizing the field problems that teachers face in different educational situations related to their specialization and the stage they teach.
• Comparing different educational situations to identify effective practices, particularly those related to the developmental characteristics of the students at the level being taught.
• Recognizing the importance of integrating modern technologies into the educational learning process appropriate to their specialization and the stage they teach.
• Engaging in self-reflection on the lessons they partially or fully implement.
• Developing a theoretical framework for the lesson plans they implement concerning the desired outcomes, teaching strategies, educational resources, and evaluation.
• Understanding the foundations of test preparation, grading, and result analysis.
C) Practical Professional Skills:
• Using what has been learned in various theoretical courses in real educational situations suitable for the teacher's specialization and the stage they teach.
• Employing effective teaching strategies and techniques during micro-teaching, supervised lessons, and full lesson implementation in the field.
• Preparing educational plans for different subjects at various levels for the teacher's specialization and the stage they teach, ensuring the inclusion of effective educational plan elements.
• Designing tests scientifically and analyzing and interpreting their results to suit the nature of the teacher's specialization and the stage they teach.
D) Transferable Skills:
• Designing daily and term study plans according to the teacher's specialization and the stage they teach.
• Preparing criterion-referenced and norm-referenced tests according to educational specifications relevant to the teacher's specialization and the stage they teach.
• Designing a comprehensive educational situation by developing, implementing, and evaluating a plan suitable for the teacher's specialization.
|
ED535 Curricula and Methodology of English Language
(3) Credit Hours
This is a theoretical and practical course that links finding of research on English language learning to classroom mythology. It exposes the student to the old and current approaches of teaching English as a second or foreign language. It also introduces students to the characteristics of classic and modern curricula. In addition, the course provides the chance to understand the teacher’s and student’s role in the instructional process. In addition, it covers the analysis and evaluation of each lingual skill as well as its characteristics. It also shows how individual learners can make use of the computer to promote their learning. All this is mainly given in the form of practical examples. Each part of the course is followed by practical tasks.
| Course Code |
ED535 |
| Course Title |
Curricula and Methodology of English Language |
| Pre-requisite |
ED-531 |
| Credit Hours |
3 |
| Course Description |
This is a theoretical and practical course that links finding of research on English language learning to classroom mythology. It exposes the student to the old and current approaches of teaching English as a second or foreign language. It also introduces students to the characteristics of classic and modern curricula. In addition, the course provides the chance to understand the teacher’s and student’s role in the instructional process. In addition, it covers the analysis and evaluation of each lingual skill as well as its characteristics. It also shows how individual learners can make use of the computer to promote their learning. All this is mainly given in the form of practical examples. Each part of the course is followed by practical tasks. |
| Course Objectives |
Understanding Approaches to Teaching English: To expose students to both traditional and current approaches to teaching English as a second or foreign language.
2. Analyzing Curricula Characteristics: To introduce students to the characteristics of classic and modern English language curricula and their implications for instruction.
3. Evaluating Instructional Roles and Skills: To help students understand the roles of teachers and learners in the instructional process and to analyze and evaluate the characteristics of each linguistic skill.
|
| Course Outcomes |
A: (Knowledge & Understanding)
• The general framework of emerging teaching English as a foreign language.
• The similarities and differences between classical approaches to TEFL and current approaches to TEFL.
• The main characteristic of each approach.
• How to evaluate each approach in the light of their practical applications.
• The teachers and the learners' roles in each approach.
• The characteristics of each language skill.
B: (Cognitive Skills)
• Analyze the strengths and the weaknesses of classical approaches as well as the current approaches to TEFL.
• Evaluate the approaches in the light of their practical applications.
C: (Practical Professional Skills)
• Teach listening skills communicatively according to the target effective pedagogical implications.
• Teach speaking skills communicatively according to the target effective pedagogical implications.
• Teach reading skills communicatively according to the target effective pedagogical implications.
• Teach writing skills communicatively according to the target effective pedagogical implications.
• Teach vocabulary communicatively according to the target effective pedagogical implications.
• Employ technology while teaching English language to help learners learn it easily.
D:(Key or Transferable Skills)
• Selecting the appropriate methods of teaching to teach each component of the language.
• Preparing semester and daily plans in the light of the interactive communicative methodology.
• Implementing excellent TEFL classes employing effective pedagogy.
|
ED536 Educational Research Methods
(3) Credit Hours
This course aims to provide students with a deeper look to the basic concepts in educational research that they have already studied at the graduate level. It covers the methods to identify a research problem, society and samples. It also covers the different instruments of research, methodology, variables, and methods of collecting data; such as interview, questionnaire, tests and observations, as well as conducting analysis and discussion of results, in order to make decisions to improve an educational performance. This course stresses on how to conduct procedural research, how to document references, and how to achieve reliable results.
| Course Code |
ED536 |
| Course Title |
Educational Research Methods |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to provide students with a deeper look to the basic concepts in educational research that they have already studied at the graduate level. It covers the methods to identify a research problem, society and samples. It also covers the different instruments of research, methodology, variables, and methods of collecting data; such as interview, questionnaire, tests and observations, as well as conducting analysis and discussion of results, in order to make decisions to improve an educational performance. This course stresses on how to conduct procedural research, how to document references, and how to achieve reliable results. |
| Course Objectives |
1. Understanding Research Fundamentals: To deepen students' understanding of basic concepts in educational research, building on their previous graduate-level studies.
2. Research Methodology and Data Collection: To familiarize students with various research methodologies, including how to identify research problems, select samples, and utilize different data collection instruments such as interviews, questionnaires, tests, and observations.
3. Conducting and Analyzing Research: To equip students with the skills to conduct procedural research, document references effectively, and analyze and discuss results to make informed decisions for improving educational performance.
|
| Course Outcomes |
A) Knowledge and Understanding
• Recognizing concepts related to educational research.
• Clarifying the importance of educational research.
• Outlining the steps of scientific research.
• Comparing different scientific research methods.
• Familiarizing with methods of presenting data and various statistical analyses.
B) Cognitive Skills
• Applying the steps of scientific research to solve a problem in the educational field.
• Selecting and formulating a research problem.
• Distinguishing between different research variables (independent, dependent, moderating, controlled, and extraneous).
• Planning to build various data collection tools.
• Verifying the psychometric properties of different measurement tools.
• Analyzing data and extracting and discussing results.
• Being capable of scientific documentation.
C) Practical Professional Skills
• Planning to conduct a research project in the field of specialization.
• Implementing scientific research procedures.
• Critiquing published educational research in the educational literature.
• Judging educational research based on scientific criteria.
D) Key/Transferable Skills
• Selecting research designs that align with the nature of educational developments.
• Developing scientific research skills.
• Addressing various educational problems and issues in a scientific manner.
• Flexibility in applying different statistical treatments to answer research questions or study hypotheses.
|
ED537 Curricula and Methodology of Science
(3) Credit Hours
This course aims to provide students with the essential skills in using methods of teaching science for in-service teachers who need to gain skills in teaching pedagogy and class management by introducing several educational theories, teaching strategies and modern approaches of instruction, with examples of various teaching methods. It also introduces examples of science lesson plans with proper objectives, The course also emphasizes on the methods of scientific thinking like inquiry and problem solving. Finally, the course emphasizes on the importance of teachers education programs as an ongoing developmental process to improve their competencies.
| Course Code |
ED537 |
| Course Title |
Curricula and Methodology of Science |
| Pre-requisite |
ED-531 |
| Credit Hours |
3 |
| Course Description |
This course aims to provide students with the essential skills in using methods of teaching science for in-service teachers who need to gain skills in teaching pedagogy and class management by introducing several educational theories, teaching strategies and modern approaches of instruction, with examples of various teaching methods. It also introduces examples of science lesson plans with proper objectives, The course also emphasizes on the methods of scientific thinking like inquiry and problem solving. Finally, the course emphasizes on the importance of teachers education programs as an ongoing developmental process to improve their competencies. |
| Course Objectives |
Develop Teaching Skills: To equip in-service teachers with essential skills in teaching science pedagogy and classroom management by introducing various educational theories, teaching strategies, and modern instructional approaches.
2. Design Science Lesson Plans: To provide examples of science lesson plans that include appropriate objectives, enhancing teachers' ability to create effective lesson structures.
3. Promote Scientific Thinking: To emphasize methods of scientific thinking, such as inquiry and problem-solving, as well as the importance of ongoing professional development programs for teachers to improve their competencies.
|
| Course Outcomes |
A) Knowledge & Understanding
• Understanding the nature of science, its philosophy, and the requirements for teacher preparation for the 21st century.
• Understanding the roles and qualities of the science teacher.
• Understanding the nature, concept, characteristics, and modern requirements of science.
• Understanding the stages, processes, and programs of scientific education.
• Studying the basic and integrated processes of science.
• Knowing the various skills of planning, implementation, and evaluation.
B) Cognitive Skills
• Analyzing the nature of science, its components, and its relationship to scientific education.
• Comparing models and strategies for learning and teaching school science.
• Analyzing models of thinking and problem-solving in science teaching.
• Planning for the teacher's future in their professional life and making appropriate decisions regarding classroom issues and any challenges faced in their work.
• Explaining science teaching strategies in light of various learning theories.
C) Practical Professional Skills
• Preparing lesson plans for teaching scientific concepts, generalizations, and terminology.
• Employing strategies for scientific exploration and inquiry.
• Utilizing strategies for lessons and practical demonstrations as a framework for teaching science.
• Evaluating student assessment methods in science.
• Evaluating the teacher's instructional performance through diverse educational experiences.
• Applying methods and strategies that enable the teacher to fulfill their responsibilities successfully in teaching various sciences, such as planning, instruction, evaluation, etc.
• Applying and utilizing the basic and integrated processes of science and various teaching skills in science education to enhance student thinking.
D) Transferable Skills
• Proposing solutions to overcome challenges faced by teachers in teaching, planning, or implementation.
• Evaluating the instructional performance of some science teachers during their teaching of science topics at the elementary level and suggesting some scientific activities for teaching science.
• Preparing a lesson on a science topic for elementary students according to the methods, approaches, or strategies studied, and creating detailed lesson plans, varied assessments, and criteria for evaluating student acquisition.
• Selecting and applying various appropriate methods and strategies that enable the teacher to carry out their responsibilities in teaching science and summarizing the teacher's role in planning, implementation, and evaluation.
|
ED538 Curricula and Methodology of Mathematics
(3) Credit Hours
This Course aims to provide students with the essential knowledge and skills needed for successful math teachers at all educational levels. In this course, students learn modern innovations in math education at the local and international levels. NCTM standards are a core curriculum. This course provides teachers with the educational strategies concerning problem solving, critical thinking, geometrical thinking, mathematical reasoning and using technology in math education. The course ends with a comprehensive look at lesson preparation and assessing students’ achievement in math.
| Course Code |
ED538 |
| Course Title |
Curricula and Methodology of Mathematics |
| Pre-requisite |
ED-531 |
| Credit Hours |
3 |
| Course Description |
This Course aims to provide students with the essential knowledge and skills needed for successful math teachers at all educational levels. In this course, students learn modern innovations in math education at the local and international levels. NCTM standards are a core curriculum. This course provides teachers with the educational strategies concerning problem solving, critical thinking, geometrical thinking, mathematical reasoning and using technology in math education. The course ends with a comprehensive look at lesson preparation and assessing students’ achievement in math. |
| Course Objectives |
1. Essential Knowledge and Skills Development: To equip students with the essential knowledge and skills necessary to become successful math teachers across all educational levels, emphasizing modern innovations in math education.
2. Understanding Educational Strategies: To familiarize students with educational strategies related to problem solving, critical thinking, geometrical thinking, mathematical reasoning, and the integration of technology in math education.
3. Lesson Preparation and Assessment: To provide comprehensive guidance on lesson preparation and assessing students’ achievements in mathematics, ensuring alignment with NCTM standards and best practices in math education.
|
| Course Outcomes |
A) Knowledge and Understanding
• Knowledge of the standards and principles of the National Council of Teachers of Mathematics (NCTM).
• Understanding the science of mathematics, its elements, and its fields.
• Knowledge of long-term and short-term planning elements.
• Understanding the theoretical foundation of teaching strategies and the steps of instruction using modern teaching methods.
• Comparing different teaching strategies and methods for selecting them for educational situations.
• Identifying difficulties in solving mathematical problems and strategies for solving mathematical problems.
• Recognizing methods of mathematical proof and strategies for developing mathematical and geometric thinking.
• Understanding models and patterns of technology and computer use in learning and teaching mathematics.
• Understanding assessment tools for mathematics curricula and student achievement, and recognizing methods for formulating test items and analyzing them.
B) Cognitive Skills:
• Applying problem-solving strategies in solving mathematical problems.
• Applying proof strategies and geometric and mathematical thinking in educational situations.
• Implementing modern teaching strategies in educational situations in various mathematics topics.
• Analyzing mathematical content in light of the elements of mathematical knowledge and the standards of processes.
• Utilizing educational software in solving problems related to mathematics teaching strategies.
• Planning for teaching mathematics topics both mentally and in writing.
C) Practical Professional Skills:
• Planning mathematics lessons.
• Utilizing educational software in teaching mathematics.
• Implementing mathematics lessons using modern teaching methods and strategies.
• Employing strategies for developing mathematical and geometric thinking and mathematical proof in mathematics lessons.
• Preparing various assessment tools such as tests of all types and student work portfolios.
• Acquiring content analysis skills.
D) Transferable Skills:
• Solving mathematical problems.
• Creative thinking in dealing with issues related to teaching skills (planning, implementation, assessment).
• Flexibility in thinking and selecting teaching methods and strategies.
• Developing scientific research skills and addressing educational issues in a systematic and procedural manner.
• Reflecting on the challenges facing mathematics education in light of global developments.
|
ED539 Curricula and Methodology of Social Sciences
(3) Credit Hours
This course focuses on the social studies and curriculum, the social curricula and the most important methods and strategies for teaching and analyzing social studies, curricula and syllabus. This course addresses the relation between social sciences and social studies, the contemporary trends and the recent topics in social studies and its teaching resources. In addition, it explains the characteristics of social studies teachers, issues that they come across during the teaching process and the assessment principles of social studies that may lead to the improvement of his teaching skills.
| Course Code |
ED539 |
| Course Title |
Curricula and Methodology of Social Sciences |
| Pre-requisite |
ED-531 |
| Credit Hours |
3 |
| Course Description |
This course focuses on the social studies and curriculum, the social curricula and the most important methods and strategies for teaching and analyzing social studies, curricula and syllabus. This course addresses the relation between social sciences and social studies, the contemporary trends and the recent topics in social studies and its teaching resources. In addition, it explains the characteristics of social studies teachers, issues that they come across during the teaching process and the assessment principles of social studies that may lead to the improvement of his teaching skills. |
| Course Objectives |
1. Understanding Social Studies Curriculum: To provide students with an understanding of the social studies curriculum, including its relationship with social sciences, contemporary trends, and recent topics in social studies education.
2. Teaching Methods and Strategies: To familiarize students with effective methods and strategies for teaching and analyzing social studies curricula and syllabi, enabling them to apply these techniques in their teaching practice.
3. Improving Teaching Skills: To equip students with the knowledge of the characteristics of effective social studies teachers, common challenges faced during instruction, and assessment principles that enhance teaching skills and promote student learning.
|
| Course Outcomes |
) Knowledge and Understanding
• Understanding the nature of social studies and its relationship with social sciences.
• Comprehending and grasping concepts related to social studies.
B) Skills Cognitive
• Comparing various curricula in social studies.
• Identifying the essential elements of the social studies curriculum.
C) Practical Professional Skills
• Analyzing the elements of planning and preparing social studies curricula.
• Applying modern strategies in teaching social studies subjects.
D) Key / Transferable Skills
• Analyzing the characteristics of a professional social studies teacher.
• Utilizing assessment methods in social studies.
|
ED540 Curricula and Methodology of Arabic Language
(3) Credit Hours
This course helps prepare students for the mission of teaching Arabic language. Students are introduced to information related to Arabic curriculum and methods by which they can analyze curriculum. The course helps students master the necessary skills and methods to teach Arabic in terms of listening, reading, literature, calligraphy, spelling, written expressions, and grammar. It includes topics that cover issues related to methods of teaching Arabic as well as planning and evaluating the teaching process.
| Course Code |
ED540 |
| Course Title |
Curricula and Methodology of Arabic Language |
| Pre-requisite |
ED-531 |
| Credit Hours |
3 |
| Course Description |
This course helps prepare students for the mission of teaching Arabic language. Students are introduced to information related to Arabic curriculum and methods by which they can analyze curriculum. The course helps students master the necessary skills and methods to teach Arabic in terms of listening, reading, literature, calligraphy, spelling, written expressions, and grammar. It includes topics that cover issues related to methods of teaching Arabic as well as planning and evaluating the teaching process. |
| Course Objectives |
1. Mastering Teaching Skills: To equip students with the necessary skills and methods for teaching the Arabic language, focusing on various aspects such as listening, reading, literature, calligraphy, spelling, written expressions, and grammar.
2. Curriculum Analysis and Evaluation: To introduce students to the Arabic curriculum and the methods for analyzing it, as well as addressing planning and evaluation strategies for the teaching process.
|
| Course Outcomes |
A) Knowledge and Understanding
• Understanding the theory of language and its significance.
• Identifying the dimensions of the linguistic conflict between Modern Standard Arabic and dialects.
• Recognizing the characteristics and functions of the Arabic language.
• Comparing teaching methods for each of the Arabic language skills.
• Comparing the roles of the teacher and student in light of modern curricula for teaching language skills.
• Identifying the characteristics of each of the Arabic language skills.
B) Cognitive Skills
• Analyzing the teaching methods used in terms of their advantages and disadvantages.
• Selecting the best teaching methods based on field applications.
C) Practical Professional Skills
• Teaching listening skills using the latest methods and techniques.
• Teaching conversation skills according to modern teaching theories.
• Teaching reading skills according to modern teaching theories.
• Teaching writing skills according to modern teaching theories.
• Integrating modern technology and the latest strategies in teaching.
• Teaching literature according to modern teaching theories.
D) Transferable Skills
• Choosing the appropriate method for teaching each of the Arabic language skills.
• Properly planning for each skill according to the best methods.
• Selecting the most effective methods for teaching Arabic language skills.
|
ED541 Counseling and educational guidance
(3) Credit Hours
This course stresses the importance of foundations and principles of counseling and guidance in improving the educational environment and acquiring its goals, especially for teachers. It also addresses theories and applications of educational guidance in school and in the educational in general. It also covers the counseling skills needed in class management and in solving problems related to the school environment, as well as the role of teachers and counselors in developing the mental health in the school environment.
| Course Code |
ED541 |
| Course Title |
Counseling and educational guidance |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course stresses the importance of foundations and principles of counseling and guidance in improving the educational environment and acquiring its goals, especially for teachers. It also addresses theories and applications of educational guidance in school and in the educational in general. It also covers the counseling skills needed in class management and in solving problems related to the school environment, as well as the role of teachers and counselors in developing the mental health in the school environment. |
| Course Objectives |
1. Understanding Counseling Principles: To provide students with a comprehensive understanding of the foundations and principles of counseling and guidance, emphasizing their importance in enhancing the educational environment and achieving educational goals, particularly for teachers.
2. Developing Counseling Skills: To equip students with the essential counseling skills necessary for effective class management and problem-solving within the school environment, highlighting the roles of teachers and counselors in promoting mental health in educational settings.
|
| Course Outcomes |
A) Knowledge and Understanding:
• Understanding the nature of guidance and counseling, along with its foundations and principles.
• Identifying counseling theories and their educational applications.
• Highlighting the services of guidance and counseling in the school.
B) Cognitive Skills:
• Analyzing the role of the educational counselor and the guidance team in the school.
• Employing counseling skills and using counseling tools such as observation and interviewing in the educational field.
C) Practical Professional Skills:
• Preparing guidance plans and activities in the school.
• Employing classroom management skills and resolving conflicts among students.
• Actively participating in the implementation of the guidance and counseling program in the school.
D) Essential/Transferable Skills:
• Assessing students' behavioral, psychological, and academic problems and suggesting appropriate solutions for each.
• Adopting positive attitudes to support and sustain guidance and counseling services in the school.
|
ED618 Instructional Design
(3) Credit Hours
• This module provides students with main theories, concepts, and basic steps of Instructional Design. Also it allows students to understand Systematic approach in education and explore different design models in relation to various educational environments especially in distance and blended learning environment. Students will acquire the skills of analysing, designing, and evaluating instructional models.
| Course Code |
ED618 |
| Course Title |
Instructional Design |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with main theories, concepts, and basic steps of Instructional Design. Also it allows students to understand Systematic approach in education and explore different design models in relation to various educational environments especially in distance and blended learning environment. Students will acquire the skills of analysing, designing, and evaluating instructional models. |
| Course Objectives |
• Providing students with the appropriate knowledge and skills about Instructional Technology.
• Introducing students to main aspects of instructional design and the role of latest trends and tools of educational/instructional technology in instruction, learning, and assessment.
• Developing students’ skills to analyse, design, and evaluate instructional models.
• Provide students with skills to design an e-learning environment and measure its effectiveness in developing learning object design skills
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Demonstrate understanding of concepts of instructional design and ıts appllıcatıons.
A2: Be aware of needs and importance to adopt adequate strategies and tactics for each given instructional design.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Acquire plannıng skılls how to investigate students’ characteristics and needs.
B2: Be able to choose appropriate strategies, methods, materials& media for a given instructional model.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Follow a given model for designing a distance learnıng package.
C2: Employ effective instructional materials for face to face and distance learning.
C3: conduct ongoing peer evaluation and provide constructive feedback to other instructional designs (both in progress and finalised) within his/her learning community and/or instructional design partner.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Think critically about issues related to instructional design at the local level.
D2: Evaluate instructional models designed by his mates.
D3: Choose appropriate instructional models for given learning environments.
|
ED627 Educational Communication
(3) Credit Hours
• This module provides students with the appropriate knowledge and training about technology and different communication strategies and models to optimize learning experience. It helps in developing students’ skills planning for using technology, to enhance different communication styles, for better performance in education by applying related theories into practice. Students are encouraged to discover the effect of different communication models in optimizing education in distance learning environments.
| Course Code |
ED627 |
| Course Title |
Educational Communication |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the appropriate knowledge and training about technology and different communication strategies and models to optimize learning experience. It helps in developing students’ skills planning for using technology, to enhance different communication styles, for better performance in education by applying related theories into practice. Students are encouraged to discover the effect of different communication models in optimizing education in distance learning environments. |
| Course Objectives |
1. Provide students with the skills and teaching strategies to utilise the most advanced Information and communication technologies to support active and collaborative learning.
2. Link between related theories and practice
3. Develop students’ skills in planning for using technology, to enhance different communication styles, for better performance in education.
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Identify Interaction patterns in the educational communication environment.
A2: Understand the Changing Face of Education; Communication practices in online learning environments using social media and digital tools Vs. Traditional learning environments.
A3: Demonstrate the role of the educational institution in activating educational communication.
A4: construct an educational environment using different possibilities offered by information and communication technology.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Critically explore advanced communication strategies
B2: Evaluate critically arguments and assumptions related to good communication between instructors & learners
B3: Critically explore connections exist between educational communication and epistemological theories.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Effectively employ available facilities for better communication in educational settings.
C2: Use information technology to evaluate plans towards better performance in education.
C3:Develop technological plans/models for better communication opportunities in educational institutionsAt the end of the module, learners will be expected to:
C1: Effectively employ available facilities for better communication in educational settings.
C2: Use information technology to evaluate plans towards better performance in education.
C3:Develop technological plans/models for better communication opportunities in educational institutions
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Develop strategies for effective communications and conflict resolution.
D2: Successfully communicate with others in different educational situations.
D3: Think critically on how to judge the appropriateness of communication practices in educational institutions.
|
ED631 Open and Distance Learning
(3) Credit Hours
This module explore contemporary trends in blended, open and Distance learning. It provides students with the appropriate knowledge about OERs and Creative Commons License. Students in this module critically explore learning design, evaluate delivery techniques and utilise instructional technology to promote independent learning in blended, open and distance learning contexts. Students are encouraged to examine the consequences of employing ICT on the various sectors of society, in general, and in blended, open and distance learning sector in particular.
| Course Code |
ED631 |
| Course Title |
Open and Distance Learning |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This module explore contemporary trends in blended, open and Distance learning. It provides students with the appropriate knowledge about OERs and Creative Commons License. Students in this module critically explore learning design, evaluate delivery techniques and utilise instructional technology to promote independent learning in blended, open and distance learning contexts. Students are encouraged to examine the consequences of employing ICT on the various sectors of society, in general, and in blended, open and distance learning sector in particular. |
| Course Objectives |
general aims of the module are to:
• Provide students with emerging topics in instructional technology;
• Develop students’ research methodology skills.
• The module also aims to teach students about
• Demonstrate understanding of open and distance learning pedagogies and processes.
• Incorporate pedagogies of Open and Distance learning.
• Apply effective technologies for Open and Distance learning.
• Critically explore learning design in Open and Virtual Universities.
• Evaluate various delivery techniques in Open and Distance learning.
• Utilize instructional technology to promote independent learning.
• Identify the roles of teacher and learner in open and Distance learning environments.
• Learn about Arab and international experiences in open and Distance learning.
• Explore trends and issues in open and Distance learning.
• Examine the consequences of employing ICT on the various sectors of society, in general, and the open and Distance learning sector in particular.
• Engage critically with a range of literary texts and complex critical, theoretical material.
• Contribute in an informed way, to current debates about trends and issues in open and Distance learning.
• Construct and present sophisticated, coherent and persuasive written and oral arguments;
• Plan and write a TMAs, presented with In light of scientific writing standards and sound methodology;
• Communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
• Using feedback from the tutor and peer feedback from students and other resources effectively to improve students’ performance.
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1. Know a range of research about Open and Distance learning.
A2. Understand current issues and debates about Open, Distance and Blended learning.
A3. Be aware of intellectual property rights and Creative Commons License
A4. Be acquainted with OERs.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Explore critically current research in one or more areas of Open and Distance learning studies;
B2. Evaluate and analyse some Arab and international experiences and practices in Open and Distance learning.
B3. Reflect critically on Open, Distance and Blended Learning and theories;
B4.Evaluate opportunities and challenges of OERs and MOOCs.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Participate in engineering the learning environment.
C2. Engage in peer discussion strategy.
C3. Differentiate between the types of creative commons Licenses.
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with colleagues.
D2. Work independently
D3. Collaborate effectively with class mates.
D4. Develop a plan of learning in emergencies.
|
ED632 Research Methodology
(3) Credit Hours
This module provides students with the appropriate knowledge and training about concepts and fundamentals of scientific research as well as various educational research methodologies. It acquires students needed skills for planning research projects and writing their report.
| Course Code |
ED632 |
| Course Title |
Research Methodology |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This module provides students with the appropriate knowledge and training about concepts and fundamentals of scientific research as well as various educational research methodologies. It acquires students needed skills for planning research projects and writing their report. |
| Course Objectives |
The general aims of the module are to:
This course deals with the nature of research and various educational research methodologies, defining research problem, reviewing the literature, research questions, characteristics of good research questions, variables and hypotheses, sampling, instrumentation, validity and reliability, and internal validity. This course also focuses on quantitative, qualitative and mixed research methodologies, and writing research proposals and reports.
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1. Understand the basic concepts in research in general and the fundamentals of scientific research in education.
A2. Specify of the specifications and steps of conducting scientific research in education.
A3. Understand the relationship between different research types and their statistical designs.
A4. Be acquainted with the mixed method research
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Differentiate between the different types of scientific research used in the field of education.
B2. Analyze educational literature related to specialization and devising research problems.
B3. Analyze scientific studies and judgment on their conformity with the requirements of scientific research.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Identify a research problem within the educational framework and in the field of specialization of students studying.
C2. Review previous literature relevant to the research problem.
C3. Evaluate scientific research and governance to the extent of conformity to the method of good scientific research.
C4. Prepare a scientific study in one of the educational subjects related to the specialization of the students according to the correct scientific specifications.
C5. Employ qualitative research method
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Review scientific research papers based on the international guidelines of writing papers.
D2.Write a scientific research paper that could be published.
|
ED633 Technology and Internet Applications in Education
(3) Credit Hours
• This module provides students with the theoretical background in e-learning and educational web including different theories and pedagogical applications. Also it provides them with basic understanding of contemporary web-related terminologies, different web applications, and their pedagogical use for optimizing teaching and learning. Throughout the module, students acquire the skill of creating web tools for teaching & Learning and are expected to develop educational web based applications to deliver teaching in traditional and in distance learning environments putting related theories into practice.
| Course Code |
ED633 |
| Course Title |
Technology and Internet Applications in Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the theoretical background in e-learning and educational web including different theories and pedagogical applications. Also it provides them with basic understanding of contemporary web-related terminologies, different web applications, and their pedagogical use for optimizing teaching and learning. Throughout the module, students acquire the skill of creating web tools for teaching & Learning and are expected to develop educational web based applications to deliver teaching in traditional and in distance learning environments putting related theories into practice. |
| Course Objectives |
The general aims of the module are to:
1. Provide students with appropriate knowledge and training about different internet applications in education and their pedagogical use for optimizing learning. Especially dealing with LMS systems and taking the role of a teacher in such virtual environments.
2. Link between related theories and practice
3. Develop students’ skills in developing educational web based applications to deliver teaching. Especially dealing with MOODLE as an LMS or Google Classroom.
4. Critically evaluate current practice, problems and research in Instructional technology
5. Apply effective ICT strategies to foster curiosity and creativity
6. Develop strategies for effective communications and conflict resolution
7. Explore Integrating Educational Technology into the Curriculum
8. Plan and implement Communications, Networks, the Internet, and the World Wide Web for use in teaching
9. Explore the Changing Face of Education – Teaching Online
10. Evaluation Educational Technology and Integration Strategies
11. Critically explore ethics, trends and issues in the application of technology to education.
The module also aims to teach students about
1. Integrating Educational Technology into the Curriculum
2. Communications Networks, the Internet, and the World Wide Web
3. Software and Hardware for Educators
4. Technology, Digital Media and Curriculum Integration
5. The Changing Face of Education – Teaching Online
6. Evaluation Educational Technology and Integration Strategies
7. Security Issues, Ethics, and Emerging Technologies in Education
8. Concept of (CAI) computer assisted instruction, and (CMI) computer managed instruction
9. Concept Mapping such as Inspiration software
10. Concept and main domains of Instructional Technology
11. Augmented reality and Gamification applications in education
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Understand e-learning and ICT-related concepts, whether on equipment or software. as an emerging force in education.
A2: Recognize the evolution of the web.
A3: Understand the pedagogical value of the web.
A4: Select and evaluate some appropriate internet application.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Critically explore connections exist between web technologies and epistemological theories
B2: Critically explore pedagogical designs for optimizing e-learning
B3: Reflect critically on the classification of internet applications from an educational perspective
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Use Web applications to develop educational web content
C2: Employ appropriate web based technology to deliver teaching
C3: Plan and design instructional situations based on web technologies.
C4: Plan and develop educational positions to make them sources of learning and in collaboration with students.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Collaboratively communicate thoughts using web-based tools.
D2: Pedagogically evaluate the appropriateness of web based educational materials.
D3: Think critically on how to develop strategies for effective use of web-based applications to optimize learning experience.
D4: Use appropriate technology to develop appropriate strategies to solve life problems.
D5: Design and production of educational materials using internet applications that suits students at all levels of study and for any subject.
|
ED634 Designing and Producing Educational Software
(3) Credit Hours
• This module provides students with a theoretical framework about designing educational software as well as introducing them to suitable tools and techniques that help them in the production process.
• In general, the module is considered one of the basic modules that provides students with applications based on the knowledge and skills learned in ED618 (instructional design) and ED635 (Multimedia)
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
• Students admitted to the module will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning. Successful candidates will qualify not only for the AOU Masters degree but for the UK OU Masters degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries and of course in Arabic-speaking countries
| Course Code |
ED634 |
| Course Title |
Designing and Producing Educational Software |
| Pre-requisite |
ED618
ED635 |
| Credit Hours |
3 |
| Course Description |
• This module provides students with a theoretical framework about designing educational software as well as introducing them to suitable tools and techniques that help them in the production process.
• In general, the module is considered one of the basic modules that provides students with applications based on the knowledge and skills learned in ED618 (instructional design) and ED635 (Multimedia)
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
• Students admitted to the module will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning. Successful candidates will qualify not only for the AOU Masters degree but for the UK OU Masters degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries and of course in Arabic-speaking countries
|
| Course Objectives |
The general aims of the module are to:
In this course, the integration of theory and practice will be accomplished through learning by design. Students will be able to:
• Critically explore and evaluate different models of instructional design
• Integrate software into curriculum to create an interactive learning environment
• Develop educational multimedia product for specific subject area
• Design educational multimedia software |
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: State the theoretical principles related to instructional design and educational software production.
A2: Recognize some models of instructional design and educational software production.
A3: Recognize the phases of developing educational software.
A4: Recognize the team of production and their tasks
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Utilize instructional design models to develop educational software.
B2: Choose appropriate application to produce educational software.
B3: Reflect critically on the application of instructional technologies to meet the learning needs of students in schools.
B4: Evaluate educational software.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Write scenarios using storyboards template.
C2: Produce multimedia learning objects.
C3: Produce interactive educational software
C4: Produce e-quizzes using appropriate applications.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Apply problem-solving skills to overcome obstacles during designing and producing of educational sofwares.
D2: Apply critical thinking skills to evaluate the quality of the educational software.
|
ED635 Multimedia
(3) Credit Hours
• This module provides students with the appropriate knowledge and training about wide range of interactive multimedia. It allows students to critically explore, evaluate, develop and integrate interactive multimedia within a teaching plan in real teaching situations either online (MOOC) or offline (blended learning)
| Course Code |
ED635 |
| Course Title |
Multimedia |
| Pre-requisite |
ED618 |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the appropriate knowledge and training about wide range of interactive multimedia. It allows students to critically explore, evaluate, develop and integrate interactive multimedia within a teaching plan in real teaching situations either online (MOOC) or offline (blended learning) |
| Course Objectives |
In this course, the integration of theory and practice will be accomplished through taking chance to apply a variety of interactive multimedia. Students will be able to:
• Critically explore and evaluate different applications of interactive multimedia.
• Integrate interactive multimedia into curriculum to create an interactive learning environment.
• Develop a teaching plan based on interactive multimedia for specific subject area.
• Explore related research in design and development techniques critically
• Employ appropriate technology to support learning effectively
• Apply various multimedia software for curriculum development and instructional design
• Evaluate critically multimedia systems
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1 Understand professional ethics related to multimedia applications.
A2. recocgnize models of instructional designs.
A3 Be familiar with innovative multimedia technologies and their application in education.
A4 be familiar with multimedia technologies for blended and distance learning.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1 Analyze appropriate multimedia.
B2 Evaluate critically multimedia systems
B3: Compare between modes of control related to interactive multimedia.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Employ appropriate interactive multimedia applications to support student learning effectively,
C2: Design and create interactive learning multimedia object.
C3: Apply various multimedia applications for designing instruction.
C4: Employ appropriate interactive multimedia in real classroom envirnment.
C5: Design a practical plan to help educational institutes to integrate interactive multimedia.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Epply critical thinking skills to solve practical problems related to the use of multimedia.
D2: Exchange experience in applying interactive multimedia to others.
D3: Develop communication and effictive presentation skills.
D4: Promote working collaboratively during students focus groups.
|
ED639 Special Topics in Instructional Technology
(3) Credit Hours
• This module provides students with the theoretical background about emerging topics in instructional technology, where they can examine the consequences of employing new trends in the field on the various sectors of society, in general, and the educational sector in particular. It allows them to research new topics and report them in a scientific way.
| Course Code |
ED639 |
| Course Title |
Special Topics in Instructional Technology |
| Pre-requisite |
Final semester only |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the theoretical background about emerging topics in instructional technology, where they can examine the consequences of employing new trends in the field on the various sectors of society, in general, and the educational sector in particular. It allows them to research new topics and report them in a scientific way. |
| Course Objectives |
The general aims of the module are to:
• Provide students with emerging topics in instructional technology;
• Develop students’ research methodology skills.
The module also aims to teach students about
• Explore trends and issues in instructional technology.
• Examine the consequences of employing ICT on the various sectors of society, in general, and the educational sector in particular.
• Reflect critically on the application of instructional technologies to meet the learning needs of individuals and groups.
• Equip students with the skills and objective analysis in their intellectual dealings with the topics of their choice.
• Engage critically with a range of literary texts and complex critical, theoretical material;
• Contribute in an informed way, to current debates about trends and issues in instructional technology;
• Construct and present sophisticated, coherent and persuasive written and oral arguments;
• Plan and write a TMAs, presented with In light of scientific writing standards and sound methodology;
• Communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
• Using feedback from the tutor and peer feedback from students and other resources effectively to improve students’ performance.
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1. Know a range of research tools and methods related to recent instructional technology.
A2. Understand current issues and trends in Instructional technology.
A3. Be familiar with publications in recent instructional technology.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Critique current research in hot topics related instructional Technology studies.
B2. Evaluate research methods in Instructional Technology.
B3. Analyze strengths and weaknesses of the newly emerged instructional technological applications.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Use most recent education technology applications to leverage background specialization.
C2. Participate in peer discussion strategy to reflect on previous work.
C3. Compose a research project according to specified guidelines
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with colleagues in working groups
D2. Gain effective presentation skills.
D3. Develop search skills.
D4. Utilize students and tutors’ feedback in other contexts.
|
ED640 Instructional Technology for Students with Special Needs
(3) Credit Hours
• This module provides students with the theoretical background about students with special educational needs and helps them develop their skills in selecting and employing instructional technology tools and assistive technology in enhancing teaching and learning for them.
| Course Code |
ED640 |
| Course Title |
Instructional Technology for Students with Special Needs |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the theoretical background about students with special educational needs and helps them develop their skills in selecting and employing instructional technology tools and assistive technology in enhancing teaching and learning for them. |
| Course Objectives |
The general aims of the module are to:
- Provide students with appropriate skills in Instructional Technology for Students with special educational needs (SEN).
- Develop students' interest in utilizing ICT to support Special Education.
- Develop students' skills to select and utilize appropriate ICT tools for SEN students.
The module also aims to teach students about
- Different Concepts and terminology of special needs.
- Educational needs for students with SEN.
- Enhancing learning environment for students with SEN.
- Technology in special education.
- Assistive technology for students with SEN. |
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Understand special education related concepts.
A2: Demonstrate the importance of utilizing instructional technology with SEN students.
A3: Explore the suitable assistive technology for SEN students.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Compare between assistive technology tools in terms of preference for use with SEN students.
B2: Integrate assistive technology devices and services to enhance learning materials for students with SEN.
B3: Adheres to Instructional Design concepts to formulate individual plans for students with SEN.
B4: Combine the appropriate ICT applications within various educational situations designed for students with SEN.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Acquire the skills of embedding assistive technology in educational situations involving students with SEN.
C2: Develop complete educational situations for students with SEN that matches their needs.
C3: Acquire the skills of using and integrating assistive technology in developing some projects to help students with SEN.
D. Key transferable skills
At the end of the module, learners will be expected to:
D1: Conceptualize the difference in needs for various categories of students with SEN.
D2: Utilize the appropriate assistive technology devices in developing individual plans to solve educational problems for students with SEN.
D3: Design educational materials using ICT that suits different subjects and levels of study.
D4: Develop communication and effective presentation skills.
D5: Transfer experience in enhancing learning environment for students with SEN.
D6: Work collaboratively through students focus groups.
|
ED643 Artificial Intelligence Applications in Education
(3) Credit Hours
• This module provides students with comprehensive knowledge and skills of various issues in artificial intelligence (AI) that are of concern to teachers when coming to understand the various aspects involved with the field, and how they relate and can be applied to those in education.
| Course Code |
ED643 |
| Course Title |
Artificial Intelligence Applications in Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with comprehensive knowledge and skills of various issues in artificial intelligence (AI) that are of concern to teachers when coming to understand the various aspects involved with the field, and how they relate and can be applied to those in education. |
| Course Objectives |
The general aims of the module are to:
• The overall aim of the course is to acquire students with the comprehensive knowledge and skills of various issues in artificial intelligence (AI) that are of concern to teachers when coming to understand the various aspects involved in this field, and how they are related and can be applied to those in education.
• After passing the course successfully, the students shall be able to use (AI) tools in an ethical way in research and teaching.
By the end of the module, students will be able to
• Navigate the evolving landscape of AI in education.
• Leverage AI tools effectively, ethically, and responsibly to enhance teaching and learning experiences.
• Recognise the fundamentals concepts of AI.
• Determine the applications of AI in education.
• Promote ethical considerations in AI for education.
• Develop AI literacy and critical thinking skills.
• Engage in practical hands-on experience with AI tools.
• Do collaborative exploration and research using AI.
|
| Course Outcomes |
A. Knowledge and understanding
By the end of the module, learners will be expected to:
A1: perceive the fundamental principles and techniques embedded in artificial intelligence.
A2: be familiar with the wide range of applications and tools of AI in education.
A3: Recognize AI potential to develop the teaching learning process.
A4: demonstrate awareness of the ethical implications associated with the use of AI in education.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Analyse knowledge and skills necessary to applying AI tools and techniques to address educational challenges.
B2: Develop the ability to collect, analyse, and interpret educational data using AI techniques.
B3: Evaluate AI systems used in educational settings considering potential biases, privacy concerns, and the impact on learners.
B4: Compare between IA platforms and tools in terms of their effectiveness in solving specific educational challenges.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Apply AI tools into instructional design processes with minimal guidance.
C2: Use AI tools to support data-driven decision-making in educational contexts.
C3: Design a framework of how to integrate AI tools in educational settings taking into consideration the ethical perspectives of AI use.
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Select appropriate AI tools to solve educational problems in any disciplines.
D2. Cooperate with other experts in AI to enhance the ethical use of AI tools.
D3. Apply AI tools and competencies ethically beyond the education domain.
D4. Deal effectively and critically when integrating AI with open education resources.
D5. Develop information search skills through global databases using AI tools.
|
ED698 Comprehensive Exam
(0) Credit Hours
This module provides students with an opportunity to sit for the comprehensive exam. The exam shall be of a comprehensive nature and seeks to assess the student's ability to synthesise the different basic and developed concepts she/he had acquired from the different modules in a manner that reflects the application of acquired knowledge in resolving scientific and applied problems.
| Course Code |
ED698 |
| Course Title |
Comprehensive Exam |
| Pre-requisite |
None |
| Credit Hours |
0 |
| Course Description |
This module provides students with an opportunity to sit for the comprehensive exam. The exam shall be of a comprehensive nature and seeks to assess the student's ability to synthesise the different basic and developed concepts she/he had acquired from the different modules in a manner that reflects the application of acquired knowledge in resolving scientific and applied problems. |
| Course Objectives |
The course aims to verify the cognitive competence of students. |
| Course Outcomes |
When students have completed the programme (i.e. finishing 36 credit hours ), they will have knowledge and understanding of:
A1 professional ethics of the application of technology
A2 concepts of instructional design
A3 innovative multimedia technologies and their application to education
A4 pedagogies of blended and distance learning
A5 technologies and processes for blended and distance learning
A6 advanced research methodologies
When students have completed the programme they will be able to:
B1 synthesise pedagogical and technological models of education for effective teaching and learning
B2 explore critically theories of effective teaching and learning
B3 evaluate critically technological models and instruments for learning
B4 evaluate research methodologies in education in general and instructional design in particular
B5 reflect critically on the application of instructional technologies to meet the learning needs of individuals and groups
When students have completed the programme they will be able to:
C1 employ appropriate technology to support student learning effectively
C2 create an interactive learning environment
C3 facilitate the integration of technology across the curriculum and the institution
C4 draw upon educational research to inform practice
C5 employ instructional technology to promote independent learning
When students have completed the programme they will be able to:
D1 apply advanced problem-solving and decision making models
D2 develop strategies for effective communications and conflict resolution
D3 apply effective ICT strategies
D4 work independently and apply effective time management skills
D5 work collaboratively to lead change think critically |
ED699 Dissertation
(6) Credit Hours
This module provides students with an opportunity to complete an extended in depth study in a topic area of interest within the field of instructional technology. The student will identify a sharply focused issue related to instructional technology for which they have not previously submitted work for assessment within this programme. The module allows students to identify a topic area which has relevance to their own professional development, to draw extensively on their own experience and to include a strong comparative dimension to the study.
| Course Code |
ED699 |
| Course Title |
Dissertation |
| Pre-requisite |
None |
| Credit Hours |
6 |
| Course Description |
This module provides students with an opportunity to complete an extended in depth study in a topic area of interest within the field of instructional technology. The student will identify a sharply focused issue related to instructional technology for which they have not previously submitted work for assessment within this programme. The module allows students to identify a topic area which has relevance to their own professional development, to draw extensively on their own experience and to include a strong comparative dimension to the study. |
| Course Objectives |
The course aims to train students in writing rigorous scientific research and working on publishing it in a reputable journal. |
| Course Outcomes |
Upon successful completion of 30 credit hours, the student will write a dissertation in which s/he:
• Identifies and explores dimensions of an aspect of instructional technology in a professional context.
• Demonstrates a critical understanding and knowledge of the literature relevant to her/his research topic.
• Provides evidence of analytical and critical thought
• Shows evidence of appropriate knowledge and understanding of secondary and other available resources relevant to their chosen topic
• Implements strategies for the use of appropriate resources.
• Examines and evaluates conceptual and theoretical perspectives relevant to hi/her research topic.
• Studies, analyses, and synthesises the relevance of indicated perspectives to the development of policy and practice in his/her field of specialisation.
• Organises a piece of research/report in a scientific way which enables others to make use of his/her effort and/or build on his/her findings.
• Manages time effectively |
GR 111 Arabic-Islamic Civilization
(3) Credit Hours
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture.
| Course Code |
GR 111 |
| Course Title |
Arabic-Islamic Civilization |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture. |
| Course Objectives |
By the end of this course, the student will be able to:
• Acquire a general cultural knowledge that enables them to connect their specialty with broader human dimensions.
• Appreciate the importance of history as a relative movement in which the memory of the past, the experience of the present, and the hope for the future interact.
• Conduct a historical critique of past events, connecting them to the present and envisioning the future. • Understand the significance of global cultural history and comparative history.
• Value the importance of intercultural interaction.
• Connect Arab-Islamic civilization with contemporary reality. |
| Course Outcomes |
### A) Knowledge & Understanding:
Upon completing this course, the student is expected to:
- Recognize the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of related units.
- Identify the distinctive characteristics of Islamic civilization.
- Understand the history of the Islamic state.
### B) Cognitive Skills:
Upon completing this course, the student is expected to have acquired relevant skills, including:
- Analyze the role of the Islamic state in spreading Islam and Islamic conquests, along with analyzing the reasons for prosperity and decline in the course of civilizations.
- Recognize the factors that led to the weakening of the Islamic state.
### C) Practical and Professional Skills:
- Faith in God and adherence to Islamic beliefs.
- Engage with contemporary events with awareness and understanding.
- Show respect for others' opinions, based on the principle of consultation (Shura).
- Use available resources to raise awareness among others about the dangers of discord among Muslims.
- Demonstrate the importance of patriotism and belonging to one’s homeland.
### D) Key Transferable Skills:
- Work effectively in groups, with guidance, or independently.
- Make organized decisions in contexts requiring self-directed work, learning, and innovation.
- Make decisions in unpredictable contexts within learning or work.
- Manage complex technical or professional activities and lead project teams. |
GR 112 Issues and Problems of Development in the Arab World
(3) Credit Hours
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators.
| Course Code |
GR 112 |
| Course Title |
Issues and Problems of Development in the Arab World |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators. |
| Course Objectives |
By the end of this course, the student will be able to:
• Describe the current state of development in the Arab world from social, cultural, and political perspectives. • Highlight strategic issues faced by Arab society and the problems arising from these issues, which have created boundaries and limitations on development freedom. • Appreciate the importance of developing Arab human resources as the most critical factor in the development equation, recognizing that the Arab individual is both the means and the ultimate goal of development. |
| Course Outcomes |
### A) Knowledge & Understanding
Upon completing this course, the student is expected to have knowledge and understanding of:
- The concept of development and its relationship with education.
- Understanding the elements of development and its economic impact.
- The characteristics of Arab culture.
- Definition of development.
- How to build an Arab knowledge society.
- Enumerating the characteristics of development and its relationship to underdevelopment.
- The causes of underdevelopment.
- Conditions for development in education.
- Malik Bennabi’s views on cultural critique.
### B) Cognitive Skills
Upon completing this course, the student is expected to acquire skills such as:
- Understanding the relationship between the COVID-19 pandemic and health development.
- Proposing solutions for the development of natural resources.
- Comparing the concepts of growth and development.
- Analyzing how to establish a knowledge society.
- Analyzing the reality of Arab culture and development.
- Evaluating Arab actions in addressing underdevelopment.
### C) Practical Professional Skills
- Proposing methods and ideas to increase development rates in education.
- Developing a plan to highlight the danger of illiteracy as a threat to Arab national security.
### D) Key Transferable Skills
- Ability to analyze the relationship between development and education.
- Utilizing cultural aspects to mitigate development challenges.
- Preparing a plan to address development challenges in cultural aspects. |
GR 115 Current International Issues and Problems
(3) Credit Hours
This course examines the issues and problems which stand as global concerns in the interaction of civilizations, North-South relations, human rights and illegal immigration.
| Course Code |
GR 115 |
| Course Title |
Current International Issues and Problems |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course examines the issues and problems which stand as global concerns in the interaction of civilizations, North-South relations, human rights and illegal immigration. |
| Course Objectives |
By the end of this course, the student will be able to:
• Identify the major issues and problems that are of global concern today. • Analyze these issues to familiarize students with their nature, underlying factors, and their impacts on the structure of the global system, regional systems, and nation-states. • Stay informed about developments in the global environment around them, enabling active and effective participation in global events. |
| Course Outcomes |
### أ) المعرفة والفهم (Knowledge & Understanding):
Upon completing this course, the student is expected to have knowledge and understanding of:
- The factors causing global issues and problems.
- The impact of these issues on global, regional, and national organizational structures.
- Scientific analysis of these issues.
- Understanding the unequal exchange in North-South relations.
### ب) المهارات العقلية (Cognitive Skills):
Upon completing this course, the student is expected to acquire skills such as:
- Analyzing global issues to identify their main causes.
- Analyzing the political ideologies of dominant powers and the process of globalization.
### ج) المهارات المهنية التطبيقية (Practical Professional Skills):
Upon completing this course, the student is expected to be able to:
- Apply the best methods to address issues related to illegal migration.
- Use approaches to present globalization clearly as a contemporary theory.
- Employ mind-mapping skills to explain the clash of civilizations.
### د) المهارات الأساسية / المفتاحية (Key or Transferable Skills):
Upon completing this course, the student is expected to be able to:
- Propose appropriate solutions to conflicts and disputes between civilizations.
- Form teams for or against globalization and present each team’s arguments.
- Respect other civilizations and embrace peaceful coexistence. |
GR 118 Life skills and Coexistence
(3) Credit Hours
This course focuses on developing the capabilities that enable individuals to engage in adaptive and positive behavior, and enable them to deal effectively with the demands and challenges of life. It aims to enhance academic, personal and communication skills among Arab Open University students, and help them apply these skills in their university and professional lives. These skills, along with the cognitive courses offered by the university, contribute to refining students' capabilities and enhancing their growth. The course specifically seeks to introduce the concept of skills and how to acquire and develop them, such as self-awareness, stress management, effective communication, problem solving, conflict resolution, leadership and team building skills. It also covers topics such as diversity, democracy, women's rights, the Universal Declaration of Human Rights, artificial intelligence skills and their applications in the university and various aspects of life.
| Course Code |
GR 118 |
| Course Title |
Life skills and Coexistence |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course focuses on developing the capabilities that enable individuals to engage in adaptive and positive behavior, and enable them to deal effectively with the demands and challenges of life. It aims to enhance academic, personal and communication skills among Arab Open University students, and help them apply these skills in their university and professional lives. These skills, along with the cognitive courses offered by the university, contribute to refining students' capabilities and enhancing their growth. The course specifically seeks to introduce the concept of skills and how to acquire and develop them, such as self-awareness, stress management, effective communication, problem solving, conflict resolution, leadership and team building skills. It also covers topics such as diversity, democracy, women's rights, the Universal Declaration of Human Rights, artificial intelligence skills and their applications in the university and various aspects of life. |
| Course Objectives |
By the end of this course, the student will be able to:
• Develop academic, personal, and communication skills for students of the Arab Open University.
• Apply these skills in their university life and professional careers.
• Understand the concept of skill acquisition and development, such as self-awareness, stress management, effective communication, problem-solving and conflict resolution, leadership, and team-building skills.
• Present topics related to pluralism and democracy, women's rights, the Universal Declaration of Human Rights, acceptance of others, coexistence and tolerance, and Arab identity without prejudice. |
| Course Outcomes |
### أ) المعرفة والفهم (Knowledge & Understanding):
Upon completing this course, the student is expected to have knowledge and understanding of:
- The nature of skills and distinguishing them from abilities and knowledge.
- The importance of information processing skills and their role in the learning process.
- Methods of acquiring skills through understanding the “learning ladder.”
- Understand the key concepts related to Artificial Intelligence.
- The importance of stress management skills.
- The articles of the Universal Declaration of Human Rights and women’s rights.
### ب) المهارات العقلية (Cognitive Skills):
Upon completing this course, the student is expected to be able to:
- Plan for the future in their academic life.
- Consider a single situation from multiple perspectives.
- Logically analyze pluralism and democracy.
- Accept others and engage in peaceful coexistence.
- Possess Ethics of Artificial Intelligence.
- Make appropriate decisions regarding major life issues.
### ج) المهارات المهنية التطبيقية (Practical Professional Skills):
Upon completing this course, the student is expected to be able to:
- Apply the best methods for resolving problems and conflicts in an analytical and logical manner.
- Apply techniques that enable self-discovery and personal development.
- Utilize communication skills in university life.
- Employ self-confidence skills in building a well-rounded personality.
### د) المهارات الأساسية القابلة للنقل (Key Transferable Skills):
Upon completing this course, the student is expected to be able to:
- Manage stress and resolve problems and conflicts.
- Form harmonious work teams.
- Respect and accept others, regardless of differences.
- Apply principles of tolerance in social life.
- Benefit from the Artificial Inttelligence Applications in their lives. |
GR 131 History and Civilization of AOU branch country
(3) Credit Hours
This course introduces students to the historical background of the AOU branch country, its political, socioeconomic development and democratic experience.
| Course Code |
GR 131 |
| Course Title |
History and Civilization of AOU branch country |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course introduces students to the historical background of the AOU branch country, its political, socioeconomic development and democratic experience. |
| Course Objectives |
By the end of this course, the student will be able to:
• Review the history of the Jordanian state since its inception and the factors that contributed to its formation, both during the founding phase and the establishment of the "Emirate of Transjordan" as well as the creation of the "Hashemite Kingdom of Jordan." • Appreciate the concept of the unity of the East and West Banks of the Jordan River. • Analyze and review the political, economic, social, and cultural life in Jordan, as well as the democratic transformations and their impact on the social environment. • Study the Royal Discussion Papers and their impact on modernization in various fields. |
| Course Outcomes |
### أ) المعرفة والفهم (Knowledge & Understanding):
Upon completing this course, the student is expected to have knowledge and understanding of:
- The concepts of homeland and citizenship.
- Knowledge of the borders of the Hashemite Kingdom of Jordan.
- Identifying the characteristics of social life in Jordan.
- Understanding the history of political parties in Jordan.
- Knowledge of the king's efforts in political reform.
### ب) المهارات العقلية (Cognitive Skills):
Upon completing this course, the student is expected to be able to:
- Analyze the importance of Jordan's location throughout history.
- Understand the significance of political reforms during King Abdullah II’s reign.
- Classify the social status of the population.
- Express their opinion on peaceful coexistence among Jordan’s people.
- Provide their perspective on the content of the Royal Discussion Papers and their impact on democratic life.
### ج) المهارات المهنية التطبيقية (Practical Professional Skills):
Upon completing this course, the student is expected to be able to:
- Draw a map of Jordan and explain the significance of its location.
- Apply statistical methods to track women's participation in successive governments.
- Analyze the nature of society and the demographic structure.
- Summarize the main ideas of the Royal Discussion Papers.
- Create a PowerPoint presentation highlighting key milestones in the history of the Kingdom's establishment.
### د) المهارات الأساسية / المفتاحية (Key or Transferable Skills):
Upon completing this course, the student is expected to be able to:
- Explain the geographical and political significance of Jordan's location on the map.
- Outline key milestones in Jordan's history.
- Summarize the main ideas regarding political life in Jordan.
- Identify and categorize the main ideas of the Royal Discussion Papers by field. |
SP 100 Introduction to Special Education
(3) Credit Hours
This course explores the historical development of child-rearing practices for children with disabilities, emphasizing its significance in shaping both theoretical and practical frameworks. It aims to familiarize students with the concepts of special education and the disabled child, as well as the relationship between the two. Additionally, the course addresses the most important categories of disabilities, including intellectual disabilities, visual and hearing impairments, physical disabilities, emotional and behavioral disorders, learning disabilities, and communication disorders. It highlights the causes of these disabilities and discusses various methods for providing educational services for each category. Furthermore, the course examines talent and excellence, focusing on cognitive, psychological, physical, and emotional characteristics, along with the most important programs available to support these individuals.
| Course Code |
SP 100 |
| Course Title |
Introduction to Special Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course explores the historical development of child-rearing practices for children with disabilities, emphasizing its significance in shaping both theoretical and practical frameworks. It aims to familiarize students with the concepts of special education and the disabled child, as well as the relationship between the two. Additionally, the course addresses the most important categories of disabilities, including intellectual disabilities, visual and hearing impairments, physical disabilities, emotional and behavioral disorders, learning disabilities, and communication disorders. It highlights the causes of these disabilities and discusses various methods for providing educational services for each category. Furthermore, the course examines talent and excellence, focusing on cognitive, psychological, physical, and emotional characteristics, along with the most important programs available to support these individuals. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the historical development of special education for children with disabilities, as it is crucial for shaping both the theoretical and practical framework of the field.
2) Understand the concept of special education, the definition of children with disabilities, and the relationship between them.
3) Learn about the main categories of disability, including intellectual disability, visual and hearing impairment, physical disability, emotional and behavioral disorders, learning difficulties, and speech disorders.
4) Identify the causes of disabilities and the various methods of providing educational and instructional services to each of these categories.
5) Understand current trends in the care of children with disabilities.
6) Understand the concept of giftedness and talented in terms of their cognitive, psychological, physical, and emotional characteristics, as well as the most important programs provided for them. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
• Identify various concepts related to raising children with special needs and methods for detecting individuals with special needs.
• Identify the concepts of mental disability, including its classification, causes, methods of diagnosis, characteristics of individuals with mental disabilities, available programs, and educational alternatives for those with mental disabilities.
• Identify the concepts of hearing disabilities, their classifications, causes, methods of diagnosis, characteristics of individuals with hearing impairments, available programs, educational alternatives, and effective communication methods for those affected.
• Identify the concepts of visual impairment, its classifications, the causes of visual impairment, methods for diagnosing it, the characteristics of individuals with mental disabilities, the programs available for them, and educational alternatives for the visually impaired.
• Identify the concepts of physical and health impairments, their classifications, the causes of these impairments, methods for diagnosing them, the characteristics of individuals with physical and health disabilities, the programs available for them, and educational alternatives for those with physical and health disabilities.
• Identify the concepts of learning difficulties, their classifications, the causes of these difficulties, methods for diagnosing them, the characteristics of individuals with learning difficulties, the programs available for their support, and educational alternatives for individuals facing learning challenges.
• Identify the concepts of behavioral disorders, including their causes, classifications, diagnostic methods, characteristics of behaviorally disturbed individuals, and the programs available to support them.
• Identify the concepts of language disorders, including their causes, classifications, diagnostic methods, characteristics of individuals with language disturbances, and the programs available to support them.
• Identify the concept of autism, its classifications, the characteristics of individuals with autism, the programs available for them, and the causes of autism.
• Identify the concepts of talent and excellence, their classifications, the characteristics of gifted and exceptional individuals, the programs available for them, the challenges they encounter, and the traits of their educators.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
• Analyze the advantages and disadvantages of naming and classifying individuals with special needs.
• Analyze the fundamental differences between talent and excellence, as well as the rationale for offering specialized services to each.
• Distinguish between the concepts associated with each disability in special education.
• Develop a strategy for diagnosing each category of special education.
• Analyze the relationships between educational interventions for each category of special education.
• A scientific prediction of the impact of educational interventions for each category of special education.
Appreciating the differences and diversity within each category of special education.
Appreciating the integration of services provided for each category of special education.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
Use appropriate intervention strategies tailored to each case of special needs.
Develop guidance programs tailored for each category of special education.
Apply higher-order thinking skills, as well as creative and critical thinking, to solve the problems encountered in addressing various categories of special education.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
• Observe the behavior of individuals with special needs and develop a positive attitude towards them, recognizing their talents and excellence.
• Individuals with special needs.
• Disability
• Classroom discussions and interactions.
• Observe the behaviors of individuals with special needs.
• Interact professionally with individuals with special needs. |
SP 202 Early Intervention in Special Education
(3) Credit Hours
The course aims to help students identify the fundamental principles of early intervention, assess developmental processes in early childhood, and reduce the impact of disabilities. Additionally, it seeks to train students to evaluate family interactions within early intervention and understand the family's role in these programs.
This course also aims to help students identify the categories involved in early intervention and understand the role of a multidisciplinary team in the diagnosis and evaluation of children. To achieve the objectives of this course covers a variety of topics, including general concepts of early intervention, specific groups of children targeted in early intervention programs, and the qualifications required for the team involved in this work.
It also addresses the importance of early screening for disabilities and the assessment forms used, in addition to reviewing the activities employed in early intervention programs. It discusses the role of the family and the educational environment in these programs, as well as the preventive and curative measures provided and the extent of predictability for the future.
| Course Code |
SP 202 |
| Course Title |
Early Intervention in Special Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
The course aims to help students identify the fundamental principles of early intervention, assess developmental processes in early childhood, and reduce the impact of disabilities. Additionally, it seeks to train students to evaluate family interactions within early intervention and understand the family's role in these programs.
This course also aims to help students identify the categories involved in early intervention and understand the role of a multidisciplinary team in the diagnosis and evaluation of children. To achieve the objectives of this course covers a variety of topics, including general concepts of early intervention, specific groups of children targeted in early intervention programs, and the qualifications required for the team involved in this work.
It also addresses the importance of early screening for disabilities and the assessment forms used, in addition to reviewing the activities employed in early intervention programs. It discusses the role of the family and the educational environment in these programs, as well as the preventive and curative measures provided and the extent of predictability for the future. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the general principles of early intervention, how to assess developmental processes in early childhood, and ways to alleviate the effects of disabilities.
2) Acquire the skills necessary to train students with special needs in cognitive and motor skills, language and social skills, emotional skills, self-care abilities, and sensory development.
3) Develop the ability to assess family interactions in early intervention and understand the role of the family in early intervention programs.
4) Learn about the target groups for early intervention and how a multidisciplinary team works in diagnosing and evaluating children. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
- To clarify the categories of children targeted by early intervention programs.
- To identify early intervention teams
- To identify the role of teamwork in early intervention programs
- To explain early intervention models.
To demonstrate the effectiveness of early intervention.
To identify early intervention strategies in Arab countries.
- To define the concepts of mental and physical disabilities.
- To identify the causes of mental and physical disabilities.
- To explain the general principles of teaching children with mental and physical disabilities.
- To identify the concepts of hearing disabilities, communication disorders, and visual impairments.
- To identify the causes of hearing impairments, communication disorders, and visual disabilities.
- To explain the general principles of teaching children with hearing impairments, communication disorders, and visual impairments.
- To understand the concepts of behavioral and learning disabilities.
- To identify the causes of behavioral and learning disabilities.
To explain the general principles of teaching children with behavioral and learning disabilities.
To identify early detection systems.
- To identify various forms of assessment
- To explain the early warning signs (indicators) of disabilities.
- To understand the concept and significance of readiness
- To explain the factors that influence readiness for school learning.
- To explain the tools used for assessing readiness.
To identify the responses or cognitive processes that reflect cognitive and motor skills.
- To explain the methods for training cognitive skills
- To explain the significance of imitation and how to effectively teach it to children.
To identify the various stages of development.
- To identify effective methods for teaching language skills.
- To identify the educational settings in early intervention centers.
- To explain the role of computers in supporting young children with disabilities.
- To explain the methods for modifying the behavior of individuals with disabilities.
- To identify the role of families in early intervention programs.
The Role of the Family in the Early Detection of Disabilities
- The Role of the Family in Preventing Disability
B) Cognitive Skills:
After completing this course, students are expected to be able to:
- Infer the justifications for early intervention.
- Strategies for Enhancing the Well-Being of Young Children.
- Strategies for Enhancing Children's Handwriting.
- Concluding the Impact of Integration in Early Childhood
- Analyzing the relationships between educational interventions for each category of special education.
- Predictive Methods for the Early Detection of Disabilities
- Estimating methods for the prevention of various disabilities. C) Applied Professional Skills:
After completing this course, students are expected to be able to:
Use appropriate guidance and interventions for early intervention strategies.
Develop guidance programs designed to prevent disabilities.
Apply higher-order thinking skills, along with creative and critical thinking, to address problems related to social skills.
- Apply higher-order thinking skills, including creative and critical thinking, to address problems encountered in the context of life skills.
- Apply higher-order thinking skills, including creative and critical thinking, to address and solve problems related to language proficiency.
- Apply higher-order thinking skills, including creative and critical thinking, to address and solve problems related to the development of various sensory modalities.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
- To professionally develop a diverse range of skills for individuals with special needs.
- Early Intervention.
- Integration.
- Classroom discussions and interactions.
- Observe the behavior of individuals with special needs by observing general indicators of behavior.
- To engage professionally in developing a variety of skills for individuals with special needs. |
SP 205 Assessment and diagnoses of learning disabilities
(3) Credit Hours
This course aims to provide students with fundamental concepts related to the assessment and diagnosis process, as well as the skills necessary for applying evaluation methods and interpreting results, including their reliability in making educational decisions. To achieve these objectives, the course covers the goals of evaluation and diagnosis, as well as the factors that must be considered. It also addresses diagnostic mechanisms and tools, along with formal and informal methods for individuals with learning disabilities, emphasizing the special considerations that must be considered when diagnosing and assessing each category of learning disabilities.
| Course Code |
SP 205 |
| Course Title |
Assessment and diagnoses of learning disabilities |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to provide students with fundamental concepts related to the assessment and diagnosis process, as well as the skills necessary for applying evaluation methods and interpreting results, including their reliability in making educational decisions. To achieve these objectives, the course covers the goals of evaluation and diagnosis, as well as the factors that must be considered. It also addresses diagnostic mechanisms and tools, along with formal and informal methods for individuals with learning disabilities, emphasizing the special considerations that must be considered when diagnosing and assessing each category of learning disabilities. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the basic concepts of measurement and diagnosis and their objectives.
2) Acquire the skills and conditions necessary to apply various measurement and diagnostic methods, interpret the results, and make informed educational decisions based on them.
3) Learn to apply formal and informal assessment methods to diagnose individuals with various disabilities. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1- Identify the concepts of measurement and diagnosis in special education, including their objectives and conditions.
2- Identify the types of scales used in measurement: nominal, categorical, ordinal, and ratio.
3- Identify the concepts of validity and reliability, as well as the mechanisms for assessing them.
4- Identify the methods for measuring and diagnosing each category of special education, including mental disabilities, giftedness, learning difficulties, and others.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
1- Analyze the methods employed in measuring and diagnosing the various categories of special education, focusing on the characteristics associated with each category.
2- Choose the most effective methods for measuring and diagnosing the various categories of special education within the field.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1- Measure and diagnose children with mental disabilities.
2- Measure and Diagnose Gifted Children
3- Measure and Diagnose Children with Learning Difficulties
4- Measure and Diagnose Children with Visual Impairment
5- Measure and Diagnose Children with Hearing Impairment
6- Measure and diagnose children with behavioral and emotional disorders.
7- Measure and diagnose children with autism spectrum disorder.
8- Measure and diagnose children with attention deficit hyperactivity disorder (ADHD), characterized by hyperactivity and impulsivity.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
1- Practice critical thinking in the areas of measurement and diagnosis.
2- Distinguish between formal and informal procedures in measurement and diagnosis.
3- Use assessments and evaluations relevant to diagnosing various categories of special education. |
SP 230 Language and Communication Disorders
(3) Credit Hours
This course aims to define the concept of language and its functions, explore rhetorical devices, examine the language development of children and the stages of their growth, and investigate the psychology of language. Additionally, it will cover communication strategies for individuals with various disabilities, including those with intellectual disabilities, hearing impairments, visual impairments, and learning disabilities.
| Course Code |
SP 230 |
| Course Title |
Language and Communication Disorders |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to define the concept of language and its functions, explore rhetorical devices, examine the language development of children and the stages of their growth, and investigate the psychology of language. Additionally, it will cover communication strategies for individuals with various disabilities, including those with intellectual disabilities, hearing impairments, visual impairments, and learning disabilities. |
| Course Objectives |
After completing this course, students are expected to:
1) Understand the basic concepts related to communication, such as verbal and non-verbal communication, and concepts related to language, fluency, speech, and sound.
2) Learn about the hierarchical sequence of language in children.
3) Acquire skills to identify and diagnose language and speech disorders and to perform referral procedures for cases of language or speech delays. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1. Identify the concept of communication and its types: verbal and non-verbal.
2. Identify language disorders and their underlying causes.
3. Identify speech disorders and their causes.
4. Identify fluency disorders and their underlying causes.
5. Identify voice disorders and their underlying causes.
6. Identify hearing disorders and their causes.
7. Identify language disorders of neurological origin and their underlying causes.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
1- Analyze the methods utilized by speech and language specialists to measure and diagnose language and speech disorders.
2- Compare the interventions utilized by specialists in treating these disorders, taking into account the characteristics and causes associated with each category: language, pronunciation, fluency, voice, and hearing.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1. Diagnose children with language disorders and refer them to a speech and language disorders specialist.
2. Diagnose children with speech disorders and refer them to a speech and language disorders specialist.
3. Diagnose children with fluency disorders and refer them to a speech and language disorders specialist.
4. Diagnose children with voice disorders and refer them to a speech and language disorders specialist.
D) Basic transferable skills:
After studying this course, the student is expected to be able to:
1- Follow up on treatment plans for children with speech and language disorders.
2- Practice critical thinking on topics of verbal communication (language and speech).
3- Distinguish between formal and informal procedures in measuring and diagnosing speech and language disorders.
4- Use scales and tests related to diagnosing speech and language disorders. |
SP 233 Building and behavior modification
(3) Credit Hours
This course describes the concept of behavior modification, its historical background, and its theoretical foundations. Also, it focuses on how to use different behavior modification methods with typically developed and individuals with disabilities, whether in building new behavior, strengthening and generalizing desirable behaviors, or modifying undesirable behaviors, as well as employing technology in designing, implementing, and evaluating behavior modification and building programs using the computer.
| Course Code |
SP 233 |
| Course Title |
Building and behavior modification |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course describes the concept of behavior modification, its historical background, and its theoretical foundations. Also, it focuses on how to use different behavior modification methods with typically developed and individuals with disabilities, whether in building new behavior, strengthening and generalizing desirable behaviors, or modifying undesirable behaviors, as well as employing technology in designing, implementing, and evaluating behavior modification and building programs using the computer. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the concept of behavior modification, its historical background, and its theoretical foundations.
2) Learn how to use various behavior modification techniques with typically developed and disabled children, whether in building new behaviors, reinforcing and generalizing them, or modifying undesirable behaviors.
3) Understand the procedures used in behavior modification for cases such as bedwetting, stereotypical behavior, disruptive behavior, self-harm, hyperactivity, social withdrawal, aggressive behavior, and other issues like epilepsy and pica.
4) Recognize the importance of training the parents of children with disabilities and their role in the behavioral modification plan. |
| Course Outcomes |
A) Knowledge and understanding:
- Identify the concept of bedwetting, its classification, incidence rates, and ways to deal with bedwetting in disabled individuals.
- Identify the concept of stereotypical behavior, its types, classification, incidence rates, and ways to deal with stereotypical behavior in disabled individuals.
- Identify the concept of chaotic behavior and ways to deal with chaotic behavior in disabled individuals.
Identify the concept of self-harm behavior, prevalence rate, causes of self-harm, and ways to deal with self-harm in disabled individuals.
- Identify the concept of hyperactivity, causes of self-harm, and ways to treat hyperactivity.
Identify the concept of social withdrawal, causes of social withdrawal, and ways to treat social withdrawal.
- Identify the concept of aggression, its causes, and ways to treat aggressive behavior.
- Identify epileptic seizures.
Identify psychological vomiting, body weight problems, and pica.
Identify issues related to measurement.
- To identify the justifications for training parents of disabled children and the issues that must be taken into account when designing parent training programs and the general principles for implementing parent training programs.
B) Cognitive skills:
After studying this course, the student is expected to be able to:
- Conclude how to strengthen and maintain human behavior.
- Conclude strategies to reduce maladaptive behavior.
- Conclude methods used in treating bedwetting.
- Conclude methods used in treating stereotypical behavior.
- Conclude methods used in treating chaotic behavior.
- Analyze the relationships between educational interventions for self-harm behavior.
- Predict methods of treating hyperactivity.
- Estimate methods of treating aggressive behavior.
C) Applied professional skills:
After studying this course, the student is expected to be able to:
- Use appropriate guidance interventions to modify the behavior of disabled individuals.
- Design guidance programs and plans to modify bedwetting behavior.
- Apply higher-order thinking skills, creative and critical thinking, and solve problems faced in dealing with aggressive behavior.
- Applying higher-order thinking skills, creative and critical thinking, and solving problems faced in dealing with life skills for individuals with disabilities.
- Applying higher-order thinking skills, creative and critical thinking, and solving problems faced in dealing with self-harm, stereotypical behavior, chaotic behavior, and hyperactive behavior.
- Applying higher-order thinking skills, creative and critical thinking, and solving problems faced in training parents.
D) Basic transferable skills:
After studying this course, the student is expected to be able to:
- Be able to develop a behavior modification plan for individuals with special needs and be able to implement it through what he has learned in this course.
- Behavior modification.
- Chaotic behavior.
- Self-harm.
- Hyperactivity.
- Stereotypical behavior. |
SP 241 Curricula and methods in Special Education
(3) Credit Hours
This course covers several interconnected concepts, including the definition of the curriculum, its components, and its objectives. It also addresses how to differentiate between ordinary children’s curricula and other educational materials, as well as strategies for developing curricula for children with disabilities. Additionally, the course will focus on measuring current performance levels, preparing individual educational plans, creating individualized instructional plans, and implementing evaluation methods.
| Course Code |
SP 241 |
| Course Title |
Curricula and methods in Special Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course covers several interconnected concepts, including the definition of the curriculum, its components, and its objectives. It also addresses how to differentiate between ordinary children’s curricula and other educational materials, as well as strategies for developing curricula for children with disabilities. Additionally, the course will focus on measuring current performance levels, preparing individual educational plans, creating individualized instructional plans, and implementing evaluation methods. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the concept of curriculum, its components, and objectives, and learn how curricula for typical children differ from those for children with special needs.
2) Become familiar with strategies for developing curricula for children with special needs, including entry behavior and assessing current performance levels.
3) Acquire the necessary skills to develop individualized educational plans (IEPs), prepare individualized instructional plans, and evaluate these plans. |
| Course Outcomes |
A) Knowledge and Understanding:
- To understand the principles of special education.
- To discuss the significance of parental involvement in the educational process.
- To clarify the general characteristics of special education in the Arab world and the steps involved in curriculum design.
- To clarify the developmental areas, which include cognitive skills, language, motor, self-care, social and emotional skills, and functional academic skills.
- To explore the curriculum models in special education and elucidate the sources of the curriculum.
- The purpose of this document is to emphasize the significance of the Individualized Education Program (IEP) in transforming the landscape of special education. It aims to elucidate the components of the IEP and outline the fundamental elements involved in assessing individuals with special needs.
-To clarify the conditions necessary for successful inclusion, as well as to outline the adaptations required in the classroom environment and teaching methods for individuals with special needs, and to detail the steps involved in implementing behavior modification programs for people with disabilities.
- To discuss the methods for organizing special education programs and the general organizational procedures that specialists agree are essential for implementation in early intervention programs.
- B) Cognitive Skills:
After completing this course, students are expected to be able to:
- Understand the fundamental activities involved in integration. - Comprehend contemporary trends in the preparation of special education teachers. Reason: Improved vocabulary and clarity while correcting punctuation and capitalization errors.
- Understanding Teaching Methods in Special Education and General Principles for Teaching Students with Special Needs
- To compare individual and group education and explain various teaching methods, including cognitive skills, language skills, motor skills, self-care skills, social and emotional skills, and functional academic skills.
- Analyzing the Relationships Between Educational Interventions Across Different Categories of Special Education.
- Predicting Effective Teaching Methods for Children with Special Needs (including those with learning difficulties, intellectual disabilities, emotional disorders, visual impairments, hearing impairments, physical disabilities, and giftedness)
C) Practical Professional Skills
After completing this course, students are expected to be able to:
- Use appropriate guidance interventions for parents in educational settings.
- Develop instructional programs for teaching children with special needs across all categories.
- Applying higher-order thinking skills, as well as creative and critical thinking, to address the challenges encountered when working with individuals with mental disabilities, learning difficulties, hearing and visual impairment, behavioral problems, language disorders, autism, and gifted children.
D) Transferable Skills:
- After completing this course, students are expected to be able to:
It is essential to implement inclusive practices in schools and to develop the skills necessary for effectively adapting curricula.
Curriculum: Teaching Methods for Various Categories of Special Education
Individualized Education Program
- Engaged professionally in developing a variety of teaching methods for individuals with special needs. |
SP 302 Learning Disabilities
(3) Credit Hours
This course provides a general idea of the concepts of learning difficulties and its relationship with other sciences. In addition, it introduces the recent approaches, and the resources used for teaching it, and the differences between the terms of slow learning and learning disabilities and clarify the developmental and academic support to students with learning difficulties. The course illustrates the academic and developmental characteristics of the learners who have learning difficulties.
| Course Code |
SP 302 |
| Course Title |
Learning Disabilities |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course provides a general idea of the concepts of learning difficulties and its relationship with other sciences. In addition, it introduces the recent approaches, and the resources used for teaching it, and the differences between the terms of slow learning and learning disabilities and clarify the developmental and academic support to students with learning difficulties. The course illustrates the academic and developmental characteristics of the learners who have learning difficulties. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the concept of learning difficulties and the distinction between learning difficulties and slow learning.
2) Learn about the origins of the field of learning difficulties and the contributions of various sciences, including educational sciences, to its development.
3) Recognize the main developmental and academic characteristics of students with learning difficulties, as well as the causes of learning difficulties.
4) Understand how to diagnose cases of learning difficulties, the main programs provided for individuals with learning difficulties, and the teaching strategies used with them. |
| Course Outcomes |
A) Knowledge & Understanding:
After studying this course, the student is expected to have knowledge and understanding of the following:
- Identify the relevant Arabic and foreign terms and determine the location of learning difficulties on the normal distribution curve and compare learning difficulties and slow learning, the most important international definitions and factors that affect prevalence rates
- Identify the contributions of each science to learning difficulties from the following sciences:) medical sciences, psychological sciences (developmental psychology, educational psychology, cognitive psychology) linguistic sciences, genetic sciences, educational sciences).
- Identify the manifestations of attention and hyperactivity problems and methods of measuring them and their educational programs, as well as visual perception and methods of measuring them and their educational interventions and auditory perception and methods of measuring them and their educational interventions.
- Explains the causes of learning difficulties: physical, genetic, psychological and environmental causes.
- Identify the general principles and foundations in measuring and diagnosing learning difficulties, the steps a student goes through when diagnosed with learning difficulties, the methods and means used in diagnosing learning difficulties, the criteria used in diagnosing learning difficulties, and the aspects that are measured for the purposes of diagnosing learning difficulties.
- Identify the alternatives available to children with learning difficulties and the educational programs provided to them, especially reading, writing, mathematics and language, as they are among the most important basic skills that students with learning difficulties suffer from, and the general principles of effective teaching for children with learning difficulties.
- Identify the steps included in the diagnostic and therapeutic model.
- Apply the task analysis model in teaching students with learning difficulties.
B) Cognitive Skills:
After studying this course, the student is expected to be able to:
- Distinguish between the developmental and academic aspects of learning difficulties.
- Conclude the basic differences between learning difficulties and slow learning
- Distinguish between concepts related to each of the learning difficulties.
- Planning how to diagnose learning difficulties.
- Analysis of the relationships between educational interventions for individuals with learning difficulties.
- Scientific prediction of the impact of educational interventions on the category of learning difficulties
- To conclude the obstacles in the field of diagnosing learning difficulties
- Estimating the integration between services provided to individuals with learning difficulties.
- To apply basic behavior modification methods to develop the academic and social-emotional skills of children with learning difficulties
C) Practical Professional Skills
After studying this course, the student is expected to be able to:
- Use guidance interventions appropriate for each category of learning difficulties.
- Design guidance programs for individuals with learning difficulties.
Apply higher-order thinking skills, creative and critical thinking, and solve problems that face him in dealing with learning difficulties
D) Key or Transferable Skills
- Deal with students with learning difficulties in terms of teaching methods and how to diagnose
- Learning difficulties.
- Slow learning
- Developmental difficulties.
- Academic difficulties
- Behavior observation. Individuals with Learning Disabilities
- Dealing Professionally with Individuals with Learning Disabilities
|
SP 325 Learning through playing
(3) Credit Hours
This course examines theories and educational methods related to play in childhood. It will instruct students on how to integrate play into the curriculum while enhancing children's creative and innovative thinking. Additionally, the course will explore the use of technology and play in specific subject areas, all aimed at developing effective methods for incorporating play into educational practices.
| Course Code |
SP 325 |
| Course Title |
Learning through playing |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course examines theories and educational methods related to play in childhood. It will instruct students on how to integrate play into the curriculum while enhancing children's creative and innovative thinking. Additionally, the course will explore the use of technology and play in specific subject areas, all aimed at developing effective methods for incorporating play into educational practices. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand theories and educational methods related to play in childhood, with a focus on integrating play into curricula.
2) Acquire the skills needed to foster creative and innovative thinking in children.
3) Use technology and play in specific subjects to develop suitable methods for incorporating play into the teaching and learning process. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
- Play: Its Goals, Importance, and Functions.
- Foundations of Play and Its Classifications
- Factors Affecting Play
- Theories of Play
- Stages of Play and Childhood.
- Educational Play
- Play and Learning in Kindergarten
- Play and Learning in Primary School
- The Role of Play in Counseling and Psychotherapy.
- The prevalence of traditional and electronic play among children.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
- Employ critical thinking regarding the concepts of play, its objectives, and its significance.
- Explain the interrelationship among the educational, psychological, and social foundations of play.
Critical Analysis of Theories Explaining Play
- Explain the educational, psychological, and social foundations of play.
- Discuss the similarities and differences between the various theories that explain play.
Understand the connection between play and the various stages of childhood.
- Criticize and assess theories that explain play.
- Explain the applications of various play strategies and activities.
- Recognizing the relationship between play and Learning in Kindergarten.
- Recognizing the significance of the relationship between learning and play in primary education.
- Comparing Play Methods and Strategies in Kindergarten and Primary School.
- Recognizing the significance of both popular and electronic play for children.
- Recognizing the significance of incorporating play in counseling and psychotherapy.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
- Design educational activities that promote learning through play.
- Apply lessons learned through play in various school courses.
- Train on utilizing play-based learning in education.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
- Teaching through play-based learning.
- Design a lesson utilizing the learning-through-play strategy.
- Apply effective communication techniques and skills.
- Apply problem-solving skills. |
SP 334 Teaching Methods in Learning Disabilities
(3) Credit Hours
This course introduces students to teaching methods for individuals with learning disabilities across various academic fields, including language, mathematics, and social sciences. It also defines the skills and strategies necessary for students with learning disabilities to enhance their academic performance and social behavior. Additionally, the course covers educational programs designed to develop the cognitive functions essential for the growth of language, literacy, and mathematical skills.
| Course Code |
SP 334 |
| Course Title |
Teaching Methods in Learning Disabilities |
| Pre-requisite |
SP324 + SP100 |
| Credit Hours |
3 |
| Course Description |
This course introduces students to teaching methods for individuals with learning disabilities across various academic fields, including language, mathematics, and social sciences. It also defines the skills and strategies necessary for students with learning disabilities to enhance their academic performance and social behavior. Additionally, the course covers educational programs designed to develop the cognitive functions essential for the growth of language, literacy, and mathematical skills. |
| Course Objectives |
After completing this course, the student is expected to:
1) Learn methods for teaching various academic skills, such as addressing math, reading, and writing difficulties.
2) Understand cognitive and behavioral theories for teaching math, reading, and writing.
3) Become familiar with strategic teaching based on cognitive approaches, enabling them to employ cognitive and metacognitive strategies in teaching students with learning difficulties. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1. Identify the concept of learning strategies.
2. Identify the concept of mathematical difficulties and their underlying causes.
3. Identify the concept of reading difficulties and their underlying causes.
4. Identify the concept of spelling difficulties and their underlying causes.
5. Identify the concept of difficulties in written expression and their underlying causes.
6. Identify the concept of handwriting difficulties and their underlying causes.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
1. Analyze the general methods used in teaching individuals with learning difficulties and compare them.
2. Selecting the most effective methods for teaching individuals with learning difficulties.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1.Teaching Children with Mathematical Difficulties
2. Teaching Children with Reading Difficulties
3.Teaching Children with spelling Difficulties
4. Teaching Children with Written Expression Difficulties
5. Teaching Children with Writing Difficulties
D) Basic Transferable Skills:
After completing this course, students are expected to be able to:
1. Follow up on individualized educational programs for children with learning difficulties.
2. Practice critical thinking when selecting the appropriate methods to identify the strengths and weaknesses of each child with learning difficulties. Additionally, formulate both long-term and short-term goals for each child in specific academic areas, and implement suitable strategies to achieve these objectives. |
SP 336 Developmental Learning disabilities
(3) Credit Hours
This course introduces students to the definition of developmental learning disabilities in children at the pre-primary school level, including types such as motor, intellectual, social, and emotional disabilities. It will also focus on identifying these disabilities and exploring effective strategies for addressing them. The course will cover developmental aspects related to learning disabilities, including attention deficits, hyperactivity, visual perception issues, auditory perception challenges, and memory impairments. Additionally, it will address various developmental problems that students may encounter and the importance of family involvement in managing these challenges.
| Course Code |
SP 336 |
| Course Title |
Developmental Learning disabilities |
| Pre-requisite |
SP324 + SP100 |
| Credit Hours |
3 |
| Course Description |
This course introduces students to the definition of developmental learning disabilities in children at the pre-primary school level, including types such as motor, intellectual, social, and emotional disabilities. It will also focus on identifying these disabilities and exploring effective strategies for addressing them. The course will cover developmental aspects related to learning disabilities, including attention deficits, hyperactivity, visual perception issues, auditory perception challenges, and memory impairments. Additionally, it will address various developmental problems that students may encounter and the importance of family involvement in managing these challenges. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the concept of developmental learning difficulties that appear in children before elementary school, including issues with attention, perception, memory, thinking, and verbal language.
2) Learn methods for diagnosing and addressing these difficulties.
3) Acquire strategies and methods that can be applied to overcome these difficulties and build essential skills for students with learning difficulties to succeed at various school levels. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1- Identify the concept of developmental learning difficulties.
2- Identify the concepts associated with the difficulties in attention, perception, memory, thinking, and oral language.
B) Mental Skills:
After completing this course, students are expected to be able to:
1- Compare developmental and academic learning difficulties.
2- Choose the most effective methods and interventions to address challenges related to attention, perception, memory, cognition, and oral language.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1- Diagnose Attention Difficulties in Children.
2- Diagnose Perceptual Difficulties in Children.
3- Diagnose memory difficulties in Children.
4- Diagnose thinking difficulties in Children.
5- Diagnose Oral Language Difficulties in Children.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
1- Identify children who exhibit signs of difficulties in attention, perception, memory, thinking, and oral language by utilizing a variety of effective scales and assessments.
2- Develop activities that enhance attention, perception, memory, thinking, and oral language skills in children who experience challenges in these areas. |
SP 337 Learning disabilities and academic educational programs
(3) Credit Hours
This course aims to introduce students to the nature of reading and writing, as well as to address the concept of learning disabilities related to these skills. It will cover the most important guidelines for improving proficiency in reading and writing. Additionally, the course will explore learning disabilities in mathematics, including common types of errors, and the characteristics of learners with these disabilities, and will suggest various strategies and activities for teaching mathematics effectively.
| Course Code |
SP 337 |
| Course Title |
Learning disabilities and academic educational programs |
| Pre-requisite |
SP336 |
| Credit Hours |
3 |
| Course Description |
This course aims to introduce students to the nature of reading and writing, as well as to address the concept of learning disabilities related to these skills. It will cover the most important guidelines for improving proficiency in reading and writing. Additionally, the course will explore learning disabilities in mathematics, including common types of errors, and the characteristics of learners with these disabilities, and will suggest various strategies and activities for teaching mathematics effectively. |
| Course Objectives |
After completing this course, the student is expected to:
1) Recognize the nature and importance of reading and writing skills in academic achievement.
2) Understand the concept of learning difficulties in reading and writing, and identify common manifestations among students.
3) Identify the causes of difficulties in both reading and writing.
4) Become with familiar theories, models, and appropriate strategies for teaching reading and writing skills.
5) Acquire the necessary skills to develop individualized educational programs to improve students' reading and writing abilities. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to have knowledge and understanding of the following concepts:
- Identify the concept of reading difficulties.
- Identifying the Concept of Writing Difficulties
- Identify the causes of both reading and writing difficulties.
- Identify the educational interventions that can be employed to address both reading and writing difficulties.
- Identify the measures and assessments that can be used to diagnose both reading and writing difficulties.
B) Cognitive Skills:
After completing this course, students are expected to demonstrate the ability to:
- Analyze the methods used to assess and diagnose reading and writing difficulties.
- Choose the most effective methods for teaching students with reading and writing difficulties.
C) Practical Professional Skills:
After completing this course, students are expected to be able to:
- Teach reading skills based on contemporary educational theories.
- Teach writing skills following contemporary educational theories.
- Employing Modern Technology and Strategies in Education
D) Transferable Skills:
After completing this course, students are expected to demonstrate the ability to:
- Follow up on individualized educational programs designed to address reading difficulties.
- Follow up on individualized educational programs designed to address writing difficulties. |
SP 340 Working with families of individuals with special needs
(3) Credit Hours
This course aims to identify the counseling relationship, the stages of the counseling process, and the essential skills required for advisors to work effectively within this process. Additionally, it will explore the reactions of families with disabled children, as well as the nature of parental involvement and their responsibilities.
| Course Code |
SP 340 |
| Course Title |
Working with families of individuals with special needs |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course aims to identify the counseling relationship, the stages of the counseling process, and the essential skills required for advisors to work effectively within this process. Additionally, it will explore the reactions of families with disabled children, as well as the nature of parental involvement and their responsibilities. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the concept of family and the components of the family system.
2) Recognize parental reactions to disability, analyze the impact of disability on the family, and understand the nature of relationships between parents and specialists.
3) Acquire methods and strategies to help families cope with psychological pressures, reach acceptance of their child’s disability, and plan effectively to involve families in the educational process for children with disabilities. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1- Identify the concept of family.
2- Identify the family of a disabled child.
3- Identify the reactions of parents to disabilities.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
- Analyze the Impact of Disability on the Family
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1- Guide and support families of children with disabilities.
2- Participate in programs.
3- Train Parents.
4- Relationships Between Parents and Specialists.
5- Family and Significant Others.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
- Properly plan and prepare to engage families in the educational process for children with disabilities. |
SP 343 Practicum (1) in the field of learning disabilities
(6) Credit Hours
This course aims to equip students with the knowledge they have gained through various academic courses. It includes a visit to a facility for individuals with learning disabilities, where students will write a detailed report on their observations. Additionally, students will conduct practical observations at these centers to learn how to effectively support students with learning disabilities. They will also be required to create a case study about actual students at the center.
| Course Code |
SP 343 |
| Course Title |
Practicum (1) in the field of learning disabilities |
| Pre-requisite |
None |
| Credit Hours |
6 |
| Course Description |
This course aims to equip students with the knowledge they have gained through various academic courses. It includes a visit to a facility for individuals with learning disabilities, where students will write a detailed report on their observations. Additionally, students will conduct practical observations at these centers to learn how to effectively support students with learning disabilities. They will also be required to create a case study about actual students at the center. |
| Course Objectives |
After completing this course, the student is expected to:
1) Apply all knowledge gained from various university courses, moving beyond theoretical instructions to embrace learning through practice, stimulating interest, and enhancing learning retention.
2) Develop skills for writing detailed reports on field visits to centers and schools that serve students with learning difficulties.
3) Utilize acquired skills in interacting with students with learning difficulties within these centers and schools.
4) Possess the necessary skills to assess and diagnose students with learning difficulties, conduct a case study at the center, and apply these skills with an actual case in real situations under the guidance of a cooperating teacher and academic supervisor at the university. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
- Write a comprehensive report on the resource room for students with learning difficulties that is integrated within the regular school system. The report should address the current state of the resource room, its preparedness, and effective strategies for working with students who have learning challenges.
- Observe five (5) classroom sessions across various subjects conducted in the resource room. Write a report for each observation, including actual photographs that illustrate the performance of the student with learning difficulties, as well as the resource room teacher's performance and the methods employed during the sessions.
- Conduct a case study of a student with learning difficulties who visits the resource room, and write a report.
- Observe a test application that addresses a real case of learning difficulties and write a report.
- Identify a behavioral issue exhibited by a student with learning difficulties and propose a comprehensive intervention plan to address it.
- Submit a video report and a written report on a training session conducted by the trainee student with a student who has learning difficulties. Discuss the reports during the classroom meeting for the field training course.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
- Summarize the strengths and weaknesses of the sessions conducted in the Resources room by the cooperating teacher.
- Conducts a case study on a child with learning difficulties.
- Conduct assessments to identify the strengths and weaknesses of students with learning difficulties.
- Develop a strategy for implementing a behavior modification plan for individuals with learning difficulties.
- Analyze the relationships between educational interventions for each category of learning difficulties.
- A scientific prediction of the impact of educational interventions for each category of special education.
- Planning to implement a class for students with learning difficulties.
- Estimating the integration of services provided to each student with learning difficulties.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
- Implement suitable intervention strategies tailored to each case of learning difficulties.
- Design programs to modify the behavior of individuals with learning disabilities.
- Apply higher-order thinking skills, as well as creative and critical thinking, to solve the problems they encounter while addressing learning difficulties.
D) Basic transferable skills:
After completing this course, students are expected to be able to:
- Manage resource rooms for students with learning difficulties.
- Case Study
- Classroom discussions and interactions.
- Observe the behavior of individuals with learning difficulties.
- Dealing professionally with individuals who have learning difficulties. |
SP 405 Contemporary Issues in Special Education
(3) Credit Hours
This course addresses several key issues, including definitions, classifications, and labeling within the field of special education. It also covers measurement and diagnosis, early intervention, and preschool programs for individuals with special needs. Additionally, the course examines rights and legislation, the preparation of professionals, educational alternatives, rehabilitation programs for individuals with special needs, and the practical application of integration. Furthermore, it emphasizes the importance of collaboration between special education teachers and regular education teachers, as well as the use of computers for the development and evaluation of programs.
| Course Code |
SP 405 |
| Course Title |
Contemporary Issues in Special Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course addresses several key issues, including definitions, classifications, and labeling within the field of special education. It also covers measurement and diagnosis, early intervention, and preschool programs for individuals with special needs. Additionally, the course examines rights and legislation, the preparation of professionals, educational alternatives, rehabilitation programs for individuals with special needs, and the practical application of integration. Furthermore, it emphasizes the importance of collaboration between special education teachers and regular education teachers, as well as the use of computers for the development and evaluation of programs. |
| Course Objectives |
After completing this course, the student is expected to understand the following issues related to individuals with special needs:
1) Genetic counseling for those preparing for marriage and the role of media.
2) Assessment and diagnosis of individuals with special needs.
3) Rehabilitation and employment for individuals with special needs.
4) Sexual education for individuals with special needs.
5) Inclusion of individuals with special needs and work-related stress among special education teachers.
6) Laws and regulations in special education.
7) Attitudes toward disability.
8) Naming and classification of individuals with disabilities.
9) Prevention, community awareness, and supportive services. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to have a comprehensive understanding of the following concepts:
1- Genetic Counseling for Individuals Preparing for Marriage: Objectives, Counseling Methods, and the Benefits and Drawbacks of Counseling and Genetic Therapy.
2- The Role of Media in Addressing Issues Faced by Individuals with Disabilities: Methods of Influence and Strategies for Modifying Negative Attitudes
3- Evaluation and Diagnosis in Special Education: Conditions for Evaluation, Common Errors and Types, Evaluation Challenges, Measurement Ethics, and the Competencies and Responsibilities of the Evaluator.
4- Rehabilitation and Employment for Individuals with Special Needs: Foundations, Objectives, Steps, and Principles. This section will cover how to plan a vocational rehabilitation program, the challenges and requirements involved in rehabilitation, the obstacles faced during the rehabilitation process, and the advantages of rehabilitation centers.
5- Sexual Education for Individuals with Special Needs: Concepts, Objectives, Educators, Sexual Issues, and Counseling Interventions.
The integration of individuals with special needs encompasses various aspects, including types of integration and available options, justifications for integration, characteristics of successful integration, and the roles of schools and society in implementing integration policies.
7- Work Pressures on Special Education Teachers: Concepts, Sources, Impacts, and Coping Strategies
8- Community awareness of disability encompasses the following aspects: concepts, causes, areas of impact, and professionals working in the field of disability care.
9- Support services for individuals with disabilities and gifted individuals encompass various concepts, areas, and challenges related to the provision of these services.
B) Cognitive Skills:
After completing this course, students are expected to demonstrate the ability to:
- Analyze the similarities and differences in the challenges faced by individuals with special needs.
- Distinguish between the concepts associated with each issue concerning individuals with special needs.
- Explain one or more issues of people with special needs.
- Analyzing the relationships between guidance interventions for individuals with special needs.
- The scientific prediction of the impact of guidance and therapeutic interventions on meeting the needs of individuals with special needs.
- Appreciating the differences and diversity among learners and dealing with them professionally, regardless of their varying abilities and social or cultural backgrounds.
- Appreciating the integration of guidance in addressing the needs of individuals with disabilities.
C) Applied Professional Skills:
After completing this course, students are expected to demonstrate the ability to:
- Use appropriate guidance interventions tailored to the specific needs of individuals with special requirements.
- Develop guidance programs that address the specific needs of individuals with disabilities.
- Employ higher-order thinking skills, including creative and critical thinking, to address and resolve the challenges encountered when interacting with individuals with special needs.
D) Basic transferable skills:
After completing this course, students are expected to demonstrate the ability to:
- Develop the ability to form attitudes toward various issues related to learning difficulties, including integration, legislation, and terminology.
- Effective Communication
- Emotional Empathy
- Classroom discussions and interactions.
- Behavioral Observation
- Demonstrating Professionalism. |
SP 415 Integrating students with special needs in regular schools
(3) Credit Hours
This course introduces the foundational concepts of educating specific categories of students within regular schools. It will define the concept of comprehensive integration and the regular education initiative, as well as explore educational alternatives in special education, forms of integration, and the justifications for these approaches. Additionally, the course will cover the main elements that contribute to the effectiveness of the integration process in regular schools, along with a definition of integration programs in the HKJ.
| Course Code |
SP 415 |
| Course Title |
Integrating students with special needs in regular schools |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course introduces the foundational concepts of educating specific categories of students within regular schools. It will define the concept of comprehensive integration and the regular education initiative, as well as explore educational alternatives in special education, forms of integration, and the justifications for these approaches. Additionally, the course will cover the main elements that contribute to the effectiveness of the integration process in regular schools, along with a definition of integration programs in the HKJ. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the concept of inclusion and the philosophies that contributed to its emergence (normalization, anti-institutionalization, effectiveness studies, regular education initiative, and the school for all).
2) Recognize the roles of the inclusion team and the necessary conditions for successful inclusion in regular schools.
3) Learn appropriate methods for including each category of special education students, including necessary adaptations for the physical environment, curricula, and teaching methods, as well as gain knowledge about inclusion programs in the Hashemite Kingdom of Jordan. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1- Identify the concept of integration.
2- Identify the philosophies that contributed to the emergence of the following ideas: normalization, anti-sheltering, effectiveness studies, the Regular Education Initiative, and inclusive education.
3- Identify the integration team and the roles assigned to its members.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
1- Analyze the methods used to integrate each category of special education, focusing on the characteristics associated with each category.
2- Choose the most effective methods for integrating each category of special education, focusing on adaptations related to the physical environment, curriculum, and teaching methods.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1- Integrate children with mental disabilities into regular schools.
2- Integrate children with learning difficulties into regular schools.
3- Integrate children with visual impairments into regular schools.
4- Integrate children with hearing impairments into regular schools.
5- Integrating Children with Behavioral and Emotional Disorders into Regular Schools
6- Integrating Children with Autism Spectrum Disorder into Regular Schools
D) Basic transferable skills:
After completing this course, students are expected to be able to:
Properly plan and prepare in advance to implement the integration of various special education categories in collaboration with the multidisciplinary team. |
SP 499 Practicum (2) in the field of learning disabilities
(6) Credit Hours
The course aims to apply everything that students have learned through various academic materials by conducting both formal and informal assessments, preparing individual educational plans and instructional plans, and utilizing methods that achieve the established goals under the supervision of the collaborating teacher and academic supervisor at the university.
| Course Code |
SP 499 |
| Course Title |
Practicum (2) in the field of learning disabilities |
| Pre-requisite |
SP343 |
| Credit Hours |
6 |
| Course Description |
The course aims to apply everything that students have learned through various academic materials by conducting both formal and informal assessments, preparing individual educational plans and instructional plans, and utilizing methods that achieve the established goals under the supervision of the collaborating teacher and academic supervisor at the university. |
| Course Objectives |
After completing this course, the student is expected to:
1) Understand the philosophy of training learning disabilities, which emphasizes the necessity of translating all the theories and knowledge gained from university courses into practices in the resource rooms.
2) Learn appropriate methods for developing Individualized Education Programs (IEP).
3) Acquire the ability to design suitable teaching materials and methods that achieve the pre-established goals, under the supervision of a cooperating teacher and academic supervisor at the university. |
| Course Outcomes |
A) Knowledge and Understanding:
After completing this course, students are expected to possess knowledge and understanding of the following concepts:
1- Identify the philosophy behind the field of training.
2- Identify the Roles of Resource Room Specialists
3- Identify the resource room.
B) Cognitive Skills:
After completing this course, students are expected to be able to:
- Analyze the methods employed in teaching individuals with learning difficulties in resource rooms.
C) Applied Professional Skills:
After completing this course, students are expected to be able to:
1- Prepare individualized educational programs focused on academic skills, including reading, arithmetic, and writing.
2- Prepare behavior modification programs.
D) Basic Transferable Skills:
After completing this course, students are expected to be able to:
- Properly plan and prepare to teach students with learning difficulties in collaboration with a multidisciplinary team. - Monitor their progress across various academic areas, and maintain effective communication with their families. |
