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This course examines the concept of the school curriculum and the history of its development and its importance, as well as the general principles that should be taken into account when planning (as the basis of social, cognitive, psychological and philosophical). It also looks at the structure and organization of the school curriculum (goals, content, activities, teaching aids, teaching methods and evaluation), with signals appropriate for school curricula in Jordanian schools.
Second Year
Definition of general principles in classroom management, relevance and nature of the problems facing the teacher and related to the management of student behavior and educational learning activities. General causes responsible for the emergence of classroom problems and difficulties of classroom management, and this includes: Characteristics of students, the nature of the learning environment of physical and psychological characteristics of the teacher. Contemporary Trends in classroom management and comprehensive model in school setting.
Second Year
This course is concerned with concepts and elements of instruction; Instruction, teaching and learning; Instructional models: behaviorist, cognitive, social psychological, humanistic, & the constructivist model. Research on instruction: the effectiveness model (process-product); Research on planning for instruction, instruction as decision making and adapting instruction to individual differences; Research on effectiveness of: teaching by inquiry, teaching by experience, project-based learning, problem solving, learning by cases and case history, simulations, role playing and team teaching; factors influencing instructional productivity: content, learners’ and teacher’s characteristic; learning environment; Evaluation/assessment of instruction.
The course aims at providing students with conceptions, models, and methods that enable them to understand elements and processes pertinent to curriculum planning and development. Hopefully, such understanding will have its positive impact on improving their abilities in curriculum deliberation and decision making at varied levels of involvement and participation.
The purpose of EDCI 082791 is to enable students to use analytic skills and methods of synthesis needed in formal, disciplined inquiry at the doctoral level. The course focuses on the crucial issues in curriculum planning, development and instruction. Also introduces students to some theoretical and practical stances related to such issues. Finally, it is hoped that this course will lead to provoking thinking in creative resolutions for the issues discussed. Each week we will emphasize a different issue that falls under the broader term. While we will analyze issues of key importance to an educational researcher, the modes of analysis come from the fields of philosophy, psychology, education, sociology, anthropology, economics, demography, history, literary studies, political science, and science.
This course deals with different perceptions of knowledge, structure and classification and selection of content and organization. Also covers ways of acquiring / learning knowledge: empirical / behavioral, rational / cognitive, social / cultural and applications in the school curriculum, in addition to the factors affecting the cognitive curriculum planning and evaluation and quality control.
This course deals with the concept of academic skills of university students and seeks to provide students with the knowledge and skills required for academic success. It focuses in particular on the definition of student strategies for effective learning such as dealing effectively with time, tests and self-management and to prepare mentally and develop the ability to take notes, listening, reading, and effective preparation of research reports and the use of learning resources such as library, Internet and so on.
Second Year
This course covers the main levels to build and develop the school curriculum: the planning level, the level of implementation and the level of the calendar. As well as training students to analyze and develop the curriculum in the light of systems-oriented
1999 - present
This course aims to provide an opportunity for the student / teacher to translate the theoretical knowledge to the positions of teaching the process to acquire skills necessary process for the teacher of the class, especially those that are related to the methods of teaching, and the use of teaching aids, classroom management, and deal positively with the elements of the educational process. It also aims to provide an opportunity for the student / teacher to get to know their capabilities and Kvaiath teaching, which helps to adapt to different educational situations and addressed in the future. In addition to enabling students to see the different models of teaching positions performed by the collaborating teacher or displayed in the weekly meetings. And take advantage of the method employed in the composition of its teaching. As well as allow the student / teacher to know the burdens that the teacher, access to recent studies, planning skills acquisition quarterly, daily, the effective application of quotas classroom in different materials, analysis of some classes class picture and identify ways of dealing with people with special needs.
First Year
This course aims to develop students' understanding of the types of school curricula: Curriculum-based on objectives, outputs, content, and processes. It also introduces students to some of the strategies that can be used in different settings and administrative levels for the development of the school curriculum
Second Year