evaluation of turkish language curriculums assoc . prof. dr. eyyup coşkun

EVALUATION OF TURKISH LANGUAGE CURRICULUMS

Assoc. Prof. Dr. Eyyup CoşkunMustafa Kemal University

(11.06.2014 – Istanbul)

Curriculums in Education

Text book

Curriculum

POSITIVE POINTS IN TURKISH LANGUAGE CURRICULUMS

• Changes in perspective – What to do? +– How to do ? -

• Gains instead of behaviors• Active students• Gains of «Visual reading and presentation»• Reduction of grammar topics

PROBLEMS OF IN TURKISH LANGUAGE CURRICULUMS

• Learning areas? (1-5th Grade)• Basic language skills? (6-8th Grade)• Gain areas?

Problem 1: Learning Areas

•Listening•Speaking•Reading•Writing•Visual reading and presentation

1-5th Grades

Problem 1: Learning Areas

6-8th Grades

•Listening/ Watching•Konuşma•Okuma•Yazma•Dil bilgisi

• with an area of joint gains

Covering each other gains

Same gains

Problem 2: The gains have the same coverage

(1-5th Grades)

Problem 2: The gains have the same coverage

Reading Comprehension Reading Comprehension Reading Comprehension

CONSTRUCTING MEANING

2. Construct meaning text off3. Construct meaning intertexual

1. Construc meaning in-text

(6-8th Grades)• Comply with the spelling and punctuation rules.

(Y.1.11) • By understanding comply with the spelling and

punctuation rules. (Y.6.1)• Assess in terms of compliance with the rules of

spelling and punctuation. (Y.4.3)• Uses punctuation in accordance with the function

(Y.6.2)

Problem 2: The gains have the same coverage

The gains have more workload The gains have less workload

• Responds to questions about the text before during and after reading (5-O.2.3)

• Reads by taking note of expressions designed for analysisand definition (5-O.2.12)

• Makes deducions from what s/he reads (5-O.2.24)

• While reading, takes note of expressions that support and clarify (5-O.2.14)

• Writes in line with writing in a planned way (5-Y. 3.14)

• Writes words and sentences that s/he wants to emplahise (5-Y.3.14)

• Plans her/his writing around an idea (6-8. Y. 2.3)

• Ensures link between aim and result in text (6-8.Y. 1.8)

Problem 3: Gains in the workload imbalance

Problem 4: Activities are provided as of the gains

1-5th GRADESo Aware of the importance of texts underlined, highlighted or

coloured when reading. (5-O.2.37)o Develops vocabulary by benefiting from visual materials

(5-O.4.1)o writes to complete an incomplete text (5-Y.2.33)o Writes sentences and texts by using visual materials (5-

G.O.S.1.13)o Expands vocabulary by using visual materials (5-O.4.1)o Completes unfinished text (5-Y.2.33)

Problem 4: Activities are provided as of the gains

6-8th GRADESo Builds a dictionary of new words gained from listening and observation

(D.4.6)o Builds a personal archive of casetts, CDs, films and the like (D.5.4)o İnterprets events, feelings, ideas and dreams of individuals by putting

her/himself in their stead (O.2.22)o Provides examples of words similar to others by unserstanding thei meaning

(O.4.1.)o Develops a dictionary of words from words learned through reading (O.4.4)o Arranges reading time with her family (O.5.8)o Recites short texts s/he likes (O.5.9)o Finds different headings for texts s/he reads (O.2.31)o Prepares articles for school newspapers and manazines (Y.5.7)o Takes part in writing compititions (Y.5.10)

Problem 5: Vague Gains

1-5th GRADESo Asks questions. (Y.2.30)o Takes notes. (Y.3.13)o Writes text on a subject that he/she want (Y.3.15)o Takes pleasure in reading by sharing. (O.5.8)

6-8th GRADESo Establishes interest between audio/visual elements and listening

to/watching o Searches for solutions to their problems by talking.

Sorun 6: Interstage disconnection and incompatibility in 4+4+4 system

o Differences in gain domains

o Differences in text processing

o İncompatibility in 4+4+4 system

The teacher works classes with two

separate system.

Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzlukProblem 7: Unnecessary details and length

o 1-5th Grades 413 pages 84 pages activities

o 6-8th Grades 296 pages 132 pages activities

Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzlukProblem 8: Number of gains is more (Lower level gains)

Samples from 1-5th Grades Differenciates between the real and metaphorical

meaning of words s/he listens Distinguishes the meaning of words with common sounds Distinguishes words with same and opposite meanings İnforms concerned persons of her/his wishes, wants, likes

and complaints Draws comparisons in her/his speeches Establishes connection between reason and result Provides justification for his/her dis/agreement Expresses his/her feelings, ideas and dreams verbally

Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzlukProblem 8: Number of gains is more (Lower level gains)

Samples from 1-5th Grades İmagines what s/he reads about Establishes a link between reason and outcome in what s/he reads Takes note of expressions that enable her/him to think differently Reads by taking note of expressions denoting emphasis or

importance Takes note of analytical or defining expressions while reading Reads by taking note of expressions denoting special and general Reads by taking note of expressions that support or clarify

Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzlukProblem 8: Number of gains is more (Lower level gains)

Samples from 6-8th Grades Identifies the link between reason and outcome in what s/he reads

or hears Identifies the link between the goal and results in what s/he reads or

hears Uses proverbs, expressions and words in what s/he hears, in

sentences Builds up a personal archive from casettes, CDs , films etc Identified key words in texts Decides on whose behalf explanations are made Aware of the link between reason an outcome in texts s/he reads Establishes a link between reason and outcom in his/her writings Establishes links between goal and outcome in his/her writings

Sorun 5: Kademeler arası kopukluk ve 4+4+4 sistemine uyumsuzlukProblem 9: Problems in Text Processing Process

Language Education= Gains+ Activities

Language Education= Communication and language skills

development

I. Preparation1. Preliminary2. Mental Preparation

a. Actuation of preliminary information b. Work with key wordsc. Text recognition and predictionç. Determining the aimd. Determining the genre, method and

techniques

IV. Self Expression1. Preliminary2. Mental Preparation a. Actuation of preliminary information

b. Determining aimc. Determining method and techniquesç. Determining genre and presentations

3. Revision of rules4. Speaking, writing ve visual presentations 5. Using Vocabulary

II. Comprehension 1. Visual Reading, Listening and Reading

a. Visual Readingb. Listening c. Readingd. Working with the meaning of unknown

words2. Analyzing Text3. Improving Vocabulary

V. Measurement and Evaluation

III. Constructing in Mind1. Relationship with daily life 2. Relationship with Kemalism, other lessons, other disciplines.3. Research

Table 1:Text Processing in 1-5. Grades

5. Grade Turkish Text Book

(50 Words)

I. Preparation

II. Reading, Listening / Watching

III. Speaking

IV. Writing

V. Grammar

Table 2: 1:Text Processing in 6-8. Grades

Results of the Text Process in Curriculum

o Unnecessary repetitions

o Winding around the text

o Unrelated activities

o individual work-shaped writing activities

o Waste of time

o Setting up a relationship between the subject and other

subjects and disciplines in each text.

o Text qualities • 1-5th grades - 23 criterion• 6-8th grades - 27 criterion

o Genre limitation• 1-5th grades (Narrative, İnformative, Poem) • 1-5th grades (literary genres)

o Author limitationo Theme limitationo Text number limitationo Gains limitationo Grammar subject limitation

POOR QUALITY TEXT

Problem 10: Text Selection Criteria

Curriculum Theme Number of Text

Compulsory

Selective In Each Theme Total

1-5th Grade 4 4 5 (1 Listening)

40

6-8th Grade 2 4 (at least) 4 (1 Listening)

24

Tablo 3: The number of the theme and text in curriculum

1. A new program should be prepared for 1-4 and 5-8. grades.

2. Instead of «learning area», «Language skills" or «gain area» should be used.

3. For two stages it would be the same gain areas except for grammar in new curriculum.

4. «Media and Communication» instead of «Visual reading and presentation» should be included.

IMPLICATIONS

5. Analysis and text generation-oriented text processing process

6. Text processing should be shorter and more flexible

7. Other courses, Kemalism and disciplines correlating step should be removed from the text proccessing.

IMPLICATIONS

8. Must be removed from the curriculum details and should be shortened.

9. Gains have the same scope to be removed, should be rewritten.

10. workload imbalances at gains must be corrected.

11. The gains in the form of the activity should be removed.

IMPLICATIONS

12. Gains performance indicator weak should be removed.

13. Text selection criteria should be reduced.

14. Theme restrictions should be waived.

15. Italic Handwriting Curriculum should be prepared.

IMPLICATIONS

THANK YOU…