curriculumandmaterialdesignpresentation feb 19 2011 110318105144 phpapp02

7/26/2019 Curriculumandmaterialdesignpresentation Feb 19 2011 110318105144 Phpapp02

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1) The Fact-finding stage: assessing

societal factors

2) The basis for curriculum and syllabusdesigning

3. How goals become realized though

instructional plans4. A curriculum developed oncommunicative goals

5. The scope of a communicative syllabus

6. Focusing on language content in acommunicative syllabus


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CURRICULUM AND MATERIAL DESIGN

General Statement :

As English teachers you can be often called to fulfill course design

tasks without having received the proper training to do so. One of the

most crucial assignments for an English teacher can be the task and

the implications for a curriculum design. Nevertheless, what is indeed

more difficult is the challenge of doing it without a proper and strong

background, as it is established in your course book introduction. As a

matter of fact, curriculumand material designenables teachers to

expand their expert ise so as to become course designers.

Dub in and Ols htain (2000)

Course Design-Cambridge University Press


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How do you define thecurriculum?

Task 1: Individual and group discussion.You may consider a specific educational setting: aschool or a particular university.


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The components of a curriculum

The curriculum is mainly concerned with:

b)

Educational

-

cultural

goals

c) Language

goals

a

)

A

general

rationale

including

policy

decisions


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The components of a curriculum

An education approach of the curriculum could focus on:

An Educational

orientation

may be

focused on

avariety of

Language

-

learning

theories

c) A humanistic

orientation

a) Behaviorist

(ic) orientation

b) Rationale

cognitive

orientation


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-Monitoring -Selecting

Students Progress

Materials

-Stating

-Evaluating

-Defining

Objectives

Course

Grammaticalcomponents

-Designing

-Instructing

-Identifying

Learning activities andtasks

Students Topics, themes and

situations

CURRICULUMPLANNING

We can help you findthe best curriculum!


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CURRICULUM COMPONENTS

A Language-learning theory

THEORIES EVOLUTION


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Language-learning Theory Involved in a Curriculum

THEORIES EVOLUTION


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Language-learning Theory Involved in a Curriculum

THEORIES EVOLUTION


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GENERAL CURRICULUM PLANNING

TASK 2: What does a general curriculum designplan involve?

What are the principles, beliefs,

priorities and assumptions in which the

teaching practice underlies?


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Curriculumprocessesimplications according to (Taba, 1962):

o Diagnosis of needso Formulation of objectives

o Selection of content

o Organization of content

o Selection of learning experiences

o Organization of learning experiences

o Determination of what to evaluate, and the means to evaluate

Curriculum Development: theory andpractice (1962)-Syllabus Design 2007

Nunan, David


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The fact-finding stage: assessing

societal factors

Task 3: Write down a list of social components which you may

consider when planning a curriculum design.


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The answers to these questionsdetermine an educational policy

1. Who are the learners?

2. Who are the teachers?

3. Why is the programnecessary?

4. Where will the program beimplemented?

5. How will it be implemented?

THELANGUAGE

SETTING

PATTERNSOF

LANGUAGEIN SOCIETY

POLITIICALAND

NATIONALCONTEXT

GROUPAND

INDIVIDUALATTITUDES


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CURRICULUMDESIGN

What for?

What ?How further?Scope and Sequence

When?

How?Which resources,methodologies?


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CURRICULUM DESIGN AND

SYLLABUS DESIGN

TASK 4: How would you draw a distinction between

curriculumand syllabus?


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How would you draw a distinction between

curriculum and syllabus?A broad approach and a narrowapp roach

Syllabus design has been seen as a subsidiary

component of curriculum design. Curriculum is

concerned with the planning, implementation,evaluation management , and administration of

education programmes. Syllabus, on the other

hand, focuses more narrowly on the selection and

grading of content

Nunan. D: 1988


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The separate purposes

of a curriculum and a syllabus

TASK 5: How do you define a GOAL and how do you define an OBJECTIVE?

General Goals Specific objectives

See content on pages 42&43-Text bookfor providing examples and questions for discussion.

Curriculum

Syllabusdesign


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The separate purposesof a curriculum and a syllabus

TASK 6: Establishing goals and objectives

REFERENCE: Teaching and Learning in the Language Classroom byTricia Hedge. Oxford Handbooks for LanguageTeachers (2000)

General Goals Specific objectives

Task 7-See content on pages 42&43-Text book.

Curriculum

Syllabusdesign


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(1)The Linearformat

(2) The modularformat

(3)The cyclicalformat

(4) The matrixformat

(5) The story-line format


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TASK 7: Analyze different english texts and establish the corresponding

shape for each syllabus:**See pages 51 to 63 in your course book.

o Identify functional-notional components, tasks, language

components and language skills while analyzing texts for specific

courses.

Some teachers consider the terms function and notion

confusing. To establish a clear idea about these terms, functionsrefer to the communicative purposes of using the languagewhile notions are the conceptual meanings, objects,relationships and so on, which are expressed through language.

Nunan (1988) Syllabus Design.


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Cognitivelybased on

thelanguage

Humanisticviews of

education

Socioculturalviews on the

culture oflanguageAn idealized

communicativecurriculum


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CommunicativeCurriculum

General Goals

Expanded

productarea

Expandedprocess

area

Expandendcontent

area


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Communicative goals constitute a morecomprehensive view of the languagecomponent. Besides content in the curriculum

has been expanded to include not onlystructures, situations, and themes or topics, but

also concepts (notions) and functions.


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Wilkins (1976) proposes conceptual andfunctional components into a learning/teachingsyllabus. Thus questions to state when designingthis type of syllabus have to do with language

use for communicative purposes

Beyond asking how, when and where, the mainrequirement for such communicative syllabus is

to discuss about language in use forcommunicative purposes.


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Key Questions to orientate a Communicative Syllabus Design

What kind of semantico-grammatical knowledge does a learnerneed to communicate effectively?

What kind of skills are needed for communication? What types of learning/ teaching activities will contribute to the

acquisition of the communicative skills?


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THANKS A LOT!

curriculumandmaterialdesignpresentation feb 19 2011 110318105144 phpapp02

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