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CHILDREN ADULTS
DEEDSEXPERIENCE
S
RUNNING CHARIOT TRACKS IN GREECE
The original Latin meaning of curriculum was a course, but of the kind that one runs around (it came from currere, to run), or perhaps traverses in a racing chariot, a transferred sense. The first borrowing of the Latin word into English — in the late seventeenth century — was for a light, two-wheeled, twin-horsed carriage, the curricle, the sports car of carriage days
-Latin curriculum; a running, course, current (as of life)
CURRICULUM
GENERAL GOALS
LANGUAGELEARNING
LANGUAGE
RESOURCES EVALUATION
METHODOLOGY
SYLLABUS
RATIONALE OF
SCHOOL SUBJECT
WHAT TO TEACH
HOW TO ASSESS Ss.
Shaw's (1975) brings out the following distinction between "curriculum" and "syllabus". He says "... The curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of the school and community, through classroom instruction and related programs..."
He then defines "syllabus" as "a statement of the plan for any part of the curriculum, excluding the element of curriculum evaluation itself."
"Curriculum" as defined by Allen (1984) is a very general concept. It involves consideration of philosophical, social and administrative factors which contribute to the planning of an educational program. "Syllabus" then refers to that subpart of a curriculum which is concerned with the specification of what units will be taught.
In defining a language "syllabus", Noss and Rodgers (1976) refer to it as "a set of justifiable, educational objectives specified in terms of linguistic content". Here the specification of objectives must have something to do with language form or substance, with language-using situations, or with language as a means of communication.
Strevens (1977) says that the syllabus is "partly an administrative instrument, partly a day-to-day guide to the teacher, partly a statement of what is to be taught and how, sometimes partly a statement of an approach ... The syllabus embodies that part of the language which is to be taught, broken down into items, or otherwise processed for teaching purposes."
Wilkins' (1981) words, syllabuses are "specifications of the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process."
Johnson (1982) explains syllabus as an "organized syllabus inventory" where "syllabus inventory" refers to the items to be taught. Crombie (1985) also defines "syllabus" as a list or inventory of items or units with which learners are to be familiarized. But Corder (1975) points out that it is more than just an inventory of items. In addition to specifying the content of learning, a syllabus provides a rationale of how that content should be selected and ordered (Mackey, 1980).
Candlin (1984) takes a different stand when he says that syllabuses are "social constructions, produced interdependently in classrooms by teachers and learners ... They are concerned with the specification and planning of what is to be learned, frequently set down in some written form as prescriptions for action by teachers and learners."
Basically, a syllabus can be seen as "a plan of what is to be achieved through our teaching and our students' learning" (Breen, 1984) while its function is "to specify what is to be taught and in what order" (Prabhu, 1984).
1. Who participates in writing a curriculum? It may be partly or entirely determined by an external, authority body.
U.S.A
PERU
DEPARTMENT
SCHOOLS
S T A T E
SCHOOL DISTRICTS
CURRICULUM
Instancias de gestión educativa descentralizada en las que se diversifica el DCN-Peru
Instancia Responsable DocumentosReferenciales
DocumentosCurriculares
RegionalDirecciones Regionales de Educación
Diseño Curricular Nacional EBR• Lineamientos• Proyecto Educativo Nacional• Proyecto Educativo Regional
Lineamientos para ladiversificación curricular regional
Local Direcciones de Unidades de Gestión local
Diseño Curricular Nacional-EBR• Proyecto Educativo Regional• Proyecto Educativo Local• Lineamientos para la diversificacióncurricular regional
Orientaciones para la diversificación curricular
II.EEoRed Educativa a nivel local
Director de la II.EE.oCoordinador de Red
Diseño Curricular Nacional-EBR• Lineamientos para la diversificacióncurricular regional.• Orientaciones para la diversificación curricular• Proyecto Educativo Institucional
Proyecto Curricular de InstituciónEducativa
Programación curricular AnualUnidades didácticas
DECISIONS IN A SYLLABUS
1. Decisions about the objectives of the program
2. Decisions about the content3. Decisions about the method4. Decisions about how the
program is evaluated
BELIEFS
•LANGUAGE
•LANGUAGE LEARNING
•EDUCATION & CULTURE
DECISIONS
•OBJECTIVES
•CONTENT
•METHOD
•EVALUATION
PRODUCTS
•POLICY STATEMENT
•SYLLABUS
•MATERIALS
•TESTS
1. APPROACH.-theoretical positions and beliefs about the nature of language.
2. METHOD.-a generalized set of classroom specifications for accomplishing linguistic objectives.
3. DESIGN.- a style, pattern4. PROCEDURE.- a set of social actions
or accepted way of teaching.
TIMETABLE
VARIETY
COHESION
COVERAGE
Teachers need to plan different activities to keep students´interest from lesson to lesson.
To avoid the excesses of variety
The work should provide direct attention to all areas targeted in the
syllabus.
Let´s work the components of
lesson plan decision-making
proposed by Harmer (1991)
Teacher´s knowledge of students
-who they are -what they bring to class-what their needs are
Teacher´s knowledge of the syllabus
activitiesLanguage
skillsLanguage type Subject and
content
The institution and its restrictions
The plan
Could you explain the lesson plan given by Harmer?
TWO PARADIGMSPARADIGM KNOWLEDGE-CENTRED PERSON-CENTRED
View of person
View of teacher
View of L learningView of curriculum
The natural science paradigm: Positivism
“external” perspective: behavior is determined by environmentFocus on objective knowing
Person as input-output systemTransmitter of knowledgeIntellectual process (learning)
Ends-focused
Humanistic paradigmPhenomenology
“internal” perspective:behavior is self-determinedFocus on personal knowingPerson with self-agency
Facilitator of learningNatural process (acquisition)Process-focused
Look at the pages taken from 3 different books and on evidence you have in the chart above, tell the class how you would characterize each book.Is it situated on a a k-c or p-c paradigm?
TYPE A TYPE B
Pre-selects the language to be taught
T. presents-practices-tests
WHAT?PROCESS
Respects “natural” way
Language is acquired through doing rather than learned (rules)
HOW?PRODUCT
II.- WAYS OF APPROACHING CURRICULUM THEORY AND
PRACTICE
1. Curriculum as a body of knowledge to be transmitted.
2. Curriculum as an attempt to achieve certain ends in students - product.
3. Curriculum as process. 4. Curriculum as praxis.
Homework
1. Curriculum as a body of knowledge to be transmitted.
Body of knowledge -
contentSubjects
Education
SSTUDENTS
through
. Curriculum as an attempt to achieve certain ends in students - product.•Objectives are set•Plan is drawn up•They are applied•Outcomes are measured
Education that prepares learners for life is one that prepares definitely
for different activities/roles.
Answer the questions – page 19
Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students' pattern of behavior. It becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. (Tyler 1949: 44)
PROCEDUREStep 1: Diagnosis of needStep 2: Formulation of objectivesStep 3: Selection of contentStep 4: Organization of contentStep 5: Selection of learning experiencesStep 6: Organization of learning
experiencesStep 7: Determination of what to evaluate
and of the ways and means of doing it. (Taba 1962)
Curriculum as a process is driven by general principles and places an emphasis on judgment and meaning
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PLANNING AND
DESIGNING A COURSE
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Whenever we want to design a
course,we need to gather
information during a needs
analysis.Then deciding on the
objectives is next.
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After that,we can move on to thinking about the syllabus
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WHAT TO COVER WHAT
ORDER TO FOLLOW
DISCOURSE
COMPETENCES:LINGUISTICDISCOURSEINTERCULTURALHOW L WILL BE
LEARNED
TEACHING BLOCKS:UNITSMODULES TIMETABLE
TermsCurriculum: a broad description of
general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning with respect to the subject matter at hand.
Syllabus: a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.
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What is a Curriculum?The word curriculum comes from the
Latin word meaning "a course for racing." It's interesting how closely this metaphor fits the way in which educators perceive the curriculum in schools. Teachers often speak about "covering" concepts as one would speak about "covering" ground. And that coverage is often a race against the testing clock.
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SELECTING MATERIALS
The advantage is that books save ESP practitioners a lot of work.
Books provide a solid framework to work with, which is very useful for less experienced practitioners.
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Books are part of a package:AudioVideosworkbook
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Tailor-made materials
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They are designed to meet specific needs and produced by training department or institute which commissions materials for specific projects or clients.
A disadvantage: they can be very time-consuming to prepare,and need skills and experience in materials writing,word-processing,graphic design,etc.
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1. Learner´s need
2. Identify and analyze
language item
3. Work pedagogical
approaches
4. Decide what sorts of
activities to use
5. Make decisions about
layout,etc.
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We do not creat something
NEW,but adapt ideas and
resources to suit particular situations.
CORPORA:Collections
of real labguage
data• They give
teachers opportunity to acess real
language: both spoken and written
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The learner as a resource
The approach is to use learners themselves as a resource.
With job-experienced learners, we can get more about the job and its requirements than working alone.
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We get the CONTENT but the T remains the language expert.
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Ask questions to develop contentInvite them to role-playAsk them to write key words that
can be used as referencesLet´s collaborate with the learner
to generate the language use
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Authentic materialsLettersMemosReportsMagazinesLablesPrescriptionsInternet/websites
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EVALUATING AND ASSESSINGEvaluating is of critical
importance in supporting how teaching is done.
It involves asking questions,collecting relevant information and making judgements.
A needs analysis is a form of evaluation,too.
Placement tests involve evaluation,as does decisions about materials
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How do we know if our course was successful?
Formative learner assessment
Summative learner assessment
Course Evaluations by stakeholders
Poll 6
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TESTS FOR LEARNERSMultiple choiceMatchingGap fillInformation tranferComprehensionError correctionOpen ended
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Poll Question 6Do you have Course
Evaluations done by all stakeholders at the end of your current courses?
a. Yes, and I have access to the results.
b. Yes, but I don’t have access to the results.
c. No.d. I don’t know.
LET´S ANSWER What could be specific about E learning process, both in
general and particularly in the Peruvian context? How should this specificity be reflected in terms of curricula
content, its general aims and objectives? How should this specificity affect the assessment criteria to
evaluate the benefits of learning? In what way and to what extent should the curricula reflect
the above mentioned specificity? What, if any, are the special problems of Peruvian learners? How can the curriculum provide for systematic language
build-up on the level of creative language use? What aspects of language learning seem to be common to
all students within vocational education? What is the relationship among individual language skills
within language use in different disciplines? Is it possible to establish common core frameworks for the
curricula according to different disciplines?
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