Ch 1 Overview of Language Curriculum Design.ppt
- 1. Chapter 1: Overview of Language Curriculum Design Lecturer: MR. VATH VARY Phone: 017 471 117 Email: varyvath@gmail.com
- 2. Defining Key Terms in the Language Curriculum Parts of the Curriculum Design Process Considering the Environment Discovering Needs Following Principles Goals Content and Sequencing Finding a Format and Presenting Material Monitoring and Assessing Evaluating a Course The purpose of this chapter has been to briefly describe the major parts of the curriculum design model. MR. VATH VARY
- 4. Curriculum Development MR. VATH VARY
- 5. Analyzing environment (resources and constraints): What social, economic, political, educational, and institutional factors impact the curriculum? Needs analysis: What are my students’ abilities, needs, and purposes for learning ? How can I assess them so that I can address them? Articulating principles: What beliefs about learners and learning, teaching, and subject matter undergird the curriculum? Discussion Questions MR. VATH VARY
- 6. Determining goals and objectives: What are the purposes and intended outcomes (knowledge, skills, and disposition) of the course? What will my students need to do to achieve these goals? Organizing program content and sequencing: What should be taught or how is it organized and sequenced and in ways that learners can attain the goals? (What will I include in my syllabus?) Deciding Program Format and Presentation: How will I teach the course? How will the content and materials be presented? Monitoring and assessing: How will I monitor and assess what students have learned? Evaluation: How will I assess/ evaluate the effectiveness of the course? Discussion Questions MR. VATH VARY
- 7. Environment (Situation, Context and Constraint) analysis involves considering the factors of the situation in which the course will be used and determining how the course should take account of them. The importance of environment analysis is that it makes sure that the course will really be suitable, practical, and realistic. Considering the Environment MR. VATH VARY
- 8. the small amount of time available for the course the large size of the classes the wide range of proficiency in the class the immediate survival needs of the learners the lack of appropriate reading materials the teachers’ lack of experience and training the learners’ use of the first language in the classroom the need for the learners to be more autonomous. • Choose three factors which will have the strongest effect on the design of your course. • Rank these three from the factor which will most determine what you should do to the one which has the least influence of the three. MR. VATH VARY
- 9. Here are some of the top factors decided on by several teachers designing different courses for different learners. MR. VATH VARY
- 10. MR. VATH VARY There are many examples of unsuccessful curriculum design where the background questions were not considered. Here are some examples.
- 11. A large amount of group work. Use of special large class techniques like oral reproduction, black-board reproduction, the pyramid procedure involving the individual-pair-group-class sequence (Nation and Newton, 2009). Independent work or individualised tasks. • “the large size of the class” could have the following effects on the curriculum design. MR. VATH VARY
- 12. MR. VATH VARY Environment (Situation, Context and Constraint) analysis Learners: age, proficiency levels, need, interests, learning styles, etc. Teachers: levels of training and experience, proficiency, motivation and commitment, preferred teaching styles, teaching philosophy, etc. teaching situation: resources and facilities– materials, worksheet, coursebooks, realia, technology and internet, class size, CD/Audio, time, assessment practice, library, etc.
- 13. Discovering Needs MR. VATH VARY Types of Needs (Hutchinson and Waters , 1987) Necessities: what the learner has to know to function effectively; Lacks: what the learner knows and does not know already; Wants: what the learners think they need. act as the learning goals of the course
- 14. Discovering Needs MR. VATH VARY • Tests, observation, and interview, previous performance, consulting with employers, teachers and others involved, and collecting data: textbooks and manuals Means of gathering needs data: • is a realistic list of language, ideas or skill items: • considering the present proficiency, future needs & wants of the learners. The result of needs analysis
- 15. Following Principles Principles represent theories or beliefs about language, learners and learning. guide decisions about what and how students will learn and why (Graves, 2022). guides the choice of what to teach and how to sequence it. guides the presentation of items to be learned The principles derived from this research include the importance of: repetition and thoughtful processing of material, individual differences and learning style, and learner attitudes and motivation. MR. VATH VARY
- 16. EXAMPLES A surprisingly neglected principle in many courses is the comprehensible input principle which says that at least one quarter of the total course time should involve engaging input at the right level for the learner. Extensive reading programme making use of graded readers. A substantial body of research evidence claims extensive reading benefits language learners MR. VATH VARY
- 17. Goals Goals involves making decisions on why a course is being taught and what the learners need to get from it. Having a clear statement of goals is important for: determining the content of the course, deciding on the focus in presentation, and guiding assessment. MR. VATH VARY
- 18. Examples of Goals MR. VATH VARY • Goals can be expressed in general terms and be given more detail when considering the content of the course.
- 19. Examples of Goals MR. VATH VARY
- 20. Content and Sequencing Content and Sequencing involve making decisions on the items to learn in a course The which order of items is needed earlier The content of language courses includes: language items, ideas, skills, tasks and strategies that meet the goals of the course MR. VATH VARY
- 21. Content and Sequencing It is important for the curriculum designer to keep some check on vocabulary, grammar, and discourse to make sure that important items are being covered and repeated. Consideration of content make sure that: there is something useful for the learners to learn they are getting the best return for learning in the course, they are covering all the things necessary for a balanced knowledge of language MR. VATH VARY
- 22. Content and Sequencing MR. VATH VARY Frequency lists of language items and skills used to check or determine the content content of a course, as as well as used to exclude those those that should not not be there • One way to provide a systematic and well-researched basis for a course is to make use of frequency lists and other lists of language items or skills.
- 23. Content and Sequencing Use Frequency Lists: Frequency-based Vocabulary lists: (https://www.eapfoundation.com/vocab/wordlist s/) https://www.eapfoundation.com/vocab/general/ gsl/ https://www.eapfoundation.com/vocab/academi c/ Frequency Lists of verb forms and verb groups: These contain items such as simple past, present continuous, verb + to + stem (where the stem is dominant) going to + stem, and can + stem (ability) along with information about their frequency of occurrence, mainly in written text. MR. VATH VARY
- 24. Content and Sequencing Lists of functions and topics Selection of items must be based on perceived need, not frequency-based. The most useful of the available lists are van Ek and Alexander (1980) and Council of Europe (2001). (Take a look at the next slide) Lists of subskills and strategies include the subskills of listening, speaking, reading and writing, and language coping and learning strategies. There are lists of tasks, topics, and themes that curriculum designers can refer to (Munby, 1978; Prabhu, 1987; van Ek and Alexander, 1980), but it is better for curriculum designers to develop their own lists, taking account of the background factors of their learners and their needs. MR. VATH VARY
- 25. Council of Europe MR. VATH VARY
- 26. Finding a Format and Presenting Material MR. VATH VARY Presentation the use of suitable teaching techniques techniques and procedures the need to be put together in lessons. • The material in a course needs to be presented to learners in a form that will help learning. • It can be argued that the first presentation of an item is not as important as the later repetitions of that item. It is through repeated meetings that items are enriched and established.
- 27. Monitoring and Assessing MR. VATH VARY • Involve observing learning, testing the results of learning, and providing feedback to the learners about their progress.
- 28. Monitoring and Assessing Monitoring involves: using observation checklists and report forms and getting learners to: keep diaries and learning logs, collect samples of their work in folders, and talk about their learning. Assessing involves the use of tests. Diagnostic, Placement, Proficiency, Short- term Achievement, & Achievement Tests, Projects, etc. MR. VATH VARY
- 29. Monitoring and Assessing Five basic purposes of test: To Measure proficiency To diagnose specific strengths and weaknesses (gaps) To place students in a course or program To assess students’ progress at the end of each lesson or at the end of a group of lessons. To assess students’ achievement at the end of a course and perhaps halfway in a course or program MR. VATH VARY
- 30. Evaluating a Course Evaluation involves: looking at every aspect of a course to judge if the course is adequate and where it needs improvement Purposes of an evaluation of a course are as follows: to continue or discontinue the course to bring about improvements in the course. Responsible curriculum design includes ongoing evaluation of the course. MR. VATH VARY
- 31. Evaluating a Course What determines a good course? (1) attracts a lot of students (2) makes a lot of money satisfies the (3) learners, (4) teachers and (5) sponsors Desired results (6) high scores in an external test, (7) improving outcomes, (8) methods, & (9) recognized by local and international community (10) follows accepted principles of curriculum design. MR. VATH VARY Assessment: a useful source of data about the effectiveness of a course
- 32. • Examine the environment • Assess needs • Decide on principles • Set goals, and choose and sequence content • Design the lesson format • Include assessment procedures Summary of the Steps The aims of curriculum design are to make a course that has useful goals, that achieves its goals, that satisfies its users, and that does all this in an efficient way. MR. VATH VARY
- 33. Work in group and Discuss this case study for 15 minutes MR. VATH VARY
- 34. MR. VATH VARY • https://frenchteachernet.blogspot.com/2019/09/curriculum-planning-in-mfl.html