Curriculum Developing - Material
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The document discusses the essential elements of curriculum development, focusing on materials design, approaches, and the role of syllabuses in language teaching. It emphasizes the methods of evaluating and adapting teaching materials to match educational goals while maintaining a structured yet flexible curriculum. Techniques like Gantt diagrams for project management and ongoing review processes are highlighted as valuable tools for effective materials development.
Curriculum Developing - Material
- 1. MATERIALS GROUP 9 ELOK ROFIQOHNUGRAHANI MAYA MASYITAH RIZKY TANTIA CESARIDHA B-B1 ENGLISHCURRICULUM
- 2. Materials After working on needs analysis, goals and objectives, and tests, curriculum developers need to work on materials development. Materials is defined as any systematic description of the techniques and exercises to be used in classroom teaching. The key : ensure that they are described and organized well enough so that teachers can use them with no confusion.
- 3. Framework for Materials Design Approach Syllabuses Techniques Exercises
- 4. There must be some kind of theoritical motivation underlying any curriculum development. (Anthony 1963; Richard & Rogers 1982; McKay 1978) Such motivations is called approaches; ways of defining what the students need to learn based on assumptions and theoritical positions drawn from disciplines. e.g classical approach, grammar-translation approach, direct approach, audiolingual approach, communicative approach. Approach
- 5. Syllabuses are concerned with the choice necessary to organize the language content of a course or a program. The information gathered from needs analysis will help to determine the direction that a particular syllabus will go. e.g structural, situational, topical, functional, notional, skills, task or activity based Syllabuses
- 6. Techniques are ways of presenting language points to students. Presentation typically includes various combination of interaction between T&S, S&S, Cassete player&S, etc. e.g example video tape showing a native speaker describing various commonly encountered objects; analysis of models of good writing, etc. Techniques
- 7. Exercises are ways of having the students practice the language points thay have been presented. Language can be practiced in many ways : L to L, L to T, L to group, L to class, etc. Exercises
- 8. Types of Exercises Speaking Dialogue Teacher-Student Interaction Peer feedback sessions Pair work Free conversation Writing Brainstorming Quick writing Group writing Free composition activities
- 9. Materials Blueprint A set of guidelines for teachers. Made by gathering teachers’s point of view and information from the previous stages (needs analysis, objectives setting, and testing stages. It can be used as a manual which describe the program and it’s curriculum for teachers. It contains definition of the program, clients to be served, delivery, intensity, content, outcome, and special considerations.
- 10. Materials Blueprint Checklist Background information Overall curriculum description A description of a program’s needs A decription of goals and objectives Tests description Materials description Teaching description Program evaluation
- 11. Units of Analysis Syllabus design theory has been an active area of investigation within applied linguistics for many years. The conceptions of the nature of a syllabus are related to the approaches to language and language learning processes to which the curriculum designers and program participants subscribe. Under the influence of prescriptive, grammar-based approaches to language learning, syllabuses have tended to be expressed in more communicative terms.
- 12. Scope and Sequence Charts Closely related to syllabus design is the question of deciding what kind of organizational framework to adopt for developing materials. The syllabus should be thought out in terms of units of analysis and then in terms of curriculum scope and sequence.
- 14. Some overall curriculum plan that specifies the techniques that will be used should be developed. Detailed Curriculum A formalized lock-step curriculum complete with lesson plan that detail every minute of classroom plan. This curriculum may be viewed as stifling / inflexible, because it is difficult to revise and change. Informal Curriculum A curriculum that a teacher plans on the spur of the moment. Highly flexible and easily respond to needs for change.
- 15. Gantt Diagrams One useful technique for representing the different steps involved in large- scale materials development and implementation projects is the Gantt diagram. A Gantt diagram is a two-axis figure with time divisions labeled across the horizontal axis and task division down the vertical axis.
- 16. Useful for providing an overview that can be understood at a glance. Shows all the tasks involved and the time frames in which each task must be begun and completed. Useful tool for explaining a curriculum development project to outsiders, also can help the insiders on schedule.
- 17. WHERE DO MATERIALS COME FROM? ADOPTING DEVELOPING ADAPTING MATERIALS
- 18. Working fromprogramgoals and objectives, the teacher must address the essential questions of what the content will be and how it will be sequenced. HOW?
- 19. TEACHING MATERIALS NEEDSANALYSIS, OBJECTIVES, AND TESTSHOULD PROVIDE INFORMATIONWILL SUFFICEFOR ANSWERING. ADOPTING, DEVELOPING, OR ADAPTING MATERIALSTHAT MATCHTHE CONTENTIS THE NEXTLOGICAL STEP. THE SEQUENCING OF THATCONTENT SHOULDALSOBE ADDRESSEDIN THE PROCESS. THE PROCESS
- 20. ADOPTING MATERIALS It is necessary to decide what types of materials are desirable. All available materials of these types should be located. Review or evaluation procedures must be list down to materials that should be seriously considered. Strategy for these adopted materials must be set up so they do not become irrelevant.
- 21. TYPES OF MATERIALS BOOKS WORKBOOKS JOURNALS MAPS REALIA VIDEO TAPES TEACHER BOOKS MAGAZINES PICTURES CHARTS/GRAPHS DIAGRAMS CASSETTE TAPES COMPUTER SOFTWARE VIDEODISC COMPUTER COMBINATIONS
- 22. LOCATING MATERIALS Sources of Information Teachers’ Shelves “Books Received” sections of journal Publishers ’ Catalogs
- 23. PUBLISHERS’ CATALOGS Catalogs are usually free for the asking. It also produce materials for other languages. Catalogs are very well organized most of the time, and including lists of relevant publications with brief descriptions and its price.
- 24. PUBLISHERS’ CATALOGS For this, hands-on examination is necessary. Most publishers are happy to sendus desk copies, which are textbooks, manuals, or workbooks, of their materials.
- 25. “BOOKS RECEIVED” SECTION It is usually found in many of the well-known language teaching journals. These are listednear the back of a journal most of the time.
- 26. THE TEACHERS’ SHELVES These shelves withinthe programmay be full of materials that could prove interesting anduseful. Teachers are more likely to have experience with materials they already own.
- 30. FOUR COMPONENTS Occasions for use Sample of language use Lexical exploration Exploration of structural relationships
- 31. Five perspectives for materials : Background Fit to curriculum Physical Characteristics Logistical Characteristics Teachability Can be made only with the materials physically in hand. EVALUATING MATERIALS
- 32. STEPS First, the degree of relationship between a set of materials and a particular program can best be determined by considering the degree to which the materials fit to the curriculum. Next, focus on the degree to which the materials match the language needs of the students in a general way. EVALUATING MATERIALS
- 33. STEPS Then, the specific language and situation needs of the students should be considered. After that, examine any materials that are still in the running for adoption in terms of their physical characteristics. EVALUATING MATERIALS
- 34. STEPS Editorial characteristics such as the accuracy of the content, the degree to which the materials edited in a manner consistent with the program’s style, the degree to which the directions are clear and easy to follow, and the clarity or clearness of the examples should be considered. EVALUATING MATERIALS
- 35. STEPS Logistical characteristics such as the price and number of auxiliary parts that are required, the availability of the materials, time that it will take to ship them should be considered. Last, the teachability of the materials should also be appraised. EVALUATING MATERIALS
- 36. Teachers can keep notes on students reactions to the materials as teachers use them. This reviewmight take the formof a yearly straw count of how many teachers want to continue using the same texts, or more involved series of meetings. ONGOING REVIEWOF MATERIALS
- 37. With the help of and ideas of a number of people within a program, especially the teachers, materials can be developed that will create the best possible match between materials and the curriculum. DEVELOPING MATERIALS
- 38. CREATING PHASE • Find teachers who are willing to work on materials. • Identify a pool of materials developers provided with copies of all relevant documents. • Divide the labor to pull all the materials developers weight in the project. • Use peer pressure that can be a wonderful curriculum tool. • Use a modular system to enhanced the working arrangement by developing the materials modules separately by different groups.
- 39. TEACHING PHASE •The original developers can be involved in the field testing along with one teacher who was not involved in the original development process. •Revision should be made, with input from all teachers who may ultimately use the materials.
- 40. EVALUATING PHASE •It might be worthwhile to consider sending the materials to a publisher. • Remember that materials are never finished so provisions should be made for ongoing materials development.
- 41. Four steps for finding and evaluating materials plus several distinctive features: Analyzing Classifying Filling the gaps Reorganizing ADAPTING MATERIALS
- 42. ADAPTING MATERIALS ANALYZING CLASSIFYING FILL THE BLANKS REORGANIZING Use any logical classes of objectives List places in materials Leave blanks where supplemental materials are needed Complete the list Reorganize From other materials From created materials Teachers as resources Resource file Matches to current objectives Mismatches to current objectives Percentage of objectives Percent of existing matches Decide which materials to adapt
- 43. THANK YOU