4. •The central focus of the curriculum in this model is the content of what is
to be learned by the learner.
•The content is knowledge, It´s universal , unchanging and absolute.
•The purposes are to transmit knowledge of the language system and to
make sure that students master grammar rules and vocabulary.
•The content of what is to be learned by or transmitted to the learner.
•The content is a valued cultural heritage, the understanding of which
contributes to the overall intellectual development of the learner.
5. •The starting point of this model of curriculum planning is no longer
the content, but the objectives of the teaching learning program.
• The main purpose of education is to bring about some kind of
social change.
•The influential curriculum designer E.W. Tyler promoted the use of
behavioral objective ( 1930s)
•Mager (1962) gave the clearest definition of behaviorall
objectives :
They have three elements :
1. Behavior 2, Conditions 3. criterion
6. The model provides :
1. Clarify of goals
•Objectives are clear to the teacher and the
learner.
•2. Ease of Evaluation
•Specified objevtives can be easily evaluated.
•Clear methods
•3. Accountability
• for needs clarification .
7. The model provides :
• Progresssivists believe that individuality, progress,
and change are fundamental to one's education.
Believing that people learn best from what they
consider most relevant to their lives, progressivists
center their curricula on the needs, experiences,
interests, and abilities of students.
•Progressivist teachers try making school
interesting and useful by planning lessons that
provoke curiosity
8. The framework proposed by Johnson has
three demensions :
• Policy, aims of curriculum.
• Pragmatics, what is possible to achieve.
• Participant in decision-making process,
which has four stages :
• Curriculum planning , and specification,
program implementation &
implementation in classroom.
9. •The needs of learners
•The needs of planning committee
•The needs of society
•The needs of teachers.
10. •To Brindley (1989)
•A product –oriented view of needs ( language
necessary for particular future porpose.
Gathering information for the setting broad goals
related to language content.
•A process-oriented view of needs. (Learner
motivation, learning styles, learner-defined
language behavior) Gathering information about
learners guides learner process.
11. •Course content : goals and objectives.
Different kinds of objetives :
1.Performance objective.
2.Process-related objective.
3. Instructional objective.
12. 1.How language is learned structure-based.
2.How language is acquire process-based.
3.How language is udes function-based.
13. THE PURPOSE :
• To determine whether the curriculum goals have been met.
• To determine the effectiveness of curriculum and evaluate the
language programme itself.
• The systematic collection and analysis of all relevant
information necessary to promote the improvement of a
curriculum and asses its effectiveness , as well as participant´s
attitudes in the particular context.
• Two types of evaluation: formative and summative
14. Effective Materials - Language
• Language is functional and must be contextualized.
• Language development requires learner engagement
in purposeful use of language.
• The language used should be realistic and authentic.
15. Classroom Materials
• Classroom materials will usually seek to include audio visual component.
Effective Teaching Materials
• Effective teaching materials foster learner autonomy.
• Materials need to be flexible enough to cater to individual and contextual differences.
• Effective Teaching Materials
• Learning needs to engage learners both affectively and cognitively.
• Technologically complex world, second language learners need to develop the ability to
deal with written as well as spoken genre.
16. • The mixed-focus product and process
model which best fits our own experience
of the curriculum.
• The teacher´s challenge is to mantain the
balance between providing a coherent
learning experience with the learner
comprehension and production.
