Curriculum and material design presentation feb-19-2011


Published on

1 Comment
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Curriculum and material design presentation feb-19-2011

  1. 3. 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, “curriculum and material design ” enables teachers to expand their expertise so as to become course designers.” Dubin and Olshtain (2000) Course Design-Cambridge University Press
  2. 4. <ul><li>How do you define the curriculum ? </li></ul><ul><li>Task 1: Individual and group discussion. </li></ul><ul><li>You may consider a specific educational setting: a school or a particular university. </li></ul>
  3. 5. <ul><li>The components of a curriculum </li></ul><ul><li>The curriculum is mainly concerned with: </li></ul>
  4. 6. <ul><li>The components of a curriculum </li></ul><ul><li>An education approach of the curriculum could focus on: </li></ul>
  5. 7. CURRICULUM PLANNING We can help you find the best curriculum!
  6. 8. <ul><li>CURRICULUM COMPONENTS </li></ul><ul><li>A Language-learning theory </li></ul><ul><li>THEORIES EVOLUTION </li></ul>
  7. 9. <ul><li>CURRICULUM COMPONENTS </li></ul><ul><li>Language-learning Theory Involved in a Curriculum </li></ul><ul><li>THEORIES EVOLUTION </li></ul>
  8. 10. <ul><li>CURRICULUM COMPONENTS </li></ul><ul><li>Language-learning Theory Involved in a Curriculum </li></ul><ul><li>THEORIES EVOLUTION </li></ul>
  9. 11. GENERAL CURRICULUM PLANNING TASK 2: What does a general curriculum design plan involve? What are the principles, beliefs, priorities and assumptions in which the teaching practice underlies?
  10. 12. <ul><li>“ Curriculum processes” implications according to (Taba, 1962): </li></ul><ul><ul><ul><li>Diagnosis of needs </li></ul></ul></ul><ul><ul><ul><li>Formulation of objectives </li></ul></ul></ul><ul><ul><ul><li>Selection of content </li></ul></ul></ul><ul><ul><ul><li>Organization of content </li></ul></ul></ul><ul><ul><ul><li>Selection of learning experiences </li></ul></ul></ul><ul><ul><ul><li>Organization of learning experiences </li></ul></ul></ul><ul><ul><ul><li>Determination of what to evaluate, and the means to evaluate </li></ul></ul></ul><ul><ul><ul><li>Curriculum Development: theory and practice (1962)-Syllabus Design 2007 </li></ul></ul></ul><ul><ul><ul><li>Nunan, David </li></ul></ul></ul>
  11. 13. 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.
  12. 15. CURRICULUM DESIGN What for? What ? How further? Scope and Sequence When? How? Which resources, methodologies…?
  13. 16. CURRICULUM DESIGN AND SYLLABUS DESIGN TASK 4: How would you draw a distinction between “curriculum” and “syllabus”?
  14. 17. How would you draw a distinction between “curriculum” and “syllabus”? A broad approach and a narrow approach “… 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
  15. 18. <ul><li>The separate purposes </li></ul><ul><li>of a curriculum and a syllabus </li></ul><ul><li>TASK 5: How do you define a GOAL and how do you define an OBJECTIVE? </li></ul><ul><li>General Goals Specific objectives </li></ul><ul><li>See content on pages 42&43-Text book for providing examples and questions for discussion. </li></ul>
  16. 19. <ul><li>The separate purposes </li></ul><ul><li>of a curriculum and a syllabus </li></ul><ul><li>TASK 6: Establishing goals and objectives </li></ul><ul><li>REFERENCE: Teaching and Learning in the Language Classroom by Tricia Hedge. Oxford Handbooks for Language Teachers (2000) </li></ul><ul><li>General Goals Specific objectives </li></ul><ul><li>Task 7-See content on pages 42&43-Text book. </li></ul>
  17. 21. <ul><li>TASK 7: Analyze different english texts and establish the corresponding shape for each syllabus: </li></ul><ul><li>** See pages 51 to 63 in your course book. </li></ul><ul><ul><ul><ul><li>Identify functional-notional components , tasks, language components and language skills while analyzing texts for specific courses. </li></ul></ul></ul></ul><ul><ul><li>Some teachers consider the terms “function” and “ notion” confusing. To establish a clear idea about these terms, functions refer to the communicative purposes of using the language” while notions are the conceptual meanings, objects, relationships and so on, which are expressed through language.” Nunan (1988) Syllabus Design. </li></ul></ul>
  18. 22. An idealized communicative curriculum
  19. 24. <ul><li>Communicative goals constitute a more comprehensive view of the language component. Besides content in the curriculum has been expanded to include not only structures, situations, and themes or topics, but also concepts (notions) and functions. </li></ul>
  20. 25. <ul><ul><li>Wilkins (1976) proposes conceptual and functional components into a learning/teaching syllabus. Thus questions to state when designing this type of syllabus have to do with “language use for communicative purposes” </li></ul></ul><ul><ul><li>Beyond asking how, when and where, the main requirement for such communicative syllabus is to discuss about language in use for communicative purposes. </li></ul></ul>
  21. 26. <ul><ul><li>Key Questions to orientate a Communicative Syllabus Design </li></ul></ul><ul><li>What kind of semantico-grammatical knowledge does a learner need to communicate effectively? </li></ul><ul><li>What kind of skills are needed for communication? </li></ul><ul><li>What types of learning/ teaching activities will contribute to the acquisition of the communicative skills? </li></ul>
  22. 27. <ul><li>THANKS A LOT! </li></ul>