Curriculum Development - Teaching and Curriculum Design
•Download as PPTX, PDF•
1 like•445 views
The document discusses factors for teachers to consider when designing curriculum and teaching, including environment analysis, needs analysis, teaching principles, goals, content sequencing, format, presentation, monitoring, assessment, and evaluation. It provides examples of questions teachers should ask themselves in each of these areas, such as whether activities are suitable for the learners, provide new learning, and effectively teach the content and skills while monitoring learner progress.
Report
Share
Report
Share
Recommended
Providing for effective teaching (chapter 7 curriculum development in Languag...
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching quality. It emphasizes the importance of support for teachers, including orientation, training, resources and feedback. The teaching process section outlines teaching models and principles for maintaining good teaching through monitoring, observation, problem identification and documentation of best practices. It also discusses evaluating teaching through an appraisal system.
Environment analysis
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Managing the Classroom
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
Planning goals and learning outcomes
The document discusses different philosophies of education:
1) Academic rationalism which focuses on developing intellect and humanistic values through subject matter.
2) Social and economic efficiency which emphasizes practical and economic needs of learners and society.
3) Learner-centeredness which stresses individual needs of learners and developing self-reflection and critical thinking.
4) Social reconstructionism which focuses on addressing social injustices and inequality through education.
5) Cultural pluralism which emphasizes preparing students to participate in multiple cultures, not just the dominant one.
ENGLISH FOR SPECIFIC PURPOSES
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Richards Presentation ESL 501
The document summarizes key aspects of curriculum development in language teaching discussed in the book "Curriculum Development in Language Teaching" by J.C. Richards. It outlines the historical background of curriculum development beginning in the 1960s and different teaching methods that rose and fell in popularity from the 1800s to present. It also discusses principles that were used for selecting vocabulary and grammar as well as approaches to sequencing items in a syllabus.
Needs Analysis and Evaluation In English Specific Purposes
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
A system approach to course design
This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.
Recommended
Providing for effective teaching (chapter 7 curriculum development in Languag...
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching quality. It emphasizes the importance of support for teachers, including orientation, training, resources and feedback. The teaching process section outlines teaching models and principles for maintaining good teaching through monitoring, observation, problem identification and documentation of best practices. It also discusses evaluating teaching through an appraisal system.
Environment analysis
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Managing the Classroom
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
Planning goals and learning outcomes
The document discusses different philosophies of education:
1) Academic rationalism which focuses on developing intellect and humanistic values through subject matter.
2) Social and economic efficiency which emphasizes practical and economic needs of learners and society.
3) Learner-centeredness which stresses individual needs of learners and developing self-reflection and critical thinking.
4) Social reconstructionism which focuses on addressing social injustices and inequality through education.
5) Cultural pluralism which emphasizes preparing students to participate in multiple cultures, not just the dominant one.
ENGLISH FOR SPECIFIC PURPOSES
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Richards Presentation ESL 501
The document summarizes key aspects of curriculum development in language teaching discussed in the book "Curriculum Development in Language Teaching" by J.C. Richards. It outlines the historical background of curriculum development beginning in the 1960s and different teaching methods that rose and fell in popularity from the 1800s to present. It also discusses principles that were used for selecting vocabulary and grammar as well as approaches to sequencing items in a syllabus.
Needs Analysis and Evaluation In English Specific Purposes
The document discusses needs analysis in English for Specific Purposes (ESP). It defines needs analysis as a key component of ESP course design that involves gathering information about learners' professional needs, language skills, and learning environment. It describes three common models of needs analysis: target situation analysis, present situation analysis, and learning situation analysis. Target situation analysis focuses on learners' future language needs, present situation analysis evaluates current language abilities, and learning situation analysis considers cognitive learning needs. Proper needs analysis is crucial for accurately designing, implementing, and evaluating the effectiveness of ESP courses.
A system approach to course design
This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.
Deductive vs inductive teaching grammar methods.pdf
The document discusses deductive and inductive approaches to teaching grammar. It begins by defining the two approaches. A deductive approach presents grammar rules first before examples, while an inductive approach uses examples for students to discover rules themselves.
The main differences are outlined - deductive is teacher-centered while inductive is student-centered. It also discusses combining the two approaches. While a combination can work, it depends on the learner profile and grammar item. For many students, especially beginners, using just one approach may be clearer.
Book review on approaches and methods in language teaching
This document provides a summary of the book "Approaches and Methods in Language Teaching" by Jack C. Richards and Theodore S. Rodgers. It discusses the contents of the book including chapters on various language teaching approaches like grammar translation, audiolingualism, communicative language teaching, and the natural approach. It also provides biographies of the authors and evaluates the strengths and weaknesses of the book, comparing it to other texts.
Second Language Learning in the Classroom
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Needs analysis for curriculum design
An efficient needs analysis for curriculum design should involve gathering data from primary, secondary, and tertiary stakeholders using questionnaires, interviews, and other techniques. Needs analysis is important for understanding the target situation and learning situation, and needs are neither universal nor permanent. A good needs analysis is systematic, uses triangulation of methods and sources, and favors integrating English for academic purposes courses with disciplinary programs.
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Post Method Era
This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
Organizing a Course
This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
Teaching language functions
This document discusses teaching language functions. It defines language functions as the purpose of language use and how context impacts meaning. It recommends teaching functions through presentation, practice, and production stages. Functions should be presented with context and appropriateness in mind. Common functions include social functions like apologizing and academic functions like defining. Teaching methods include information gap activities, role plays, story strips, drills and games to involve students and develop other skills.
The Basis for Curriculum and Syllabus Designing
This document discusses considerations for curriculum and syllabus design for teaching English as a foreign language (EFL) and English as a second language (ESL). It outlines the goals of EFL, which are to allow communication with others and personal growth, while ESL aims for learners to use English as near-native speakers. Factors to examine include the existing syllabus, materials, teacher qualifications, student population, resources, and language skills addressed. A well-designed curriculum and syllabus should outline expectations, content, schedule, instructional methods, and evaluation.
The origins of language curriculum development (Presentase)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
From syllabus design to curriculum development
6. Classroom activities should be meaningful and involve real communication
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
Unit 1 From syllabus design to curriculum design
This document discusses the evolution of language teaching methods and curriculum approaches from the 1940s to the 1980s. It traces the emergence of new teaching methods like the Oral Approach and Situational Language Teaching in response to increasing global mobility after World War 2. In the 1960s, the Audiolingual Method and English for Specific Purposes gained prominence. The 1970s saw a shift from grammatical to communicative approaches with the emergence of Communicative Language Teaching. The document also examines the development of needs analysis, notional syllabi, and curriculum approaches involving statements of objectives, content, organization, and evaluation.
Methods of teaching english
This document discusses various methods of teaching English, including the grammar-translation method, direct method, Dr. West's New Method, structural approach, and communicative approach. The grammar-translation method focuses on vocabulary and grammar rules, but does not develop speaking skills. The direct method teaches English directly without using the native language, but requires creative teachers. Dr. West's New Method emphasizes reading to develop other skills but can become dull. The structural approach and communicative approach develop language skills through a focus on structures and real-world communication.
ENGLISH LANGUAGE TEACHING METHODS AND APPROACHES
This document outlines an English language teaching methods presentation. It includes:
- An overview of methods to be presented including grammar translation, direct, structural, and functional approaches.
- Pictures and slides to be included.
- Sections on the importance of English teaching, defining ELT, what a foreign language is, and the importance of methods in ELT.
- It lists core ELT methods like grammar-translation, audio-lingual, direct, and bilingual.
- Details the origin and principles of the grammar-translation method.
The elt curriculum dmavd
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
Generative grammar
This document provides an overview of generative grammar and its evolution over time. It discusses the following models of transformational grammar: (1) Standard Theory, (2) Extended Standard Theory, (3) Revised Extended Standard Theory, (4) Relational Grammar, (5) Government and Binding/Principles and Parameters, and (6) Minimalist Program. Each model made contributions and revisions to the theory. The document also discusses strengths, weaknesses, and implications of generative grammar for language teaching.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Modified Input (Foreigner Talk)
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Organizing a Language Course
This document discusses organizing an educational course. It explains that organizing a course involves deciding on underlying systems to structure the content according to goals and objectives. This occurs at the level of the whole course, units/modules, and individual lessons. There are five overlapping processes for organizing a course: determining the organizing principle, identifying units based on principles, sequencing units, determining unit language/skills content, and organizing unit content. The document provides examples of how courses may be organized, such as by writing compositions, themes, historical periods, or cumulative tasks. Different ways to sequence a course are also discussed, such as building complexity or providing prerequisites between units.
Tips for teachers for slideshare
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
Evaluation
This is the 9th chapter of the book "Curriculum Development in Language Teaching" by Jack C Richards.
More Related Content
What's hot
Deductive vs inductive teaching grammar methods.pdf
The document discusses deductive and inductive approaches to teaching grammar. It begins by defining the two approaches. A deductive approach presents grammar rules first before examples, while an inductive approach uses examples for students to discover rules themselves.
The main differences are outlined - deductive is teacher-centered while inductive is student-centered. It also discusses combining the two approaches. While a combination can work, it depends on the learner profile and grammar item. For many students, especially beginners, using just one approach may be clearer.
Book review on approaches and methods in language teaching
This document provides a summary of the book "Approaches and Methods in Language Teaching" by Jack C. Richards and Theodore S. Rodgers. It discusses the contents of the book including chapters on various language teaching approaches like grammar translation, audiolingualism, communicative language teaching, and the natural approach. It also provides biographies of the authors and evaluates the strengths and weaknesses of the book, comparing it to other texts.
Second Language Learning in the Classroom
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Needs analysis for curriculum design
An efficient needs analysis for curriculum design should involve gathering data from primary, secondary, and tertiary stakeholders using questionnaires, interviews, and other techniques. Needs analysis is important for understanding the target situation and learning situation, and needs are neither universal nor permanent. A good needs analysis is systematic, uses triangulation of methods and sources, and favors integrating English for academic purposes courses with disciplinary programs.
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Post Method Era
This document discusses the history of language teaching methods and the move to a post-methods era. It describes how early methods like the direct method, audiolingualism, and total physical response aimed to improve on previous approaches. However, methods began facing criticism for being too prescriptive and not accounting for student and classroom contexts. By the late 1980s, the dominance of methods was waning as it became clear there was no single best way to teach and methods needed to be adapted based on student needs. The post-methods era emphasizes drawing from multiple sources, understanding issues and controversies, and adapting teaching based on students rather than rigidly following any single method.
Organizing a Course
This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
Teaching language functions
This document discusses teaching language functions. It defines language functions as the purpose of language use and how context impacts meaning. It recommends teaching functions through presentation, practice, and production stages. Functions should be presented with context and appropriateness in mind. Common functions include social functions like apologizing and academic functions like defining. Teaching methods include information gap activities, role plays, story strips, drills and games to involve students and develop other skills.
The Basis for Curriculum and Syllabus Designing
This document discusses considerations for curriculum and syllabus design for teaching English as a foreign language (EFL) and English as a second language (ESL). It outlines the goals of EFL, which are to allow communication with others and personal growth, while ESL aims for learners to use English as near-native speakers. Factors to examine include the existing syllabus, materials, teacher qualifications, student population, resources, and language skills addressed. A well-designed curriculum and syllabus should outline expectations, content, schedule, instructional methods, and evaluation.
The origins of language curriculum development (Presentase)
The document discusses the history of curriculum development and syllabus design in language teaching. It notes that syllabus design is one aspect of curriculum development but is not identical to it. Throughout the 20th century, changes in language teaching approaches drove changes in methods, including the grammar translation method, direct method, structural method, reading method, audiolingual method, and situational method. Vocabulary selection considers factors like frequency, teachability, similarity, availability, coverage, and defining power. Grammar selection examines simplicity, centrality, learnability based on acquisition order, and gradation approaches including linguistic distance, intrinsic difficulty, communicative need, and frequency. Early approaches to syllabus design made assumptions that units of language are vocabulary and
From syllabus design to curriculum development
6. Classroom activities should be meaningful and involve real communication
Difference between CLT and ALM
CLT emphasizes meaning and communication over structure and form. It uses contextualization and aims for learners to communicate effectively. In contrast, ALM focuses on accurate mastery of language structures, forms, and rules through repetition and memorization without explicit grammar instruction. Translation and the native language are accepted in CLT but forbidden in ALM. CLT aims for communicative competence while ALM aims for linguistic competence.
Unit 1 From syllabus design to curriculum design
This document discusses the evolution of language teaching methods and curriculum approaches from the 1940s to the 1980s. It traces the emergence of new teaching methods like the Oral Approach and Situational Language Teaching in response to increasing global mobility after World War 2. In the 1960s, the Audiolingual Method and English for Specific Purposes gained prominence. The 1970s saw a shift from grammatical to communicative approaches with the emergence of Communicative Language Teaching. The document also examines the development of needs analysis, notional syllabi, and curriculum approaches involving statements of objectives, content, organization, and evaluation.
Methods of teaching english
This document discusses various methods of teaching English, including the grammar-translation method, direct method, Dr. West's New Method, structural approach, and communicative approach. The grammar-translation method focuses on vocabulary and grammar rules, but does not develop speaking skills. The direct method teaches English directly without using the native language, but requires creative teachers. Dr. West's New Method emphasizes reading to develop other skills but can become dull. The structural approach and communicative approach develop language skills through a focus on structures and real-world communication.
ENGLISH LANGUAGE TEACHING METHODS AND APPROACHES
This document outlines an English language teaching methods presentation. It includes:
- An overview of methods to be presented including grammar translation, direct, structural, and functional approaches.
- Pictures and slides to be included.
- Sections on the importance of English teaching, defining ELT, what a foreign language is, and the importance of methods in ELT.
- It lists core ELT methods like grammar-translation, audio-lingual, direct, and bilingual.
- Details the origin and principles of the grammar-translation method.
The elt curriculum dmavd
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
Generative grammar
This document provides an overview of generative grammar and its evolution over time. It discusses the following models of transformational grammar: (1) Standard Theory, (2) Extended Standard Theory, (3) Revised Extended Standard Theory, (4) Relational Grammar, (5) Government and Binding/Principles and Parameters, and (6) Minimalist Program. Each model made contributions and revisions to the theory. The document also discusses strengths, weaknesses, and implications of generative grammar for language teaching.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Modified Input (Foreigner Talk)
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Organizing a Language Course
This document discusses organizing an educational course. It explains that organizing a course involves deciding on underlying systems to structure the content according to goals and objectives. This occurs at the level of the whole course, units/modules, and individual lessons. There are five overlapping processes for organizing a course: determining the organizing principle, identifying units based on principles, sequencing units, determining unit language/skills content, and organizing unit content. The document provides examples of how courses may be organized, such as by writing compositions, themes, historical periods, or cumulative tasks. Different ways to sequence a course are also discussed, such as building complexity or providing prerequisites between units.
What's hot (20)
Deductive vs inductive teaching grammar methods.pdf
Deductive vs inductive teaching grammar methods.pdf
Book review on approaches and methods in language teaching
Book review on approaches and methods in language teaching
The origins of language curriculum development (Presentase)
The origins of language curriculum development (Presentase)
Similar to Curriculum Development - Teaching and Curriculum Design
Tips for teachers for slideshare
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
Evaluation
This is the 9th chapter of the book "Curriculum Development in Language Teaching" by Jack C Richards.
lesslesson2lesson2lesson2lesson2lesson2on2.pptx
This document discusses evaluation in the multigrade classroom. It states that evaluation involves determining what students have learned and how well they have learned. A teacher can only evaluate material they have taught, so evaluation must be viewed in the context of curriculum goals and objectives. Evaluation should consider both informal methods, like observations of learning, and formal methods, like tests, though tests require special consideration for multigrade settings. Overall, evaluation is an ongoing process that provides information on student learning and guides instructional improvements.
Readiness-of-Newly-Graduate
The document summarizes a study on the readiness of newly graduate teachers in handling non-specialized fields. It includes the following key points:
1. The study aimed to determine student teachers' readiness to teach subjects outside their specialization and how to enhance their training program.
2. Findings showed that student teachers felt less confident and uncomfortable teaching non-specialized subjects. They lacked knowledge and resources.
3. Recommendations included enhancing the training program to produce more competent teachers, developing professional maturity, and promoting continuous learning.
PPT on curriculum
This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
Evaluation in the multigrade classroom
Evaluation in the multigrade classroom involves more than just tests. It is an important part of the teaching and learning process that helps answer what students have learned and how well. A teacher evaluates based on the curriculum goals and objectives by looking at student learning, content covered, and learning experiences provided. Evaluation can be informal, through daily activities, or formal, through structured tests. When using tests in the multigrade classroom, teachers should design them for specific grades or abilities, teach test-taking skills, and create a relaxed testing environment. The most important part of evaluation is learning from students' mistakes to improve instruction. A teacher should also evaluate the curriculum implementation through classroom observations of student engagement and comfort.
evaluationinthemultigradeclassroom-180215051805.pdf
Evaluation in the multigrade classroom involves more than just tests. It is an important part of the teaching and learning process that helps answer what students have learned and how well. A teacher evaluates based on the curriculum goals and objectives by looking at student learning, content covered, and learning experiences provided. Evaluation can be informal, through daily activities, or formal, through structured tests. When using tests in the multigrade classroom, teachers should design them for specific grades or abilities, teach test-taking skills, and create a relaxed testing environment. The most important part of evaluation is learning from students' mistakes to improve instruction. A teacher should also evaluate the curriculum implementation through classroom observations of student engagement and comfort.
Creating positive class atmosphere
Creating a positive classroom atmosphere requires managing student behavior through positive attitudes. The teacher should be passionate about teaching, provide clear expectations and meaningful lessons, and give encouraging feedback and respect to students. Getting feedback from students through reflection journals allows them to take responsibility for their learning, set goals, and improve. Regular reflection helps students and teachers understand progress and how to enhance the learning experience.
Chapter 1 fot 2015sp
Becoming a teacher, EDU 216, 2015sp, Introduction to Education, Ebert & Culyer, pedagogical competencies,
Differentiation 2012[1]
This document provides an overview of differentiated instruction for gifted students. It discusses using pre-assessment to understand students' strengths and needs, flexible grouping strategies to provide appropriate instruction, and adjusting content, process, and products to match students' readiness, interests, and learning profiles. The goal of differentiation is to increase student learning, confidence, motivation, and independence through various instructional methods that create an optimal match between students and their learning experiences.
Analyses of Student Work and Homework.pptx
The document provides guidance on analyzing student work and homework. It discusses why teachers should analyze student work to understand the effectiveness of their lessons and build agreement on rubric interpretations. Teachers are advised to consider student strengths/needs, prerequisite skills, and how to support learning. Different types of assessments are outlined, including authentic assessment, portfolio assessment, journal writing, interviews, and reflection. The document concludes with guiding questions teachers can use to analyze student work and plan next instructional steps.
RETSD.EY.2018
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
Principles of teaching
This document outlines the agenda and content for a review session on principles of teaching. It will include 4 practical tests and discussions on various topics like instructional planning, classroom management, questioning techniques, teaching methods, and more. Key concepts that will be covered include Bloom's taxonomy, learning environments, and Gardner's theory of multiple intelligences. The overall goal is to help participants prepare for the licensure exam and provide an overview of important concepts in teaching.
ILASCD - Student-Centered Leadership
This document contains notes from a presentation by Dr. PJ Caposey on creating student-centered classrooms. Some of the key points discussed include:
- Students spend most of their time passively listening in class rather than actively engaging.
- Creating a student-centered culture requires significant effort to shift instruction away from a teacher-centered approach.
- Teachers should put themselves in students' shoes to understand their experience in the classroom.
- Lessons should be designed to intellectually engage students and challenge their thinking.
- Differentiated instruction is needed to meet the varied needs of all students.
- Gathering meaningful feedback from students, teachers, and parents can help improve instruction.
Diagnosing rigor and mastery
This document provides questions to consider when diagnosing rigor and mastery in a classroom. For rigor, it suggests asking if the learning is meaningful and ambitious, compares the class to excellent classrooms, examines the cognitive depth and alignment to standards. For mastery, it proposes determining what full mastery looks like, evaluating evidence of mastery through student work and responses, and identifying individual and group understanding and misunderstandings.
Sharing power and responsibility with students
1) The study examined sharing power and responsibility between the instructor and students in a graduate education course through a qualitative case study.
2) Results showed that students were involved in decision making regarding the course textbook, content, teaching methods, and assignments. Students responded positively to this shared power and felt more motivated, took more ownership over their learning, and became more active and engaged learners.
3) The conclusion was that instructors should allow graduate students to guide their own learning and discover what they need rather than being told what to learn, in order to help students take responsibility for their education.
Improving behaviour for learning
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
Protocol for Peer Observations
Teachers observe each other's classrooms to identify best practices and adapt effective strategies. The observer uses a documentation form to focus on classroom atmosphere, activities, and teacher/student interactions. After privately reflecting, the teacher and observer meet to discuss evidence of student learning, provide positive feedback and suggestions for improvement, and ensure lessons align with school goals. The goal is for teachers to grow by observing each other's classrooms.
Assessment without levels - Feedback Group
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.
LESSON PLANNING PPT.pptx
The document provides information on effective lesson planning for teachers. It discusses the importance of lesson planning for time management, building teacher confidence, and providing a clear structure for teaching. The key components of a lesson plan are outlined as general information, objectives, materials, procedure, and assessment. Objectives should be specific, measurable, and attainable. Assessment can occur throughout the lesson and at the end using methods like exit slips. The document also covers ordering lesson activities, reflecting on lessons, and considering elements like motivation and sequencing. Overall, the document emphasizes that thorough lesson planning is essential for effective teaching and student learning.
Similar to Curriculum Development - Teaching and Curriculum Design (20)
evaluationinthemultigradeclassroom-180215051805.pdf
evaluationinthemultigradeclassroom-180215051805.pdf
More from Reni Riyani
Pembelajaran Berbasis Internet
Pembelajaran berbasis internet memungkinkan siswa dan guru untuk mengakses dan bertukar informasi secara global. Internet memberikan manfaat seperti memudahkan komunikasi, menjadi sumber informasi, dan mendukung pembelajaran. Aplikasi seperti mailing list dan chatting memungkinkan diskusi antar siswa dan guru di seluruh dunia.
General Linguistic (Sinkronik, Diakronik, dan Linguistik Komparatif)
Dokumen tersebut membahas tentang linguistik sinkronik dan diakronik. Linguistik sinkronik mempelajari bahasa pada waktu tertentu tanpa melihat perkembangannya, sedangkan linguistik diakronik mempelajari perkembangan bahasa dari masa ke masa. Dokumen juga menjelaskan ciri-ciri masing-masing pendekatan tersebut.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Discourse written
This document discusses the key differences between written and spoken language. It notes that written language is more planned and organized, while spoken language is more unplanned and interactive. Grammatically, written language tends to use complete sentences while speech uses idea units. Vocabulary is also more complex in written works. However, explicitness can depend on context rather than the medium alone. Both written and spoken language serve important communicative functions.
Morphology Word and Its Parts (Root and Afixes)
This document discusses word morphology, focusing on the smaller parts of words called morphemes. It defines key terms like root, affix, prefix, suffix, and bound vs. free morphemes. Roots carry the main meaning of a word and can be free or bound. Affixes like prefixes and suffixes can be added to roots to derive new words or change word class. Suffixes can be derivational, changing a word's meaning and part of speech, or inflectional, changing grammatical properties without altering the core meaning. The document provides examples to illustrate these morphological concepts.
More from Reni Riyani (7)
Metode penelitian-Latar Belakang Ilmu Pengetahuan (Teori dan Hipotesis)
Metode penelitian-Latar Belakang Ilmu Pengetahuan (Teori dan Hipotesis)
General Linguistic (Sinkronik, Diakronik, dan Linguistik Komparatif)
General Linguistic (Sinkronik, Diakronik, dan Linguistik Komparatif)
Recently uploaded
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaBÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdAdvanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Recently uploaded (20)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Curriculum Development - Teaching and Curriculum Design
- 1. CHAPTER 14 Teaching and Curriculum Design
- 3. Environtment Analys The purpose of environment analysis is to make sure that what happens is likely to be successful because it takes account of the local situation.
- 4. Environtment Analys Every day teachers have to consider questions like the following: • Will this activity be interesting enough for my learners? • Do I have enough time to do this activity? • Will this activity be too noisy? • Do the learners know how to do this kind of activity or will I have to explain it to them? • Will this activity create a lot of marking for me to do?
- 5. Needs Analys One of the most common problems in teaching is suiting the activities and material in lessons to a class with a wide range of proficiency. Every day teachers have to consider questions like the following: • Is this material too difficult for my learners? • Is there something new for my learners to learn in this activity? • Will everyone in the class be able to cope with this activity?
- 6. Principles Every day teachers have to consider questions like the following: • Will this be a good activity for my learners? • Are my learners doing enough reading? • Is it good to get learners to memorise words and phrases? • Should I do the same activity again? • Should my learners be doing homework?
- 7. All of these questions can be answered by looking at principles of teaching and learning. Information about teaching and learning can come from research, but such information can also come from teachers’ experience and observation of teaching and learning. It is always good to check these two sources against each other.
- 9. Evaluation Every day teachers have to consider questions like the following: • Is the course going well? • Are the learners happy with the course? • Am I happy with the course? • Would other teachers think that my course is a good course? • Can I see ways in which I can improve the course? • Did today’s lesson go well? • Will I get through the course book by the end of the course?