English Curriculum Review Presentation
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The document summarizes the key areas of analysis, ideology, and recommendations for the National Curriculum for English Language 2006 in Pakistan according to a child-centered approach. It finds that while the curriculum aims to be learner-centered, in reality it places more emphasis on knowledge transmission and has shortcomings in areas like guidelines for implementation, emphasis on skills over knowledge, inclusion of diverse learning styles, and assessment practices. The document recommends revisions to better align the curriculum with learner-centered ideology through changes like incorporating practical guidelines, increasing emphasis on productive skills, and focusing on formative assessment.
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The behavioral view sees the learner as passive and shaped by environmental stimuli without internal reflection. The teacher controls learning through reinforcement. The cognitive view sees the active learner integrating new and existing knowledge through mental processing. The teacher provides tools for organizing information.
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Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
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Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
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El documento define el bilingüismo y los diferentes tipos de educación bilingüe. Explica que la educación bilingüe aditiva utiliza dos idiomas para enseñar contenido académico con el objetivo de que los estudiantes se conviertan en bilingües, mientras que la educación bilingüe sustractiva tiene como objetivo que los estudiantes se conviertan en monolingües en el idioma dominante. También describe los desafíos del bilingüismo en Colombia, incluidos los bajos niveles de inglés entre los estud
The Grammar Translation Method
The grammar-translation method focuses on teaching grammar rules and translating texts between the native and target languages. It was originally used to teach classical languages through reading and writing. Key principles include an emphasis on accuracy over fluency, learning vocabulary through direct translation, and discussing readings in the native language. Grammar is taught deductively through explanations in the native language and applying rules to translations.
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Este documento discute cómo las ideologías influyen en el lenguaje y la competencia lingüística. Explica que las ideologías no constituyen un código lingüístico separado, sino que modifican el código existente de una lengua a través de la designación, mutación semántica, integración e impugnación. También analiza cómo la competencia ideológica puede limitar la competencia lingüística al producir enunciados previsibles y fórmulas prefabricadas en lugar de oraciones nuevas y significativas.
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The slides talk about the difference between method and approach first then there is a description of Structural Approach, its features and demerits. Then we have slides that describes Communicative Approach, its features,role of teacher in this approach and demerits. As a whole the slides present difference between these two approaches.
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Similar to English Curriculum Review Presentation
Chapter 3
This document discusses curriculum and instruction for teaching English language learners. It notes that curriculum refers to the courses offered at a school or defined program of study. Effective instruction considers students' language needs and adapts teaching methods accordingly. When instructional materials are not available in students' native language, teachers must fill gaps. The document contrasts transmission and constructivist models of education, noting a constructivist approach that values students' culture and language is most effective for language minority students. Educational philosophy drives the program model and subsequent curriculum and instructional practices.
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This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
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This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
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This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
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Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
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The document discusses different approaches to course design for English for Specific Purposes (ESP) programs. It describes three main approaches: language-centered, skills-centered, and learning-centered. The learning-centered approach is presented as the most comprehensive because it considers the learner at every stage of the design process, including needs analysis, syllabus and materials development, methodology, and evaluation. It emphasizes that course design should be a negotiated and dynamic process that adapts to learners' needs and changing resources over time.
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This document discusses different approaches to defining goals, objectives, and outcomes in language education. It outlines five curriculum ideologies that shape language teaching: academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. Goals refer broadly to the general changes a program aims to bring about in learners. Objectives describe more specific intended changes and results from analyzing goals. Outcomes can describe competencies and behaviors necessary for real-world tasks. The document cautions that objectives and competencies must be carefully defined to avoid trivializing teaching or promoting hidden values.
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1. Making knowledge accessible to all learners by understanding how students learn and developing students' cognitive abilities.
2. Having strong knowledge of the subject matter and how to convey it to students.
3. Continually monitoring students' learning to assess progress and adapt teaching accordingly.
4. Recognizing and accounting for individual differences among students.
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This document discusses factors that affect the choice and design of syllabi for language teaching programs. It examines six types of syllabus content and notes that integrated syllabi that combine multiple types are more common. Key factors discussed include program goals and resources, teacher knowledge and beliefs, and student needs and abilities. An effective syllabus choice involves considering these factors to design an integrated syllabus that matches program goals while allowing flexibility. Needs analysis and reducing content too much are problematic approaches.
Online assignment
This document discusses issue-based curriculum in Kerala, India. It provides background on curriculum and defines issue-based curriculum as focusing on knowledge generation by learners through addressing issues faced by society. While novel, issue-based curriculum poses challenges for facilitators in lesson preparation and assessment. Research is needed to properly define issues by level, identify age-appropriate issues, develop inclusive textbooks, and train teachers in new methodologies. The conclusion notes issue-based curriculum is ideal in theory but difficult to implement without reflection and philosophical grounding.
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This document discusses differentiated instruction for developing reading in ESL classes. It states that teachers must understand students' interests, learning styles, intelligence types, and backgrounds to effectively plan instruction. The document recommends that teachers use interest inventories and other tools to identify this information about students. It also discusses Vygotsky's theory of social interaction in cognitive development and Gardner's theory of multiple intelligences. The document advocates differentiated instruction and incorporating varied activities to engage students with different abilities and learning preferences.
Theory
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
Similar to English Curriculum Review Presentation (20)
Preparation and Evaluation of Instructional Materials
Preparation and Evaluation of Instructional Materials
Preparation and Evaluation of Instructional Materials
Preparation and Evaluation of Instructional Materials
Collaborative learning and cooperative learning.mine
Collaborative learning and cooperative learning.mine
What makes an english teacher to stand out among others
What makes an english teacher to stand out among others
English Curriculum Review Presentation
- 1. Curriculum Review National Curriculum for English Language 2006 Presented by: Hamida, Raheel, Saniya, Shamim and Zahra
- 3. Framework
- 9. Knowledge Ideology Curriculum Analysis Less emphasis on knowledge, more on process as it is constructed. Functional Use. “Formulaic expression” are emphasized in Oral. However, in oral communication less emphasis is on self-expression and more on abiding rules. Ways of knowing and knowledge should grow simultaneously Identify, Accuracy highlighted in Reading Competency in Grade 2 Pg. 22, 26 Exploration and structural reading in Grade 5 (locate an opinion but not expressing the opinion) Mega-cognitive practices could still be enhanced. Creative – having of wonderful ideas Pictures, Cartoon Strips, Role-plays are included at primary developmental levels. However these have been discussed in SLOs but they are omitted at secondary levels.
- 12. Learner Ideology Curriculum Analysis Integrated Person Competencies overshadow the various perspectives of personality. Themes are outlined but they overlap those of social studies. Innately curious, explores if not threatened Students do not lack in capacity to learn but improve total academic setting. (pg 1) Standards do not explicitly talk about experiential learning. Meaning ‘within’ the individual – worthy Child’s self-concept is important There are instances where meaning making through daily life experiences. However, there are no further SLOs defined to accomplish this. Assessment is largely knowledge based. Teacher is also a learner Curriculum serves as a complete guide for teachers (Pg 1) Claims to be a complete guide for teachers as it does not offer any mechanism to provide possible/ need resources. A two pager document would not help.
- 15. Learning Ideology Curriculum Analysis Integrated, not atomistic Thematic. Integrated Skills. No guideline on how to plan and implement themes and how to integrated skills. Natural, Experiential, To be enjoyed Structured. Skill is presented as a task. SLO’s have been defined but no discussion on ways of its achievement. Drives by intrinsic motivation The standards use words like enjoyment and pleasure but it is then substituted by analysis in the benchmark. C1, S2, BM1 (Pg. 12) There is least priority to given to child’s own selection of texts and responses.
- 17. Learning Ideology Curriculum Analysis Fluidity of the time to begin, involve and move on to another activities Time bounded learning specified for each level Time bounded learning hinders students’ learning achievements. Meaning Making Make simple inferences using context of the text and the prior knowledge (C1, S1, B2,Grade V) (C4, S3, B2, Grade V) Aligned. Appreciate diverse learning styles No mention of multiple intelligences Heavy dependency on receptive skills shown in a greater number of standards.
- 22. Teaching Recommendations Implications There should be different professional development institutes country wide Contextual curriculum would result into a better implementation and learning outcome Increased investment in education sector would improve the teaching and learning process Teachers from different contexts should be consulted to develop the curriculum so that it is implemented realistically To implement the intended curriculum is very important to enable the teacher understand it, analyze it and utilize it for facilitating child’s learning
- 28. Conclusion