Curriculum development

1. Chapter II:
COMPONENT OF
CURRICULUM:
NEED ANALYSIS

3. Historically, need analysis introduced into instruction of language through movement of ESP
between 1960 till 1970.
Although, this matter of need analysis do not suggested only for ESP, but also for the student
of foreign language in general.
Even, need analysis have been conducted informally for years by all teacher which wish to
assess what language that the student need to learn.
Needs analysis (also known as needs assessment) has a vital role in the process of designing
and carrying out any language course, whether it is English for Specific Purposes (ESP) or
general English course.

4. What is need analysis?

5. A. Definition of Need Analysis
The term needs analysis generally refers to the activities that are involved in
collecting information that will serve as the basis for developing a curriculum
that will meet the needs of a particular group of students.
It means that need analysis includes all the activities used to collect
information about the students' learning needs, wants, wishes, desires, etc.
The process also sometimes involves looking at the expectations and
requirements of other interested parties such as the teacher, administrators,
financial supporters, and other people who may be impacted by the program.

6. Needs analysis is also a systematic process for determining and
addressing needs between current conditions and desired
conditions.
The discrepancy between the current condition and wanted
condition must be measured to appropriately identify the need.
The need can be a desire to improve current performance or to
correct a deficiency.

7. • How can you perform a need
analysis at the beginning of the
course that you are giving?

8. B. The
Purposes of
Need Analysis
What is the need analysis for?
We should be able to answer this question.
The analysts do this step are to identify the ability of student, what
knowledge and skill the student already have, what the student
wish to achieve, to know the difficulties in language learning, in
order to decide what language points the student needed to learn.
After knowing all information that already mention, the analyst can
give alternative about what the teacher have to do to help the
student increase their ability and achieve their wish in language
learning.

9. The information gathered from a
needs analysis can be used to help you
define program goals.
These goals can then be stated as
specific teaching objectives, which in
turn will function as the foundation on
which to develop lesson plans,
materials, tests, assignments and
activities.
Basically, a needs analysis will help you
to clarify the purposes of your
language program.

10. The main aims of a needs assessment could
be
offering the needed foundation (information basis) for development or
improvement of an educational or social program,
restructuring of an organization for improving the performances in relation with
the established goals,
setting up criteria for contract services of human resources training and
development,
identification of a solution for a complex problem or issue.

11. C. The Target of Need Analysis
• Here are some points in the target population in conducting need analysis. It is not
only a single person but any group that participate in the need analysis:
1. The target group The target group is the student in program, but the teachers
(lecturers) or the administrators are also targeted.
2. The audience The audience usually consists of teacher, teacher aides, program
administrators and any governing bodies or supervisors in the bureaucracy
above the language program.
3. The need analysts themselves That is person who responsible for conducting
the need analysis. May be consultant or member of the faculty designated for
the job
4. The resources group That is people who become the source of information
about the target group. For example: the parents and the lecturers.

12. D. Steps and Techniques for Conducting Needs
Analysis
• Steps in need analysis must logically be reliable, valid, and usable
within a context before it can be effectively used. The steps in
conducting need analysis

14. 5. Collect
Data
In collecting data, we need to provide information
related to
The current and future needs of the school,
students, parents, teachers, and the community
How well the current processes meet these clients’
needs
The ways in which the school and community are
changing
The root causes of problems
The types of education programs and expertise that
will be needed in the future

17. There are some kinds of instruments used
in conducting in need analysis.
Tests Observations Interviews Meetings Questionnaire

18. a. Tests
• Tests can provide information about
the general ability levels of students
(Proficiency), about possible
grouping in the class based on their
ability (placement), about specific
problem that students have in the
language learning (diagnostic), and
about their achievement in previous
or other programs (achievement).

19. b. Observations
• This procedures usually involves
watching an individual or a
small number of individuals, and
recording the behaviors that
occur. So, in this part the analyst
observate the student by
looking behavior, interaction
between people, and inventory
that used to record a count of
physical objects.

20. c. Interviews
• This procedures can do by individual
interview or group interview.
Individual interview can be done
looking for private information. Group
interview might appear to be one way
around the time problem and the
information given in this way is not
confidential.

21. d. Meetings
• This part is used to gathering information by making a
meeting with the participants and the analyst give a
tasks to them. In the meeting the participant try to
answer a task may provide useful information about
the people and program in question.

22. e. Questionnaire
• The analysts give written questionnaires to the participants.
Biodata survey is used to get information and facts about
the background of each participant. The next is opinion
survey that be used to know the teacher thinking about the
existing program, its objectives, the materials, and so on.
Self-ratings is refers to know the students (their own
abilities, the interest level, motivation, and so on).
Judgmental rating is the way that the analyst asks to the
student to give a judgement in various aspects of the
program

23. Chapter III:
COMPONENT OF
CURRRICULUM: AIMS,
GOALS AND OBJECTIVES

25. Needs analysis refer to the activities involved in gathering information
that will serve as the basis for the developing a curriculum that will meet
the learning needs of particular group of students.
The process of needs analysis can generate a tremendous amount of
information that must be sorted and utilized in some way within the
curriculum.
One way to use this information is to apply what has been learned in the
need analysis for the formulating of program goals and objectives.

26. A. Aims
Aims are general statement that provides direction or intent to educational
actions. Aims are usually written in amorphous terms using words like: learn,
know, understand, appreciate and these are not directly measurable.
Aims may serve as organizing principles of educational direction for more than
one grade.
Indeed these organizing principles may encompass the continuum of educational
direction for entire programs, subject areas of the district.

27. B. Goals
• There are definitions of the goals, namely:
1. Goals are general statements of the program’s purposes.
2. Goals should usually focus on what the program hopes to
accomplish in the future, and particularly on what the students
should be able to do when they leave the program.
3. Goals can serve as one basis for developing more precise and
observable objectives
• 4. Goals should never be viewed as permanent, that is, they should
never become set in cement

28. The primary reason for this last point is that the needs being addressed
are only perceived needs and such perceptions may change.
In fact, actual changes may occur in both language needs and situation
needs if new and different types of students enter the program.
Goals may take many shapes. They may be language and situation-
centered as in the three goals includes in the statement:
“In our program, the students will learn how to fill out forms in
Indonesia, read a menu, and order a meal.”

29. Goals are broad statements of what the students will be able to do when they have completed
the course.
A curriculum will often be organized around the goals of the program. Thus the goals and
syllabuses of a program may be related.
The program fosters acceptance of cultural differences between countries.
The process of defining goals makes the curriculum developers and participants consider, or
reconsider, the program’s purposes with specific reference to what the students should be
able to do when they leave the program.

30. C. Objectives
If curriculum goals are defined as statements of the desirable and attainable
curriculum purposes and based on the perceived language and situation
needs of the participants in a program.
Instructional objectives will be defined here as specific statements that
describe the particular knowledge, behaviors, and / or skill that the learner
will be expected to know perform at the end of a course or program.
Instructional objectives are specific, measurable, short-term, observable
student behaviors to ensure your students to reach your goals.

31. Consider the following “objectives” that were stated for an upper-
level ESL for academic purposes class at a well-known American
University:
• What is the problem about the purposes?

32. A statement like “a student will be able to prepare a term
paper” is far too general to fit the definition of an objective as I
have given it here.
The three “objectives” do match the definition I have given for
curriculum goals. For instance, whether the following seem
more like curriculum goals or instructional objectives:?

34. In distinguishing between goals and
objectives, it is probably easiest to
consider the extremes. Ask yourself
if the statement is closer to a very
general goal or to a very specific
instructional objective.
At the other extreme on the
continuum are very specific
instructional objective. These are
easy to spot because they are
specific, and they are specific
because they have the three
essential characteristics, that is, they
include three components:
Performance (what the learner will
be able to do)
Conditions (important conditions
under which the performance is
expected to occur)
Criterion (the quality or level of
performance that will be considered
acceptable)

35. According to Bixler, there are three types
of objectives..
COGNITIVE AFFECTIVE PSYCHOMOTOR

36. Cognitive
This includes knowledge or information recall,
comprehension or conceptual understanding, the ability to
apply knowledge, the ability to analyze a situation, the
ability to synthesize information from a given situation, and
the ability to evaluate a given situation.
E.g., "Given a description of a planet, the student will be
able to identify that planet, as demonstrated verbally or in
writing." or "The student will be able to evaluate the
different theories of the origin of the solar system as
demonstrated by his/her ability to compare and discuss
verbally or in writing the strengths and weaknesses of each
theory."

37. Affective
Affective refers to attitudes, appreciations and
relationships among others.
E.g., "Given the opportunity to work in a team
with several people of different races, the
student will demonstrate an positive increase in
attitude towards non-discrimination of race, as
measured by a checklist utilized/completed by
non-team members.”

38. Psychomotor
E.g., "The student will be able to ride a
two-wheel bicycle without assistance
and without pause as demonstrated in
gym class."
Psychomotor dealt with physical skills.

39. Objectives should specify four main
things:
1. Audience - Who? Who is this aimed at?
2. Behavior - What? What do you expect them to be able to do?
Use action verbs to describe an overt, observable behavior.
3. Condition - How? Under what circumstances will the learning
occur?
4. Degree - How much?

41. Example of well-written objective in cognitive
view
• “Given examples and non-examples of constructivist activities in a
college classroom, the student will be able to accurately identify the
constructivist examples and explain why each example is or isn't a
constructivist activity in 20 words or less.”
• Audience :?
• Behavior :?
• Condition:?
• Degree:?

42. Audience : the student
Behavior : will be able to accurately identify the constructivist
examples and explain why each example is or isn't a constructivist
activity
Condition: Given examples and non-examples of constructivist
activities in a college classroom
Degree: in 20 words or less

43. Example of well-written objective in
psychomotor view
• Given a standard balance beam raised to a standard height, the
student will be able to walk the entire length of the balance beam
(from one end to the other) steadily, without falling off, and within a
six second time span.”
• Audience :?
• Behavior :?
• Condition:?
• Degree:?

44. Audience : the student
Behavior : will be able to walk the entire length of the balance beam
(from one end to the other)
Condition: Given a standard balance beam raised to a standard
height
Degree: without falling off, and within a six second time span

45. D. The Importance of Goals and Objectives
Goals and objectives are very important because they do the following:
• Help direct the choice of curricular contents and the assignment of relative priorities to
various components of curriculum.
• Suggest what learning methods will be most effective.
• Enable evaluation of learners and the curriculum. Thus, permitting demonstration of the
effectiveness of curriculum.
• Suggest what evaluation methods are appropriate.
• Clearly communicate to other such as learners, faculty, program directors, department chairs,
and individual from other institution.

46. Goals and objectives create the foundation for lesson plans. If they are written well,
an instructor will have an effective and meaningful structure for discussion,
activities, and assessment.
Goals and objectives serve as a reminder that teaching is not an end in itself, but the
means to an end. Goals explain the reasoning behind what you will teach in a
session. They articulate what you wish to accomplish and help to map your direction.
They address the question: What do I want my students to take with them after the
session is completed?
Once you've organized your goals, you can decide what content and teaching
method will best achieve them.

48. Not having
clearly
defined
objectives
may result in:
Misunderstandings and bad feelings from collaborating
organizations whose outcomes were left out of the survey
Poor direction to those who are commissioned to do a survey,
potentially producing survey results which do not answer the
questions which the sponsoring organization needs answered
A poor questionnaire which does not gather the data required
to measure one or more important indicators or outcomes
Lack of appropriate supplies and equipment
Undirected and unfocused data analysis and wasted time

49. Chapter III:
COMPONENT OF
CURRRICULUM: AIMS,
GOALS AND
OBJECTIVES

51. Needs analysis refer to the activities involved in gathering information
that will serve as the basis for the developing a curriculum that will meet
the learning needs of particular group of students.
The process of needs analysis can generate a tremendous amount of
information that must be sorted and utilized in some way within the
curriculum.
One way to use this information is to apply what has been learned in the
need analysis for the formulating of program goals and objectives.

52. A. Aims
Aims are general statement that provides direction or intent to educational actions. Aims are usually written in
amorphous terms using words like: learn, know, understand, appreciate and these are not directly measurable.
Aims may serve as organizing principles of educational direction for more than one grade.
Indeed these organizing principles may encompass the continuum of educational direction for entire programs,
subject areas of the district.

53. B. Goals
• There are definitions of the goals, namely:
1. Goals are general statements of the program’s purposes.
2. Goals should usually focus on what the program hopes to
accomplish in the future, and particularly on what the students
should be able to do when they leave the program.
3. Goals can serve as one basis for developing more precise and
observable objectives
• 4. Goals should never be viewed as permanent, that is, they should
never become set in cement

54. The primary reason for this last point is that the needs being addressed
are only perceived needs and such perceptions may change.
In fact, actual changes may occur in both language needs and situation
needs if new and different types of students enter the program.
Goals may take many shapes. They may be language and situation-
centered as in the three goals includes in the statement:
“In our program, the students will learn how to fill out forms in
Indonesia, read a menu, and order a meal.”

55. Goals are broad statements of what the students will be able to do when they have completed
the course.
A curriculum will often be organized around the goals of the program. Thus the goals and
syllabuses of a program may be related.
The program fosters acceptance of cultural differences between countries.
The process of defining goals makes the curriculum developers and participants consider, or
reconsider, the program’s purposes with specific reference to what the students should be
able to do when they leave the program.

56. C. Objectives
If curriculum goals are defined as statements of the desirable and attainable
curriculum purposes and based on the perceived language and situation
needs of the participants in a program.
Instructional objectives will be defined here as specific statements that
describe the particular knowledge, behaviors, and / or skill that the learner
will be expected to know perform at the end of a course or program.
Instructional objectives are specific, measurable, short-term, observable
student behaviors to ensure your students to reach your goals.

57. Consider the following “objectives” that were stated for an upper-level
ESL for academic purposes class at a well-known American University:
• What is the problem about the purposes?

58. A statement like “a student will be able to prepare a term paper” is
far too general to fit the definition of an objective as I have given it
here.
The three “objectives” do match the definition I have given for
curriculum goals. For instance, whether the following seem more
like curriculum goals or instructional objectives:?

60. In distinguishing between goals and
objectives, it is probably easiest to
consider the extremes. Ask yourself
if the statement is closer to a very
general goal or to a very specific
instructional objective.
At the other extreme on the
continuum are very specific
instructional objective. These are
easy to spot because they are
specific, and they are specific
because they have the three
essential characteristics, that is, they
include three components:
Performance (what the learner will
be able to do)
Conditions (important conditions
under which the performance is
expected to occur)
Criterion (the quality or level of
performance that will be considered
acceptable)

61. According to Bixler, there are three types
of objectives..
COGNITIVE, AFFECTIVE PSYCHOMOTOR

62. Cognitive
This includes knowledge or information recall,
comprehension or conceptual understanding, the
ability to apply knowledge, the ability to analyze a
situation, the ability to synthesize information from
a given situation, and the ability to evaluate a given
situation.
E.g., "Given a description of a planet, the student
will be able to identify that planet, as demonstrated
verbally or in writing." or "The student will be able
to evaluate the different theories of the origin of
the solar system as demonstrated by his/her ability
to compare and discuss verbally or in writing the
strengths and weaknesses of each theory."

63. Affective
Affective refers to attitudes, appreciations and
relationships among others.
E.g., "Given the opportunity to work in a team
with several people of different races, the
student will demonstrate an positive increase
in attitude towards non-discrimination of race,
as measured by a checklist utilized/completed
by non-team members.”

64. Psychomotor
E.g., "The student will be able to
ride a two-wheel bicycle without
assistance and without pause as
demonstrated in gym class."
Psychomotor dealt with physical
skills.

65. Objectives should specify four main
things:
1. Audience - Who? Who is this aimed at?
2. Behavior - What? What do you expect them to be able to do?
Use action verbs to describe an overt, observable behavior.
3. Condition - How? Under what circumstances will the learning
occur?
4. Degree - How much?

67. Example of well-written objective in cognitive
view
• “Given examples and non-examples of constructivist activities in a
college classroom, the student will be able to accurately identify the
constructivist examples and explain why each example is or isn't a
constructivist activity in 20 words or less.”
• Audience :?
• Behavior :?
• Condition:?
• Degree:?

68. Audience : the student
Behavior : will be able to accurately identify the constructivist
examples and explain why each example is or isn't a constructivist
activity
Condition: Given examples and non-examples of constructivist
activities in a college classroom
Degree: in 20 words or less

69. Example of well-written objective in
psychomotor view
• Given a standard balance beam raised to a standard height, the
student will be able to walk the entire length of the balance beam
(from one end to the other) steadily, without falling off, and within a
six second time span.”
• Audience :?
• Behavior :?
• Condition:?
• Degree:?

70. Audience : the student
Behavior : will be able to walk the entire length of the balance beam
(from one end to the other)
Condition: Given a standard balance beam raised to a standard
height
Degree: without falling off, and within a six second time span

71. D. The Importance of Goals and Objectives
Goals and objectives are very important because they do the following:
• Help direct the choice of curricular contents and the assignment of relative priorities to
various components of curriculum.
• Suggest what learning methods will be most effective.
• Enable evaluation of learners and the curriculum. Thus, permitting demonstration of
the effectiveness of curriculum.
• Suggest what evaluation methods are appropriate.
• Clearly communicate to other such as learners, faculty, program directors, department
chairs, and individual from other institution.

72. Goals and objectives create the foundation for lesson plans. If they are written well,
an instructor will have an effective and meaningful structure for discussion,
activities, and assessment.
Goals and objectives serve as a reminder that teaching is not an end in itself, but the
means to an end. Goals explain the reasoning behind what you will teach in a
session. They articulate what you wish to accomplish and help to map your direction.
They address the question: What do I want my students to take with them after the
session is completed?
Once you've organized your goals, you can decide what content and teaching
method will best achieve them.

74. Not having
clearly
defined
objectives
may result in:
Misunderstandings and bad feelings from collaborating
organizations whose outcomes were left out of the survey
Poor direction to those who are commissioned to do a survey,
potentially producing survey results which do not answer the
questions which the sponsoring organization needs answered
A poor questionnaire which does not gather the data required
to measure one or more important indicators or outcomes
Lack of appropriate supplies and equipment
Undirected and unfocused data analysis and wasted time