The document discusses school management and curriculum design. It emphasizes the importance of environment analysis when developing a curriculum to ensure the course fits the local context and constraints. Key aspects of environment analysis include identifying the most important contextual factors, determining what information is needed about each factor, considering how the factors impact design decisions, and drawing on both analysis of the specific environment and previous research on relevant constraints. The goal is to design a curriculum that will be usable and effective within the given environment.

1. What is school management?
What pedagogical models can you
remember at this moment?
Have you ever heard of educational
curricula?

2. Rules of the course
• Treat us with respect, but with confidence.
• Cellphones in silence
• Let's keep a positive mental attitude.

3. Someone who hasn’t
learnt to obey, cannot
be a good commander
(Aristotle)

4. School management
• We see reality differently, so it is assumed that truth is relative, therefore, all truths are plausible. (some
pedagogical models pursue the absolute truth. Ex. Oxford, Harvard University, etc.)
• Universal Principles: private property, security, life protection, human dignity.
• Utilitarianism:
The system of thought that states that the best action or decision in a particular situation is the one that
brings most advantages to the most people (Cambridge Dictionary)
Jeremy Bentham (Relativist) John Stuart Mill
In a real world, what do you prefer as a citizen, QUALITY or QUANTITY?
What kind of Education does the Ecuadorian system provide?

9. “Nobody can be a great economist who is only
an economist - and I am even tempted to add
that the economist who is only an economist is
likely to become a nuisance if not a positive
danger.” (Friedrich Hayek)

10. Moral sympathy; liberal arts, overseas students hold a different educational
idiosyncrasy

21. https://www.youtube.com/watch?v=ppT5Pz1aeM
c&feature=youtu.be
https://www.youtube.com/watch?v=NFhC2hc
mML8

23. https://www.youtube.com/watch?v=_qC8Dtq-BcA

27. YOUR TURN!

28. • When developing the micro curriculum, each teacher must take into account the elements that will
make their class meaningful, making it important for their life and meaning, helping students understand
,and for this, teachers spend time designing them, according to Tokuhama -Spinosa (2008).
• Although the macro curricula have been delimited by the national and local educational authorities, and
the meso curriculum by the educational institutions, it is the teachers who must decide how and what is
essential to teach within the classroom through a micro curriculum (Snoek & Žogla, 2009)
• Educational community (Stakeholders)
• Topics to be studied:
Parts of the Curriculum Design Process
Considering the Environment
Discovering Needs
Following Principles
Goals
Content and Sequencing
Finding a Format and Presenting Material
Monitoring and Assessing
Evaluating a Course

29. Curriculum
Design
Approach Starting Points
Interchange
Book
The layers of
Necessity
Model
Evaluation
The stages of
the curriculum
design
Monitoring and
Assessment
Needs
Analysis
Principles Goals, Content
and Sequencing
Format and
Presentation
Environment
Analysis
1. - Teachers
2. - Learners
3. - Situation
1. - Necessities
2. – Lacks
3. – Wants
1. - Method:
Communicative
Approach
2. - Twenty
Principles
1. - Aims
2. - Units
3. – Approaches to
sequencing: Linear
1. – Environment,
Needs, and
Principles.
2. - The four strands
3. - Blocks and
Threads formats
1. - Types of
Monitoring and
Assessment
2. - Good
Assessment:
Reliability, Validity
and Practicality
1.-Types of
evaluation:
Summative and
formative.
2.-Instruments of
data collection:
Interviews, Self-
report scales and
observation

30. • Environment analysis or constraints analysis (Tessmer, 1990) involves looking at the factors
that will have a strong effect on decisions about the goals of the course, what to include in
the course, and how to teach and assess it.
• A constraint can be positive in curriculum design. For example, a constraint could be that the
teachers are all very highly trained and are able and willing to make their own class activities.
• Environment analysis is an important part of curriculum design because at its most basic level
it ensures that the course will be usable. For example, if the level of training of the teachers is
very low and is not taken into account, it might happen that the teachers are unable to handle
the activities in the course.
Quality or
quantity?

31. An Example of Environment Analysis in Japan
The important constraints on the special second language maintenance class were as follows.
1 There was very limited class time and contact time with English. 2 There would be a drop in the learners’
interest in learning English as they identified more strongly with Japan and being Japanese. 3 The learners knew
that they could communicate more easily with each other in Japanese than in English. 4 There was a range of
levels of English proficiency with some learners appearing to be very proficient for their age. 5 The learners had
been learning English in much the same ways as native speakers acquire their first language.
These constraints could have the following effects on curriculum design.
1 Parents should be guided in giving their children some extra contact with English. 2 The activities should be fun
so that the children look forward to doing them for their own sake. 3 Some of the activities should carry over to
the next class so that the children look forward to continuing them. 4 The activities should be largely teacher-
centred rather than group or pair work. 5 Most of the activities should be meaning-focused. Language-focused
activities should mainly involve correction.

32. This would mean using activities like the following.
1 Listening to a serial story. 2 Reading comics and other high-interest material. 3 Listening and
speaking games. 4 Writing to be “published” or read aloud. 5 Learners giving talks to the group, e.g.
show and tell. 6 Reading at home and reporting to the class. 7 Diary writing to the teacher or a
secret friend. 8 High-success quizzes and activities with awards. 9 Production of a newsletter where
everyone gets a mention. 10 Pen pals. 11 Watching English movies and TV programmes. 12 Playing
video games that use English. 13 Production of a play, etc.

35. Understanding the Constraints
In order to understand a constraint fully, it is usually necessary to examine the nature of the
constraint in the environment you are working in, and to examine previous research on the
constraint. (lesson study)
Constraints: Time available, cultural background, the effect of the first language on language
learning and special purposes
Planning stage for your observation
teaching practice.

36. Steps in Environment Analysis
1 Brainstorm and then systematically consider the range of environment
factors that will affect the course. Table 2.1 can be used as a starting
point.
2 Choose the most important factors (no more than five) and rank them,
putting the most important first.
20 Environment Analysis
3 Decide what information you need to fully take account of the factor.
The information can come from investigation of the environment and
from research and theory.
4 Consider the effects of each factor on the design of the course.
5 Go through steps 1, 2, 3, and 4 again.

37. Environment analysis involves looking at the local and wider situation to make sure that the course will fit and
will meet local requirements. There is considerable research data on many of the important environment factors,
including class size, motivation, learners of mixed proficiency and special purpose goals. Good environment
analysis draws on both analysis of the environment and application of previous research and theory. In some
models of curriculum design, environment analysis is included in needs analysis. Needs analysis is the subject of
the next chapter.