Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
What is Curriculum?
Any document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught student and the methods to be used in the process (English, 2000). The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006).
2
Concept of Curriculum
I. A systematic group of courses or sequence of subjects required for graduation or certification in a major field of study; II.A general overall plan of the content or specific materials of instruction that the college should offer the student by way of qualifying him for graduation or certification or for entrance into a professional or vocational field; III.A body of prescribed educative experiences under the supervision of an educational institute, designed to provide an individual with the best possible training and experience to fit him for the society of which he is a part or to qualify 3 him for a trade or a profession.
Components of Curriculum
Curriculum Design
Types of Curriculum
Formal Informal
-Values -Personality of teacher -Assessment
Quality Curriculum
Greater depth and less superficial coverage Focus on problem solving Facilitates the mastery of essential skill and knowledge Coordinated Articulation -multi-level sequence study Emphasize academic and practical Effective integrated curricula Mastery of a limited number of objectives
7
Curriculum Goals
Provide general guidelines for determining the learning experiences to be included in the curriculum.
-Citizenship -Equal Educational Opportunity -Vocation -Self-realization -Critical Thinking
8
Blooms Taxonomy
Remembering: Student can recall or remember information (define, duplicate, list, memorize, recall, repeat, reproduce, state) Understanding: Student can explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase) Applying: Student can use the information in a new way (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write)
Analyzing: Student can distinguish between the different parts (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)
Evaluating: Student can justify a stand or decision (appraise, argue, defend, judge, select, support, value, evaluate) Creating: Student can create new product or point of view (assemble, construct, create, design, develop, formulate, write)
9
Syllabus
List of Subjects Content outline for each subject Broad time Allocations
10
Curriculum Approaches
what is it that is desired of students having been taught using a curriculum (behavioral objectives).
product = student equipped with knowledge, skills and values emphasis on the content to be transmitted syllabus (document listing the topics, the content and suggestions on how topics should be taught) 12
as:
emphasis on interaction of teachers, students and knowledge. teaching and learning process in classroom
Curriculum as a Discipline
IS CURRICULUM A DISCIPLINE?
B. encompasses a body of
knowledge and
Curriculum as a Discipline
in curriculum
planning there are principles such as educational philosophy, curriculum goals etc.
14
Foundations of Curriculum
Foundations of Curriculum philosophy history
psychology
sociology
These foundations have been used by curriculum design and development teams to decide on: - Goals of curriculum - Content - Organization of content - Teaching process
15
FEEDBACK LOOPS
THE DIFFERENCE BETWEEN (a) and (b) IS THE GAP THAT MUST BE BRIDGED WHEN DESIGNING THE CURRICULUM
18
Educational Process
Educational Objectives
PREREQUISITES OBJECTIVE
21
Attitudes (values)
Affective Domain
Psychomotor Domain
22
Instructional Objectives
Instructional Objectives are statements that communicate in behavioral terms the expected performance of the students at the END of instruction.
23
Curriculum Development
Involves the following phases:
Curriculum planning The decision about philosophy and aim of education Curriculum design The way curriculum is conceptualized Selection and organization of content & learning activities Curriculum evaluation Determines the extent to which the curriculum has been successful
25
1. 2. 3. 4.
Sequencing the various subjects / courses Selecting the content in each subject Sequencing the units and topics Selecting instructional methods, instructional materials and media 5. Preparation of plans for instruction 6. Development of tests and other materials needed for evaluation of students performance 7. Orienting the teachers to the new curriculum.
26
29
Bridge Courses
Core and Elective Subjects
30
7. Using the model curriculum as a base for curriculum revision (in various subjects).
33
Concentric Model
Instruction
Instruction
Curriculum makes a continuous impact on instruction and vice versa. Instructional decisions are made after curriculum decisions are made and later the curriculum decisions 38 are modified after being evaluated in classroom
39
COMPETENCY BASED
Systems Approach Job / Occupation Based Analysis of Policies, Labour Market and Occupations
40
Contd.
COMPETENCY BASED
Analysis of Job and Tasks Organise Curriculum According to way the job is done Develop Instruction
41
Contd.
What is to be learned? How will it be learned? What Texts / Materials? What Tests / Exams?
How Evaluate?
42
When an intended curriculum is enacted in a classroom or given life through teaching it becomes an OPERATIONAL CURRICULUM. It deals with the processes of teaching and learning, organisation of the class and the milieu in which instruction takes place.
44
Aptitude for the subject Proficiency in the language which is used as the medium of instruction
Entering behavior
Motivation
45
46
49
5. To review the entry behavior requirements for admission into the course 6. To identify:
- How an Intended Curriculum is enacted - How it becomes operational - The factors which may affect it and result in unintended effect
50
EFFECTIVENESS
Doing Right Things
EFFICIENCY
Doing Things In The Right Way
51
EFFECTIVENESS
ACTUAL OUTPUT PLANNED OUTPUT
Determination of the extent to which the objectives of the curriculum have been achieved.
52
EFFICIENCY
OUTPUT INPUT
Efficiency is related to the various kinds of COSTS (Money/Time/Space/Instructional Resources etc.) associated with the educational program.
53
1. Whole curriculum of the program 2. Curriculum of a single course 3. Specific components like the objectives, course content, teachers guide, textbook, audio-visual
aids,
teaching
methods
and
evaluation
procedures.
54
1. 2. 3.
55
56
Appropriate provision of feedback, reinforcement, sufficient amount of repetition etc. b) Communication principles: Clarity of presentation, proper significance, vocabulary control, multisensory cues, etc. c) Curricular principles: 58 Correspondence between objectives and planned activities.
59
TASKS
60
TASKS
TASKS
References
Beane, J. A., Toepfer Jr, C. F., & Alessi Jr, S. J. (1986) Curriculum Planning and Development Allyn and Bacon, Boston Brady, L., & Kennedy, K. (1999) Curriculum Construction, Prentice-Hall, Sydney Queensland Studies Authority (QSA) (2002a) The Arts Modules, from www.qsa.qld.edu.au/yrs1to10/kla/arts/modules.html Spady, W. G. (1993) Outcome-based Education: Workshop Report No 5, Australian Curriculum Studies Association, Belconnen, ACT Spady, W. G. (1994) Outcome-based Education: critical issues and answers, American Association of School Administrators,Virginia, USA Beretta, A (1992) Evaluation of Language Education an overview. In Alderson. J & J Beretta, A (eds.) Evaluating Second Language Education. Cambridge University Press. Brindley, G. (1989) The role of needs analysis in adult ESL programme design In R. K.Johnson (ed) Brown, J. D. (1995) The Elements of Language Curriculum, USA: Heinle & Heinle. Dubin, F. & Olshtain, E. (1997) Course Design: Developing Programs and Materials for Language Learning, Cambridge:Cambridge University Press. Finocchario, M. & Brumfit (1983) The Functional-Notional Approach, USA: Oxford University Press. Graves. K. (2001) Teachers as Course Developers. USA: Cambridge University Press. Graves, K. (2000) Designing Language Courses. Canada: Heinle & Heinle.. Hutchinson, T. & Waters, A (1996) ESP A learning centred approach. Great Britain Cambridge University Press. Jordan, R.R. (1997) English for Academic Purposes. United Kingdom: Cambridge University Press. Lee, W. R. (1980) National Syllabuses Construction for Foreign-Language Teaching: Reconciling the Approaches ELT documents 108- Pgs.81-85, England: The British Council. Mackay, R. (1994) Understanding ESL/EFL programme review for accountability and improvement. ELT Journal Volume 48/2 McKay, S. (1978) Syllabuses: Structural, situational, notional. TESOL Newsletter,12(5),11. Moreno, P. (2000) The Implications of Curriculum Design for a Graduate of the English Language Program at Universidad Veracruzana. Unpublished dissertation. Mexico Munby, J. (1978) Communicative Syllabus Design. Cambridge University Press. Nunan, D. (2000 ) Syllabus Design, Oxford: Oxford University Press. Richards, J. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge University Press. Richards, J. C, Hull, J., Proctor, S. & Shields, C. (2005) Interchange Third Edition. UK: Cambridge University Press. 63 Richards, Platt and Platt (1993) Dictionary of Language Teaching & Applied Linguistics. London: Longman. Robinson, P. (1990) ESP Today. Great Britain: Prentice Hall.