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Curriculum Development, Group - Coggle Diagram

- - - - Nutall (1987) ; Richard (1985) ; Krahnke (1987)
  - - - They must describe the conditions under which the performance will be expected to occur
      - They must state a standard of acceptable performance (the criterion)
      - They must unambiguously describe the behavior to be performed
- - - - Topical (organized around themes or topics, such as health, food, clothing)
      - Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket)
      - Notional (organized around conceptual categories, such as duration, quantity, location)
      - Skills (organized around skills, such as listening for gist, listening for specific information, listening for inferences)
      - Functional (organized around communicative functions, such as identifying, reporting, correcting, describing)
      - Task or activity-based (organized around activities, such as drawing maps, following directions, following instructions)
      - Structural (organized primarily around grammar and sentence patterns)
    - - Despite the extensive literature on curriculum design in recent years, there is little empirical evidence to justify
      - commitment to a particular approach to curriculum development. In practice, a combination of approaches is often used.
    - - A syllabus is essentially a job specification
      - it should clearly and precisely state what needs to be done and the standards or criteria that must be met.
    - - the philosophy of the curriculum planners is evident in the specified "competencies", which provide clear guidelines for both teaching and testing
        
        The curriculum is planned around themes, and competencies are listed for each subject area.
        
        Teachers are expected to teach according to the curriculum and to assess students for entry and exit based on mastery of curriculum content
- - - - teacher or learners
    - - Activities, tasks, learning experiences
    - - Objectives, goals, content
    - - questions of methodology dont focus on the choice of a method and evolves out of the dynamics of the teaching process itself
    - - Attitudes, beliefs, learning experiences
  - - - Help bring about learning
      - how these are used in the classroom
    - - focused on the interaction
      - composing skills tasks
- - - - Needs assessment refers to an array of procedures for ...
        
        identifying and validating needs, and establishing priorities among them.
      - In language curriculum development, needs analysis serves the purposes of:
        
        2.Identifying general or specific Language needs
        
        that
        
        can be addressed in developing goals, objectives, and content for a language program
        
        3.Providing data that can serve as the basis
        
        for
        
        reviewing and evaluating an existing program.
        
        1.Providing a mechanism for obtaining a wider range of input into the content, design, and implementation of a language program
        
        through
        
        involving such people as learners, teachers, administrators, and employers in the planning process
    - - Needs analysis may focus on either the general parameters of a language program
        
        or
        
        on the specific communicative needs of language learners.
      - The first approach may be referred to as situation analysis, and involves focusing on the following kinds of questions:
        
        Who are the learners?
        
        What are the learners’ goals and expectations?
        
        How proficient are the teachers in the target language?
        
        Who are the teachers?
        
        These questions range from the general to the specific
        
        and serves to do a diagnosis.
        
        What is the administrative context of the program?
        
        What constraints (e.g., time, budget, and resources) are present?
      - The second approach is concerned with gathering information about the learners’ communicative needs in the target language
        
        involves questions such as these:
        
        Which language modalities are involved (e.g., reading. writing, listening, speaking)?
        
        What types of communicative events and speech acts are involved?
        
        In what settings will the learners use the target language?
        
        What level of proficiency is required?
      - Determining needs is not an exact science, however, since it involves both quantitative and qualitative approaches...
        
        requires the use of a variety of formal and informal data-gathering procedures, and seeks to identify or quantify needs that may be by nature imprecise.