Please enable JavaScript.
Coggle requires JavaScript to display documents.
CURRICULUM DEVELOPMENT IN TEFL, these activities are selected according to…
CURRICULUM DEVELOPMENT IN TEFL
SYLLABUS DESIGN
Taba’s model
Step 1: Diagnosis of needs
Step 2: Formulation of objectives
Step 3: Selection of content
Step 4: Organization of content
Step 5: Selection of learning experiences
Step 6: Organization of learning experiences
Step 7: Determination of what to evaluate and means to evaluate.
Malaysian Communicational Syllabus (1975)
For the teaching of English in upper secondary school.
Suggested procedures
Communication tasks
Role plays
Simulations
The philosophical assumptions of the program planners
a commitment to communicative language teaching
a needs-based approach to program content
Assumes
Teachers have a high degree of proficiency in English and are able to adapt materials and activities around the syllabus.
Types of study programs
Structural
(organized around grammar and sentence patterns)
Functional
(identify, report, correct, describe)
Notional
(conceptual categories, such as duration, quantity or location)
Tropical
(health, food, clothing)
Situational
(speech environments and the transactions associated with them)
Skills
(listening for gist, for specific information, listening for inferences)
Task
(around activities)
Johnson (1981)
Syllabus
is a job specification and should state clearly and precisely what is to be done and the standards or criteria to be met.
Form in which a syllabus is presented
reflects the users and intended uses of the program
(1920-present)
A properly constructed and planned syllabus is believed to assure successful learning
GOALS AND OBJECTIVES
Behavioral objectives
describe the conditions under which the performance will be expected to occur.
state a standard of acceptable performance (the criterion).
unambiguously describe the behavior to be performed.
justifications to support the use of behavioral objectives in curriculum planning:
help teachers to clarify their goals.
facilitate instruction by highlighting the skills and subskills underlying different instructional content.
make the evaluation process easier.
provide a form of accountability.
Skills-Based objectives
After completing the reading course, the student will:
Use skimming when appropriate to ensure that he reads only what is relevant, to help subsequent comprehension.
Make use of non-text information (especially diagrams etc.) to supplement the text and increase understanding.
Read in different ways according to his purpose and the type of text.
Make use of the reference system, discourse markers, etc., to help himself unravel the meaning of difficult passages.
Be aware that a writer does not express everything he means, and be able to make inferences as required.
Richards (1985) lists among the microskills needed for academic listening
identify the purpose and scope of a lecture
identify and follow the topic of a lecture
identify relationships among units within discourse
identify the role of discourse markers in signaling the structure of a lecture
infer relationships
recognize key lexical items related to a topic
deduce meanings of words from context.
Content-Based objectives
Learners should be able to discuss where and under what conditions they live:
types of accommodation
accommodation, rooms
furniture, bedclothes
Rent
METHODOLOGY
Rol
of the teacher :male-teacher::skin-tone-2:
Evaluator
Monitor of student learning
Counselor and friend
Provider of accurate language models
of the learners :male-student::skin-tone-2:
Attitudes to learning
Learning styles and strategies
Approaches to learning
Learning activities
Characterize effective teaching and learning
Patterns of learner-to-learner interaction
Context
characteristics
is not predetermined
It can't be imposed on teachers and learners
as
Tasks
Learning experiences
Activities
examine
beliefs
practices
attitudes
evolves out of the dynamics of the teaching process itself
Instructional materials
Types of teaching resources
Graphic Materials: acetates, posters, blackboard, flip chart.👩🏫
Auditory Materials: voice, recording.📢🔊
Mixed Materials: music, movies.🎶🎤🎬🎥
Images materials
Learning activities, task and experiences
examples to interaction:
practice with the text :newspaper:
free conversation :boy::skin-tone-2::speech_balloon::girl::skin-tone-2:
pronunciation exercises
pair work
examples to writing:
brainstorming :rain_cloud::bulb:
blackboard writing
free composition activities
Teaching consists in use these to
help bring about learning
how these are used in the classroom :school:
The approach
Clarify the nature of language learning
Listening
Reading
Speaking
Important components
Skills
Content
Understand the nature of language
teachers
C. planners
Work together during the curriculum development process
TESTING AND EVALUATION
TESTING
A central role
Assessment and evaluation
Types
Proficiency Test
It´s a measure to observe a learner can use a language before a course of instruction.
Placement Test
It is a formate to students, they can be placed in an appropiate level.
Achievement Test
Measure how much of a language someone has learned in a course.
Diagnostic Test
When students have problems of leraning in particular, e.g. phonology.
Now
A Criterion - Referenced Test
Measure a student's performance according to a particular criterion.
A norm - referenced Test
It is a comparation between the performance of a student with others.
EVALUATION
CONCERNED
Dynamics
they must be used in differents formats or an exam.
Effectiveness
Accomplish purposes
Acceptability
It is an applied test to check if students can use to solve an exam with objectives.
Efficiency
It is get achievements satisfactorily
SUMMATIVE EVALUATION
Measure how effective it was in achieving its objectives.
May be used to support decisions about the continuation of a program.
Involves the use of criterion-referenced or other achievement tests.
Differences between pretest and posttest scores
FORMATIVE EVALUATION
The following processes
The internal assessment
What the program is supposed to be
The external Evaluation
the gathering and interpretation during the field test.
The development and implementation, in order to modify and review aspects or materials of a program.
It has to be developed at the same time that objectives, syllabuses, learning content, and activities are being planned
NEEDS ANALYSIS
Situation Analysis
Who are the teachers? :female-teacher::skin-tone-4:
What teaching approach do they favor?
Who are the learners? :boy::skin-tone-5:
What learning styles do the learners prefer?
Communicative Need Analysis
What level of proficiency is required?
What types of communicative events and speech acts are involved?
What role relationships are involved?
Purposes
Identifying general or specific Language
Providing data
Providing a mechanism
these activities are selected according to developing composing skills
revising
planning
drafting
these activities are focus on the interaction