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CURRICULUM DEVELOPMENT IN TEFL, image, profesor, image, images (5),…
CURRICULUM DEVELOPMENT IN TEFL
Need Analysis
It is a systematic process that helps teachers
to know the context of the students
Two approaches
Analysis of communication needs
Analysis of the situation
Purposes
Providing data that can serve as the basis for reviewing and evaluating an existing program.
Providing a mechanism for obtaining a wider range of input into the content, design and imple mentation of a language program.
Identifying general or specific langguage
needs that can be addressed
PARAMETERS, SOURCES AND PROCEDURES
Needs analysis may focus on either the general parameters of a language program or on the specific communicative needs of language learners.
GOALS AND OBJECTIVES
objectives
the results that are expected to be achieved
Skills-Based objectives
specifies
microskills
macroskills
listening, speaking, writing y reading
curriculum planner will describe competencies
Content-Based objectives.
student's environment
conditions they will learn
if he has difficulty doing a job
It seeks to facilitate and help the student for their comfort and learning.
Behavioral objectives
It´s used in curricular planning
facilitate the evaluation and instruction process
highlight the skills of students to provide better performance on their part
these are seen as impractical (Stenhouse, 1975)
there are learning goals that cannot be expressed on a behavioral basis
It tends to treat only competencies and trivialize the nature of second language acquisition.
goals
can be used as a basis for developing more specific descriptions
TESTING AND EVALUATION
Testing
Has a central role in curriculum development
Kinds of tests
Placement tests
Used to place students at an appropiate level within a language program
Achievement test
Measure how much of a language someone has learned in a particular couse
Proficiency tests
How well a learner can use a language relative to a specific purpose
Diagnostic test
Aim to diagnose students' particualr learning problems
In recent years
A criterion-referenced
Measure a student's performance according to a particular standar
A norm-referenced
Measure how the performance of a particular student or group of students compares with the performance of another student or group
Evaluation
Summative
May be used to support decisions
Continuation of the program
Involves the use of criterion-referenced
Based on the program objectives
Institutions
Lack the resources necessary
To measure a program’s effectiveness
Using control
Comparison groups
Other measures of a program
Interviews with graduates
Dropouts from the program
Others who have contact with the learners
be concerned
Gathering data about a program
Formative
The process is parallels
Comprises two types of activity
The internal assessment of what the program is supposed to be
The gathering of external information
Particular objective set
Are the materials accurate?
Are there undesired consequences associated with achieving certain objectives?
Is the rationale for each objective cogent?
Do they constitute an appropriate range, in both difficulty and interest, vis-à-vis the learner?
Of program development
Thus addresses such
Criteria as the appropriateness of the program’s objectives
The degree of preparation of teachers
teachers’ competence in the classroom
Pfannkuche proposes
A comprehensive model that is characterized by a focus on the attainment of goals
Involves the following processes
For each factor in Step 2, develop a set of criteria that would indicate that the objectives are being successfully attained
Identify program factors relevant to the attainment of these objectives
Identify a set of program goals and objectives to be evaluated
Design appropriate instruments to assess each factor according to the criteria outlined
Collect the data that is needed
Compare data with desired results
Match or discrepancy
Prepare evaluation report
METHODOLOGY
Kind of instruction that will be required to achieve the goals of the program
a language program have been determined for
objectives
content
the goals
characterized as
learning experiences
Tasks
activities
examine
beliefs
practices
attitudes
Central issues
Role of the learners
Learning activities, tasks, and experiences
Teaching consists in use these to
Help bring about learning
How these are used in the classroom
Role of teachers
Instructional materials.
The approach or philosophy
Understand the nature of language
Teachers
Curriculum planners
Work together during the curriculum development process.
is not predetermined nor can it be imposed on
teachers
Learners
SYLLABUS DESIGN
Taba’s model of curriculum processes
Then it determines what type of content is needed to achieve the objectives
Steps
Selection of content
Organization of content
Selection of learning experiences
Organization of learning experiences
Formulation of objectives
Diagnosis of needs
Determination of what to evaluate and means to evaluate
It consists of examining the teaching objectives and ordering them by priorities
Examples
Malaysian Communicational Syllabus
Is a syllabus for the teaching of English in upper secondary school.
It specifies activities and tasks rather than notions, functions, grammar, or vocabularies, as well as the level at which tasks are to be accomplished.
The syllabus for refugees in the United States
People need survival-level skills to enter the job market.
The syllabus is planned around topics, and competencies are listed for each topic area.
Kinds of syllabuses
Topical
Notional
Functional
Structural
Situational
Skills
Task or activity-based
