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CURRICULUM DEVELOPMENT IN TEFL image, ma_39, syllabus, descarga (5),…
CURRICULUM DEVELOPMENT IN TEFL
image
Purpose
used as a basis for more specific descriptions
Definition
these are the expected results
FROM GOALS TO OBJECTIVES
Skills-Based objectives
Examples
writing
listening
reading
speaking
Krahnke (1987)
advantages
Relevance to students’ needs
disadvantages
The potential ambiguity and subjectivity of skills taxonomies
Richards (1985a: 199) the microskills needed for academic listening
identify and follow the topic of a lecture
identify relationships among units
identify the purpose and scope
recognize lexical items
deduce meanings
infer relationships
identify the role of discourse markers
Content-Based objectives
Learners should be able to discuss
types of accommodation
accommodation, rooms
furniture, bedclothes
Rent
Behavioral objectives
Characteristics
the instructions
the criterion
the behavior to be performed
Justifications
They facilitate instruction
They make the evaluation process easier.
They help teachers to clarify their goals.
They provide accountability.
Review
Some goals cannot be set with behavior
These tend to treat only competencies
trivialize the nature of second language acquisition.
NEEDS ANALYSIS
Definition
procedures for identifying and validating needs
establishing priorities
Purposes
Provides information
identifying general or specific Language
providing data
fundamental to
the planning of general language courses
Parameters, sources and procedures
Who are the learners?
Who are the teachers?
What training and experience do the teachers have?
What teaching approach do they favor?
however
Determining needs is not an exact science
it involves approaches,
quantitative
qualitative
requires a variety of procedures
TESTING AND EVALUATION
Testing
Definition
a central role in curriculum development
Types
Placement Test
students at an appropriate level
Achievement Test
measure how much you have learned
Proficiency Test
the student relates the language for a specific purpose
Diagnostic Test
students’ particular learning problems
In recent years
A Criterion -
Referenced Test
measures a student’s performance according to a criterion
A norm -
referenced Test
compare student performance
Evaluation
occupation
collects data about
the dynamics
effectiveness
acceptability
efficiency of a program
facilitate decision making
The primary focus
determine whether the goals and objectives
SUMMATIVE VERSUS FORMATIVE EVALUATION
Summative
measure the achievement of objectives
out at the completion of a course
Formative
ensure the efficiency of the program
during the development of a program
SYLLABUS DESIGN
Curriculum planners
Process systematically
Needs
Goals
Objective
the instructional content of the program
Taba's model of curriculum
process
1 needs
2 objectives
3 Selection of content
4 Organization of content
5 Selection of learning experiences
6 Organization of learning experiences
7 determination
what evaluate
means to evaluate
In language teaching
The syllabus
Starting point
In planning a language program
METHODOLOGY
A Language program have been determined for
Goals
Objectives
Content
Perspective of curriculum development
Methodology questions don't center on the choice of a method
Evolves out of the dynamics of the teaching process itself
Characterized as
activities
Tasks
Learning experiences
Examine
attitudes
beliefs
practices
Concern five central issues
The approach or philosophy underlying the program
Role of teachers
The role of learners
Learning experiences, activities, tasks, that will be usedin the program
Instructional materials
