The Overview of Curriculum and the Approaches and Methods - Coggle Diagram
The Overview of Curriculum and the Approaches and Methods
Input process, output in a language curriculum
In language teaching, input refers to the linguistic content of a courso. It sems logical to assume that before we can teach a language. we need to decide what linguistic content to teach. Different approaches and methods reflec different understandings of the nature of language and different views. Output referes to learning outcomes, that is what learners are able to do as the results of a period of instruccion
In describing language teaching approaches and methods in this book, we have focused on the classroom processes that constitute different instructional designs in language teaching in the theories and principles that they are based on.
Dimensions of a Curriculum
It is the reasoned way of acting or speaking in each of the actions that the teaching addresses. process of assuming in each situation
It is the set of actions that are developed in a superficial extension, extended to the different confines of a territory from the social, labor, economic, religious, environmental and cultural point of view
It achieves all the actions and effects that stimulate and guide the realization of: inquiries, studies, explorations, probes, probes, etc., that allow to reach the understanding of a phenomenon or the discovery of a thing
It is the magnitude that the job addresses, that is, that which is dedicated to the teaching of trades, services and / or specialties that allow differentiating one career from another
It addresses the aspects of the theoretical and practical studies that must be carried out and overcome to achieve, with rigor, a preparation that allows students to obtain recognition and acquire social responsibility
Is based on the assumption that input, process and output are related in a linear fashion In other words, before decisions about methodology and output determined, isuess related to the conten of instruction need to be resolved.
The curriculum design process asociated with forward design can be represented as in the elaboration of a detailed language syllabus or specification of learning outcomes. Research on teachers practices revealds that teachers oftem follow a central desing approach when they develop their lessons by first.
Central design in language teacher
Athough language teaching in the firts part of the twentieth century was shaped by teaching methods which reflected a forward planning approach as we saw above, some of the alternative methods that emerged in the second half of the twentieth century. The teachers practical skills develop from training and experiences of teacher's knowledge of the learners.
Syllabus and Methodology
With a forward design approach, decisions about teaching processes or methodology follow from syllabus specification Ideally, the planner stars with a theory of language and a syllabus derived from it and then looks for a learning
Interaction between the elements of center design
What central design approaches and methods have in common is the priority they attribute to learning process. The learning input is predetermined, considered and essential in initiating curriculum developmey
The third approach to curriculum design is to begin with a sfecification of learning outputs and to use these as the basis for developing instructional processes and input. the process consists of:
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
Backward desing through objectives
How to describe learning outcomes in the form of objectives became a minor industry, and since then generations of teachers have been taught to begin lesson planning by first developing statements of objectives. The planing process begins with a clear understanding of the ends in mind for Wiggins and Mctighe
Forward design in language teaching
Many of the approaches and methods in this book, such as audiolingualism and communicative language teaching, reflec the process of forward desing. These are then sequenced from simple to more complex and build toward the desired learning outcomes.
Implementing a forward design curriculum
The curriculum design process asociated with forward design can be represented as in the elaboration of a detailed language syllabus or specification of learning outcomes. The curriculum design process asociated with forward design can be represented as in the elaboration of a detailed language syllabus or specification of learning outcomes
Analysis of the learners communicative needs in this approach emerged in the 1960 as part of the systems approach to curriculum development- an aspect of the prevalent philosophy of educational