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CURRICULUM - Coggle Diagram

- - - - What view of the subject matter or content of the course (e.g., listening to lectures, reading for study purposes, conversation skills for social survival) does the program reflect?
  - - - What kinds of teaching style do they regard as desirable? What kinds of teacher-learner interactions do they favor?
        
        counselor and friend
        
        provider of accurate language models
        
        motivator
        
        materials developer
        
        monitor of student learning
        
        evaluator
  - - - approaches to learning
        
        attitudes to learning
        
        preferred learning styles and strategies
        
        preferred learning activities
        
        patterns of learner-to-learner interaction
        
        patterns of teacher-to-learner interaction
        
        degree of control learners exercise over their own learning
        
        how learners characterize effective teaching
- - - - A number of different ways of stating program objectives are commonly employed
    - - TMager (1962) specified three essential characteristics of behavioral objectives:
        
        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;
    - - A common way of stating objectives in language programs is to specify “microskills,”
        
        Richards (1985-199) lists among the microskills needed for academic listening the ability to
        
        identify and follow the topic of a lecture
        
        identify relationships among units within discourse (e.g., major ideas, generalization, hypotheses, supporting ideas, examples)
        
        identify the purpose and scope of a lecture
        
        identify the role of discourse markers in signaling the structure of a lecture
        
        infer relationships (e.g., cause, effect, conclusion)
        
        recognize key lexical items related to a topic
        
        deduce meanings of words from context.
      - Processes that account for fluency in such specific “macroskill”
    - - Many language programs specify objectives in relation to content
        
        Alexander (1980) E.g. Learners should be able to discuss where and under what conditions they live, specifically:
        
        types of accommodation
        
        accommodation, rooms
        
        furniture, bedclothes
        
        Rent