Curriculum D esign

1. Curriculum Design Name: Xavier Wu ID No.: 9610008M Instructor: Dr. Mavis Shang Dept. of Applied English of I-Shou University

2. The teachers The Onset— * The Teachers and the Flaws Skills and Qualifications Support for Teachers

3. The teachers-the skills and qualifications1- Leung and Teasdale’s Points— * Teaching Experience * Professional Qualification Lortie’s Views for Profession— * A Common Knowledge basis * Restricted Entry * High Social Status * Self-regulation * Qualification The Idea for the Standards of Quality (Appendix 3)

4. The teachers-the skills and qualifications2- Robert’s Idea for Teacher Knowledge— * Practical Knowledge: Teachers’ Repertoire * Content Knowledge: Teacher’s Understanding * Contextual Knowledge: Context, Norms, and Knowledge * Pedagogical Knowledge: Professional Knowledge * Personal Knowledge: Beliefs, Principles, and Approach * Reflective Knowledge: Self-correcting Ability

5. The teachers-the skills and qualifications3- The Basic Teaching Skill of the UCLES— * Language Awareness * The Learner, Teacher, Teaching/ learning Context * Planning for Effective Teaching * Classroom Management and Teaching Skill * Resources and Materials for Teaching * Professional Development

6. The teachers-the skills and qualifications4- Robert’s Points for Novice Teachers— * Less Perceptions for Classroom Events * Less Judgement for Lesson-planning * Less Knowledge for Pre-assumption * More Focus on Textbook Instructions * Less Practical Classroom Management * Less Focus on Pupil Learning * Less Pedagogic Content Knowledge * Less Concept for Coherent Teaching System * Less Specialized Terminology

7. The teachers-the skills and qualifications5- Robert’s Points for Novice Teacher Development— * More Observations of Experienced Teachers * More Observations of Training Videos * More Short Theory Courses * More Practice Teaching under the Supervision * More Experience with a Mentor Teacher

8. The teachers-the skills and qualifications6- Robert’s Characteristics for NNS Teacher Need— * A Priority for Language Improvement * An erosion through Classroom Discourse * The Support from a Textbook * Personal Experience for Learing Difficulty * The Same Common Culture and Group Norms * Teaching Behavior from Mother Tongue Culture * The Influence of English

9. The teachers-the skills and qualifications7- The Institution’s Responsibility for Teachers— * Self-reflection and Evaluation * Strength and Weakness * Specialized Knowledge and Skills * Curiosity and Interest * Relevant Professional Knowledge Base * Involvement in Professional Organizations

10. The teachers-support for teachers1- The Orientation * The Needs for the Clarification Adequate Materials * The Involvement and Guidelines Course Guides * Course * Aims * Objectives *Materials * Methods * Activities *Accessment

11. The teachers-support for teachers2- Division of Responsibilities * Job Descriptions * Clear Demarcation Further Training * Specialized Training for Needs Teaching Release * Free Time for Refreshment Mentors * Idea-expressing * Problem-sharing * Advice-receiving

12. The teachers-support for teachers3- Feedback * Constructive * Non-threatening * Positive Rewards * Positive Acknowledgement Help Lines * The System for Problem-solving Review * Program * Problem-solving * Critical Reflection

13. The teaching process Teaching Model and Principles Maintaining Good Teaching Evaluating Teaching

14. The teaching process-teaching model and principles1- Robert’s Comparison of Teaching Models— Operative Model: * The Requirements to a Set Timescale * A Mechanistic Model Problem-solving Model: * The Adaption to Learners’ Needs * A Organic Model

15. The teaching process-teaching model and principles2- Teaching Models on Methods or Approaches— The Communicative Approach: * Authentic Communication * Pair and Group Activities * Negotiation * Information * Fluency The Cooperative Learning Model: * Cooperation * Common Tasks * Coordination The Process Approach: * Participation * Sequential Stages The Whole-language Approach: * Real Communication * Authentic Texts * Reading * Writing

16. The teaching process-teaching model and principles3- Teaching Models on Principles— * A Consistent Focus * Practical Tasks * Realistic Use * Communicative Use * Cooperative Activities * Accuracy and Fluency * The Role of Facilitator * Communicative and Skill-based * Learning Awareness * Self-monitoring and Goal-setting

17. The teaching process-teaching model and principles4- A Teaching Pholosophy— * Reflection on Self-teaching Style * Personal Beliefs and Principles * Interpretation of Teacher Role Breen’s Teaching Principles— * The Form of Language * Vocabulary or Meaning * The Usage of Language * Mental-processing Capacities * Familiarized and Manageable * Internalized and Memorized * Affective Involvement * Learner’s Needs or Interests * Monitor for Progress * Provision for Feedback * Responsibility or Autonomy * The Lesson and the Group

18. The teaching process-teaching model and principles5- The Reflection on Model or Philosophy— * The Consistence with Teaching Model or Philosophy * The Hold of Other Principles * The Expected Roles of Teachers * The Role of Instructional Materials * The Classroom Activities and Practices

19. The teaching process-MAINTAINING GOOD TEACHING1- Jack’s Ideas for Quality Teaching— * Teacher’s Effort * Teaching Process * Appropriate Measures The Monitoring System— * Information-collecting * Course-modifying * Formal Mechanism * Informal Mechanism Davidson and Tesh’s Observation * Information-collecting * Course-modifying * Formal Mechanism * Informal Mechanism * Vertial and Lateral Communication

20. The teaching process-MAINTAINING GOOD TEACHING2- Teaching Observation * Regular Observation * Colleague Observation * Supervisor Observation * Positive Feedback * Problem-discovering * Teaching Evaluation * The Sharing with Teaching Approach and Strategies

21. The teaching process-MAINTAINING GOOD TEACHING3- Identification and Resolution of Problems— * Timely Identification * Timely Resolutionl * Resolution-ensuring * Good Communication System Shared Planning— * The Opportunities * Collaborative Planning * Pair-work or Goup-work * Course-planning * Material-developing * Lesson-planning * Problem-resolving * Potential Problem-identifying

22. The teaching process-MAINTAINING GOOD TEACHING4- Documentation and Sharing of Good Practices— * The Sharing of Positive Teaching Experiences Davidson and Tesh’s Examples— * A Presentation at a Professional Conference * A Knowing at a Professinal Conference or Workshop * Reflection and Sharing with Colleagues * The Development of Teaching Materials and Demonstration * The Sharing of Workable or Unworkable Ideas * The Discussion with a Particular or Program Issue

23. The teaching process-MAINTAINING GOOD TEACHING5- Self-study of the Program * A Quality Certification * Long-term Goals * A Professional Growth Kells’s Suggestion— * Three to Five Years for a Self-study * The Teachers, Administrators, and Students’ Involvement

24. The teaching process-EVALUATING TEACHING1- An Appraisal System for Quality Teaching— * The Reward for Good Performance * The Needs for Further Training * The Reinforcement with Staff Development * The Improvement for Teaching * The Provision for Contract Renewal and Promotion * The Interest in Teachers’ Performance and Development

25. The teaching process-EVALUATING TEACHING2- Developing The Appraisal System— * The Views for Teachers’ and Administraor’s * All Posibilities for Teaching Style * Teaching as Individual Activity * UCLES’s Appraisal System (Appendix 3) * Brown’s Appraisal System (Appendix 4) * Murdoch’s Appraisal System (Appendix 5)

26. The teaching process-EVALUATING TEACHING3- The Focus of Appraisal with Relevant Work— * The Lesson Plan * Teacher-made Teaching Materials * Course Outlines and Handouts * Class Assignments * Professional Participation

27. The teaching process-EVALUATING TEACHING4- Conducting The Appraisal— By a Supervisor: Problems of Understanding (Appendix 4) By a Colleague: Constructive and useful (Appendix 8) By Self-appraisal: Less Threatening By Lesson Report: Structured Descriptions (Appendix 6) By Teaching Journal: Descriptions and Reflections By Audio/Video Recording: Strengths and Weaknesses By Student Appraisal: A Sense of Teaching (Appendix 7)

28. The learning process Understanding of the Course The View of Learning Learning Styles Motivation Support

29. The learning process-understanding of the course- The Onset— * Learner’s Understanding * The Same Expectation with Teacher Brindley’s Statement— * Different Expectations Before Class * Awareness for Each Other After Class * Negotiations Between Both Parties

30. The learning process-the views of learning- Alcorso and Kalantzis’s Findings— * Preference for Traditional Activities Learner’s Learning Views— * Managerial Learner * Independent Learner * Needs Analyst *Cooperative Learner * Helper Learner

31. The learning process-the learning styles- Learning Styles— * Concrete Learner: Learning by Teaching Aids * Analytical Learner: Learning by Self-problem-resolving * Communicative Learner: Learning by Actual Drilling *Authority-oriented Learner: Learning from the Model A Questionaire— * A Way to Identify Learners’ Learning Style

32. The learning process-the motivation AND sUPPORT- Motivation— * Why to Learn * How to Affect * Which Point Support— * Mechanisms for Course Delivery * Interface Between Learning and Opportunities * Self-access for Learning Needs and Interests

33. dISCUSSION Thanks for Your Listening!