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Curriculum design

Chapter 9. Curriculum design. First and foremost, analyze the broader picture Educational Setting Class characteristics Faculty Characteristics Governance of course content Assessment and evaluation requirements. Situational analysis. Objective needs Typically analyzed through test data

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Curriculum design

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  1. Chapter 9 Curriculum design

  2. First and foremost, analyze the broader picture • Educational Setting • Class characteristics • Faculty Characteristics • Governance of course content • Assessment and evaluation requirements Situational analysis

  3. Objective needs • Typically analyzed through test data • Demographic data • Proficiency levels • Language skills to be addressed • What learners need to do in English • Subjective needs • Analyzed through interviews, questionnaires, etc • Learners’ attitudes toward target language and culture • Expectations, perceived purposes, specific language skills, and learning preferences Needs Analysis

  4. “the best laid plans of mice and men go oft astray…” [reading from the text: page 154] Problematizing

  5. Throw in a funny picture when you can

  6. Difference between goals and objectives: • Goals – broadly based aims more suited to courses and modules • Objectives – much more narrower than goals and exist with in smaller lessons and activities Specifying goals

  7. Definition – “a sequential list of objectives, topics, situations, skills, and forms to be taught” (Brown 156) • Should consist of: • 1. Goals for the course • 2. Suggested objectives • 3. A sequential list of functions (in weeks or days) that will fulfill the goals and objectives • 4. a list of topics and situations matched to 3 • 5. A list of grammatical, lexical, and phonological forms to be taught • 6. A list of skills matched to above sequences • 7. matched references to materials used in the course • 8. Possible suggestions of assessment alternatives, including criteria to be tested and genres of assessment (tests, journals, portfolios, etc.) The syllabus

  8. Ideally occurs at the same time as syllabus creation Do not allow textbooks to guide your goals, but vice versa. Textbooks, materials, and resources

  9. Traditional methods Alternative methods Assessment

  10. Break into groups according to the age level you are currently tutoring, and imagine you are creating a curriculum for that class. Briefly brainstorm the objective and subjective needs of your target group, as well as the goals you believe your group should have. Part 2: As a large group – how do these differ according to our ESL tutees? How are they similar? Activity

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