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What is the learner – centred curriculum?
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What is the learner – centred curriculum? Donna Brandes & Paul Ginnis define Learner – centred curriculum as. " we believe that every human being has the right to achieve his or her full potential- %100 , and that a student – centred approach to learning helps to make this possible. Students are encouraged to participate fully in , and take responsibility for their own learning ; each individual is valued and trusted…… ." The learner – centred curriculum provides a frame work for the identification, design, development, and evaluation of curriculum.
Students responsibility in the LCC:- • -The students should have self confidence; see themselves differently as the others havn't done during their learning period. • -They should be more extrovert in expressing themselvs and realize that they are important figures as actively involved with in the lesson, as well as in planning, designing by cooperating with their teacher and their fellows. • -While teacher's role is sharing his learner's ideas in designing, impleming, and evaluating the curriculum.
The aims of teachers in LCC:- • To provide learners with efficient learning strategies. • To develop skills needed to negotiate the curriculum. • To encourage learners to set their own objective. • To develop learner's skills in self – evaluation. So it can be said that LCC stands for not only providing learner's with a new language but trying to develop them in every aspect which makes them conscious of the process and themselves.
Designing a learner- centred curriculum:- • Five steps suggested by David Nunan to design your learner- centred curriculum: • 1-Pre – course planning procedure. • 2-Planning content. • 3-Methodology. • 4-Material design. • 5-Evaluation.
1-Pre- course planning procedure:- • How will we pick up this knoledge? What is the starting point? David Nunan says; "the starting point for learner-centred curriculum development is generally the collection of various types of biografical data….then how will these information collected,when,by whom,through what means &for what purposes? • For example:- • -For what communicative questions & tasks do you wish to learn english? • -which skill are most important for you? • -what learning activities do you prefer?
2-Planning content:- *By planning content we mean(setting objectives,planning,&grading the content). In Nunan,spoint of view ''specific objectives contain three elements:task, condition,standard. Task:-what it is the learner what to do. Condition:-define the circumstances under which the task will be carried out. Standards:-specify the degrees of skill to be exhibited. *After selecting our content we should grade our content by considering in to the learners degrees of skill,cognitive capacities of them, their background knowledge, current ability to communicate &so on.
3-methodology:-(selection of the method). *We should choose our way of teaching with our learners; in fact we don’t choose the TEACHING method but we agree on how the LEARNING process will be. We can say that this also be done in line with the learner’s needs which tend to reflect the real life situations; communicated activities to visualize the real life &since the outside will be tried to be reflected in class,& in nuna’sutterance will provide motivation for the learners.
4-Material design:- This is the most important and difficult part of the curriculum plan. the materials should be chosen very systematically,carefully,&by considering the learners INTERESTS in a great sense. such as (vedio,tape-recorder,book or books…… -The material design which are planned to be used should be:- 1.Reflection of the real life.2.Encourage learners to learn. So we can say that the material recourses will be chosen from the real community to make them meaningful for the students.
5-Evaluation:- Why we are evaluating? what benefits it will bring? Nunan says 'the data resulting from evaluation assist us in deciding whether a course needs to be modified or altered in any way so that objectives may be achieved more effectively. It can be said that evaluation is not only a process of obtaining information, it is also a decision-making process.
-Every element in LCC can be evaluated, especially every stage of the curriculum process should be evaluated with coming-backs such as:- Planning stage should be evaluated whether they provide useful &objective information or not, if the content is learnable or not, if learners can learn in this way or that way, or it needs to be changed or improved &so on.
