ELT CURRICULUM

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ELT CURRICULUM INSTRUCTIONAL DEVELOPMENT 1

• Compiled by
• Clarry Sada
• Email clarrysada_at_yahoo.co.id
• Blog clarrysada.wordpress.com

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What is curriculum?

• Curriculum is said to be a very ill-defined term
  (Huang, 1991).
• It may carry different meanings when used by
  teachers, schools and academics. What makes the
  matter worse is that it is used interchangably
  with terms like syllabus, examination syllabus
  and instruction (Chang, 1998).
• In this session, we would try to clarify what it
  is.

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Syllabus and Curriculum

• "A syllabus is typically a list of content areas
  which are to be assessed. (Print, 1993)
• "A curriculum shows by what kind of educational
  activities the teacher will fulfill the
  requirements of the syllabus.... The curriculum
  is primarily concerned with method and therefore
  with education it is made up of pedagogical
  directives, intended to provide assistance,
  advice, suggestions and information to assist the
  teachers in carrying out his task successfully.."
  (Dottrens, 1962).

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• "The curriculum usually contains a statement of
  aims of specific objectives, it indicates some
  selection and organization of content, it either
  implies or manifest certain patterns of learning
  and teaching, whether because the objectives
  demand them or because the content organization
  require them. Finally it induces a program of
  evaluation of the outcomes." (Taba, 1952)

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Curriculum and Instruction

• "Curriculum is 'a system of planned actions for
  instruction' and instruction is the 'system for
  putting the plans into action. (MacDonald, 1965)
• "Basically the curriculum is what happens to
  children in school as a result of what teachers
  do." (Kansas, 1958)

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• "By 'curriculum' we mean the planned experiences
  offered to the learner under the guidance of the
  school. (Wheeler, 1967)
• "Instruction is the delivery of information and
  activities learners' attainment of intended,
  specific learning goals. In other words,
  instruction is the conduct of activities that we
  focused on learners learning specific things."
  (Smith Ragan, 1993, p.2)

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Elements of a curriculum
Objectives
Content
Methods
Evaluation
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Curriculum Dimensions

• 1) Platform
• 2) Objectives
• 3) Student entry behaviours
• 4) Assessment tools procedures
• 5) Instructional materials
• 6) Learning experiences
• 7) Teaching strategies
• 8) Content
• 9) Time

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The Tylerian Model

• This model was developed by Ralph Tyler to
  simplify the curriculum development process.
• Consists of four primary steps
• Development of performance objectives
• Development of activities
• Organization of activities
• Evaluation

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The Tylerian Model was expanded by Doll (1986)to
include

• Statement of need, based on assessment
• Statement of objective
• Content list and organizational plan
• Description of learning experiences
• Evaluation plan
• Plan to solicit support for the curriculum

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The final model that we will look at is the
Ten-Step Curriculum Planning Model.

• This model first appeared in the NASSP
  Bulletin in 1984 in an article by Zenger and
  Zenger. It is an inclusive, organized approach
  that certainly meets the definition of
  systematic model. It is commonly used in the
  school setting.

The article is not available on the web as a full
text article, therefore, I will mail a copy to
you.
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Identify Curricular Need
Evaluate Curriculum
Implement New Curriculum
Ten-Step Curriculum Planning Process Model
Develop Goals and Objectives
Design New Curriculum
Identify Resources and Restraints
Select New Curriculum
Organize Curriculum Committees
Identify New Curriculum
Establish Roles of Personnel
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Selecting and Organizing Content

• Planning curriculum similar to guided tour
• Various options of how to reach destination
  (broad program goals)
• Planning itinerary in advance aids in avoidance
  of confusionsaves time
• Broadest level involves selecting, structuring
  subject matter to be taught to reach broad
  program goals
• Learning becomes development of a series of
  connections among concepts that hold real meaning
  and relevance for learner

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Concepts Defined and Characterized

• Concept is a key idea, topic, or main thought
• What a person thinks about a particular subject
  or topic
• Core and abstract meanings that an individual
  attaches to something

Core of meanings is enmeshed in feelings and
emotions that a person associates with itwords
or symbols used to communicate ideas or concepts
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Developing Conceptual Outlines

• Conceptual Outline product resulting from
  organization of selected concepts into logical
  system
• Developed for
• Entire curriculum
• Specific course
• Workshop
• Conference
• Unit of study
• presentation

• First main or key topics identified
• Second Sub-concepts under main concepts
• Scope used to denote what subject matter topics
  are to be covered
• Concepts organized in a sequence
• Concepts often build upon each other

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Steps in Developing Conceptual Outline

• Brainstorm to generate list of all possible
  concepts
• Base list of input factors and accompanying
  implications drawn in relation to the learners
  present
• Consider time frame
• Eliminate concepts seen as least importantadd
  others proposed by colleagues or learners
• Take concepts remaining organize into logical
  sequence of concepts

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Principles of Curriculum Organization

• Use outline format
• State concepts clearly and concisely
• List sub-concepts below related concept
• Provide detail
• Work from what learners already know, introduce
  new material at appropriate pace and learning
  level
• Present simple concepts first
• Present concrete before abstract concepts
• Take advantage of opportunities to repeat
  concepts in various aspects of curriculum
• Reassess, adjust conceptual outline as needed

Chapter 3 Chamberlain Cummings, 2003
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What is curriculum development and what do
curriculum developers do?

• Traditionally, curriculum development has been
  seen as planning for a sustained process of
  teaching and learning in a formal institutional
  setting
• Curriculum comes from Latin word for race
  course
• The curriculum can be likened to a race (or,
  better, obstacle) course through a given terrain
  of human endeavor
• The assumptions usually are
• Time is too short to allow for learner
  self-direction
• The real world is too messy a place for learners
  and other immature people
• Messy reality needs to be translated into
  schemas and logical orderings (subject matter) so
  immature minds can grasp it quickly and avoid
  wasting time, materials, or injuring the learner
  or others

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What is curriculum development and what do
curriculum developers do?

• Curriculum development always involves
• Assumptions about the nature of learners (and
  teachers)
• Assumptions about the purposes of schools
• Assumptions about what kind of knowledge is
  important
• Assumptions about what kind of world we live in
• Assumptions about what kind of world we want to
  live in
• (Different curriculums and different schools are
  more or less likely to reveal these assumptions)

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What are some philosophical questions that come
up in curriculum development?

• Should children be coddled or pushed?
• How important is it to achieve uniformity of
  behavior or belief?
• Should individual differences be exalted or
  denied?
• Should students be able to choose what they
  learn?
• Should schools seek to change (improve) society
  or sustain it?
• Should tolerance and understanding outweigh
  nationalism and distrust? (What is the schools
  role in this?)
• Should everything that is learned have practical
  or economic value?
• Should schools seek to further parental goals or
  goals defined outside the family?
• What are the relative values of reading, writing,
  figuring, playing, working, sweating, debating,
  talking, listening, agreeing, disagreeing,
  relaxing, persisting, resisting, conforming,
  participating, expressing, creating,
  problem-solving, thinking, experimenting?

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Eight Common Curriculum Design

• 1. Content-based instruction
• purpose knowledge, acquisition
• activity facts, data, and representative form
• 2. Shell Based Instruction
• purpose process and manipulation
• activity practice, ordering application
• 3. Inquiry Approach
• purpose awareness, interest
• activity unknown, sampling
• 4. Conceptual Learning
• purpose understanding
• activity big ideas, familiarity

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Eight Common Curriculum Design

• 5. Interdisciplinary Learning
• purpose making connection
• activity application
• 6. Cooperative Learning
• purpose coordinating social skills
• activity group work
• 7. Problem Solving
• purpose apply skills
• activity current events
• 8. Critical and Creative Thinking
• purpose construction of new forms
• activity model building, imagination

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Planning

• Plans are like road maps
• Move learners forward toward important
  goals---improve quality of their lives
• Goals derived from input factors
• Curriculum selection
• Select portions of other available curricula
• Add new material
• Rework portions
• Shape new, up-to-date curriculum

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Planning

• Involves multiple levels
• Block plans for entire year, long-term program,
  or conference
• Unit plan for respective topics within block plan
• Daily lesson, session, or workshop plan
• Plans
• Concepts
• Generalizations
• Objectives
• Learning experiences
• Resources
• Assessment techniques

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Assessment

• Gather of information to determine
• Teacher success
• Learner success
• Curriculum material success
• Process involves honest appraisal of both
  strengths and weaknesses of
• Program
• Progress as an educator
• Productlearners knowledge

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Assessment Sources

• Testing procedures
• Informal non-testing
• Conversations/input from
• Advisory board members
• Parents/guardians
• Administrators
• Supervisors
• Former students
• Current learners
• Employers
• Business leaders
• Other educators

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Using Feedback

• Once feedback is receiveddetermination of what
  went well and what needs improvement is next
• Information discovered goes back into the
  curriculum development process
• Educating is a process of continual change

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Steps in Curriculum Development Process
Drawing Implications
Planning
Implementing the Plan
Assessing
Gathering Data from Input Factors
Learners
Subject-Matter Trends
Resources
Societal Trends
Community Characteristics
Educational Psychology
Philosophies
Using Feedback
Chapter 3 Chamberlain Cummings, 2003