From curriculum to syllabus design: The different stages to design a programme

更多类似内容

Chapter 14 School Violence and Bullying

由Kanay Coleman Jasper

Philosophical Foundations of Education and Curriculum Planning

由Heather Jamieson

Fun Ways to Learn

由Jef Fisher

COMMUNICATIVE COMPETENCE --- Is based on three models

由karina rocio silva vargas

'curriculum' refers to the totality of content to be taught and is intended to be carried out within a school or educational system.

It is mentioned that mixed syllabuses occur when authors choose to mix two or more types of syllabuses together.

From curriculum to syllabus design: The different stages to design a programme

Study Program Forms

The story-line format

It is a narrative.

The Matrix Format

Offers maximum flexibility for topics.

The Cyclical Format

Students and teachers work with the same theme.

The Modular Format

They are integrated into units of academic content.

-Thematic or situational content.

The Linear Format

Is adopted for discrete element content

-Structures

-Grammar

Curriculum:

-Planning and organizing what is to be taught.

- Needs analysis and specification of goals and objectives.

- Articulate beliefs and efinir context from the process base.

Organizing the course

Decision making is an important function as material for student use.

Summative: determination of the effects of a program that has come to an end.

Formative: improving ongoing programs.

*Methodology advocated for test development

Standards-based testing

-Referenced or criterion-referenced text tests.

Language Testing

Based on program goals and objectives test development

STUDY PROGRAMS

Abilities: skills (listening: ideas, indifferences-seeking information.) Task: activities (drawing, following instructions, etc.).

Hypothetical: conceptual categories called notions (duration, quantity, location, etc.).

Functional: functions (inform, correct, integrate, etc.) sense of chronology and utility.

Actual: specific topics (health, clothing, food, etc.)

Structural: grammatical and phonological structures (organizational)