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Curriculum Unit

Curriculum Unit. Language Centre May 201 2. The Curriculum:. t heory behind p ractice. What is a curriculum?. “…the whole complex of ideological, social and administrative factors which contribute to the planning of a teaching programme …”

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Curriculum Unit

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  1. Curriculum Unit Language Centre May 2012

  2. The Curriculum: theory behind practice

  3. What is a curriculum?

  4. “…the whole complex of ideological, social and administrative factors which contribute to the planning of a teaching programme…” • “…a general summary of the beliefs, values and theory underlying the mission statement of a given educational institution…” (Thornbury, 2006:60)

  5. Curriculum Development: process

  6. A planning spiral(Belfiore, 1996:62)

  7. Key word: collaboration

  8. What is needed for effective curriculum implementation?

  9. establish a unit or committee to oversee the curriculum planning and implementation • follow the planning cycle from start to finish • create a system for communication with programmes and curriculum dissemination

  10. ensure equality of opportunity and respect for everyone invloved in curriculum evaluation • promote a learning culture in which everyone is a teacher and a learner • ensure some flexibility in the curriculum to deal with new needs and unexpected changes

  11. What are the challenges?

  12. teaching directed to the achievement of textbook syllabi instead of outcomes • lack of transparency for students: insufficient guidance to the learning outcomes and constructive, developmental feedback • insufficient fit between learning outcomes and assessment tasks

  13. Successful curriculum dissemination

  14. A clear linkbetween outcomes, assessment, feedback and learning leads to transparent, transformative and transferable quality learning Teaching and learning AssessmentOutcomes

  15. Curriculum Developmentin the Language Centre

  16. 1998 – the first Curriculum Development Team • Needs Analysis: interviews with teachers, colleges, coordinators, heads of departments and deans in the colleges • review of the existing objectives and establishing new long- and short-term goals • materials review

  17. 1999 – the first LC Curriculum Development Project Plan

  18. 2000 – the Curriculum Development Unit • Course objectives • Standardizing teaching approaches • Commercial textbooks review and selection • Coordination of in-house materials development projects • Programme evaluation • New course design • Development of assessment tools

  19. FPEL vs. CELP

  20. CDU Projects: What has been done?

  21. 1. Needs Analyses

  22. 2. Core Vocabulary Analysis • Development of six core vocabulary lists for the FPEL proficiency levels

  23. 3. Students’ Guide to Computers and Computer Labs • Information booklets were printed for new LC students

  24. 4. Introducing Study Skills in the IELP curriculum • Study skills became an important component of the curriculum

  25. 5. Development ofWriting Assessment Criteria • General guidelines were created to assess writing

  26. 6. English Works! • Development of English courses for SQU staff

  27. 7. Materials Development • Explore Writing: in-house writing course for levels 1-4

  28. 8. Dictionaries vs. Grammar Books • Evaluation of use among teachers and students

  29. 9. Introduction of dictionary skills practice • Dictionaries in classrooms • Dictionary practice materials

  30. 10. Piloting & introducing new published materials • Contemporary Topics (L4-6) • NorthStar (L3)

  31. 11. Back to Level 1 • Re-introduction and evaluation of the effectiveness of Level 1

  32. 12. From IELP to FPEL towards accreditation

  33. 13. Materials Review • Evaluation of published materials used in the FPEL

  34. 14. FPEL Portfolios • To develop learner autonomy and life-long learning skills • To comply with OAAA academic standards

  35. Student feedback on the overall usefulness of the Portfolio

  36. 15. Studying the Approaches to Grammar in the FPEL Learning Grammar ! Teaching Grammar !

  37. Why? To learn about the approaches to teaching grammar and teachers’ and students’ perspectives in regards to teaching and learning grammar in the FPEL.

  38. Research Questions: • What are the FPEL teachers’ and students’ perspectives on teaching and learning grammar? • How do the current approaches reflect the FPEL students’ needs and expectations? • What approach (or approaches) to teaching grammar is more suitable based on the FPEL students’ needs and teachers’ perspectives?

  39. 16. Supplementing the Curriculum: FPEL Teachers’ Perspectives and Practices

  40. Why? To reconcile the gaps between the FPEL curriculum and its implementation.

  41. Research Questions: • Are course materials in line with the learning outcomes? • Do teachers use supplementary materials? If so, what, why, how?

  42. 17. Revision of the FPEL curriculum document • Revised learning outcomes and grammar syllabus • Integration of the CALL programmes into the curriculum

  43. Current projects

  44. Reading and Vocabulary project • Analysis of FPEL students’ needs, strategies and challenges in reading and vocabulary acquisition

  45. Supplementary Materials Repository • Development of an online Supplementary Materials Repository to give teachers an opportunity to share

  46. eFolios • Development of eFolios as an alternative to Portfolios for the FPEL courses

  47. New FPEL pronunciation syllabus • Re-development and redesign of the FPEL pronunciation syllabus

  48. Future plans

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