LANGUAGE CURRICULUM DESIGN Presentations Chapter 1 To 3, Chapter 7
LANGUAGE CURRICULUM DESIGN Presentations Chapter 1 To 3, Chapter 7
LANGUAGE CURRICULUM DESIGN Presentations Chapter 1 To 3, Chapter 7
Darixa Ardón.
Anner Rodríguez.
Daniela Baquedano.
Ashley Zuniga.
The aim of this part of the
curriculum design process
is to find the situational
factors that will strongly
affect the course.
Environment Analysis
Involves looking at the factors that will
have a strong effect on decisions about
the goals of the course, what to include
in the course, and how to teach and
assess it. This factors can arise from
the learners, the teachers, and the
teaching and learning situation.
There are many factors that
could affect curriculum
design, so as a part of the
procedure of enviroment
The importance of a factor
analysis, the curriculum
designer should decide
depends on: 1 wether the
which factors are the most course will still be useful if the
important. factor is not taken in account 2
how large and pervasive the
effect of the factor is on the
course.
ENVIRONMENT
CONSTRAINS
Some of the effects on curriculum design.
There are numerous other possible effects. In
the table the constraints have been presented
as questions that curriculum designers can ask.
Normally they would be framed as descriptive
statements. For example, the first listed
constraint could be expressed as “The learners
are interested in a limited range of topics”.
Environment Constrains and Effects
GENERAL PARTICULAR EFFECTS ON
CONSTRAINTS CONSTRAINTS CURRICULUM DESIGN
1. The learners 1.Are the learners interested 1.Take account of learners’
in all kinds of topics? interests
How old are they?
Can the learners do all kinds
of learning activities? Use appropriate activities
1 working within the constraint and overcoming the course objectives to fit the
time available.
AND
2 covering most language elements and skills while being able to use very
intensive study procedures the curriculum designer can offer self-study options.
study outside class hours if possible also increase the time available for the
course.
Steps in environmental analysis:
NEEDS
ANALYSIS
GROUP #3
GROUP #3
Emily Soad Baquedano Garay 0501-2006-10180
Collecting Data
Analyzing Data
Interpreting Results
Making Recommendations
NEEDS ANALYSIS TOOLS
Needs analysis in education utilizes a range of tools
to identify necessities, lacks, and wants, ensuring
that educational programs meet learners'
requirements effectively. This process can be
illustrated by examining an English for Academic
Purposes (EAP) course designed to prepare students
for university study.
EVALUATING NEEDS ANALYSIS
Needs analysis is a kind of assessment and thus can be
evaluated by considering its reliability, validity and practicality.
Reliable needs analysis involves using well-thought-out,
standardized tools that are applied systematically. Rather than
just observing people performing tasks that learners will have
to do after the course, it is better to systematize the
observation by using a checklist, or by recording and applying
standardized analysis procedures.
ISSUES IN NEEDS ANALYSIS
Needs analysis is a crucial process in Common Core vs.
education, aiming to identify and Specialized Language
address the learning needs of
students to improve educational Narrow Focus vs.
outcomes. However, there are several Wide Focus
issues and debates surrounding
needs analysis that educators and Critical Needs Analysis
researchers must navigate:
CONCLUSIONS
GROUP #7
MONITORING AND ASSESSMENT
This involves carefully observing the learners and the course, and
suggesting changes to the course and the way it is run.
o Placement assessment
o Observation of learning
o Short-term achievement assessment
o Diagnostic assessment
o Achievement assessment
o Proficiency assessment
placement assessment
Monitoring learners’ progress in a course can occur at the level of the learning
activity
The purpose of this assessment is to see if the learners are making progress
on a daily or weekly basis.
DIAGNOSTIC ASSESSMENT
Diagnostic assessment is useful to know where learners’ strengths and
weaknesses lie and where there are gaps in their knowledge.
Diagnostic assessment can take other forms, these include: analysis of language
use such as written compositions, reading tasks, spoken performance,
observation of learner performance such as the process of writing, notetaking, and
conversational activity.
ACHIEVEMENT ASSESSMENT
They can take various forms including: multiple-choice tests, essays, performance
tasks, or practical exams.
PROFICIENCY ASSESSMENT
Including the tools for needs analysis, course evaluation procedures, and tests
and other measures for assessment can be examined by considering three criteria-
reliability, validity and practicality