PLANNING, IMPLEMENTATION AND EVALUATION

PLANNING, IMPLEMENTATION AND EVALUATION

1. Before starting a new programme

   • should be carried out
     • information gathering
     • Who are the students? Who are the teachers?
     • the answers help to set policy or formulate objectives
   • Adopting a new curriculum can have important repercussions in terms of subject matter
     • the programme will need to be evaluated, so that changes and improvements can be made if necessary
   • curriculum planning, implementation and evaluation.

2. curriculum planning process

   • different groups or individuals are involved
   • each stage is associated with a different type of output or result
     • The first stage - policy development
       • philosophy of the curriculum
     • can make reference to the social context as for example in national curriculum policies
       • Textbooks also reflect a policy

3. Needs Analysis

   • the needs of the pupils were not taken into account
     • what the students needed was knowledge
   • English for Special Purposes (ESP) programmes, shifted the focus to the learner.
     • development of the needs analysis.
       • surge el desarrollo del análisis de necesidades.
   • problem N1: the needs analysis becomes a process of finding out as much as possible before learning begins.
     • learner-generated feedback is not always easy to obtain, especially before a course, nor is it very reliable, because learners themselves have a vague and barely articulated idea of their learning styles and motivation.
   • It is in ESP and EAP courses that the need for needs analysis is particularly acute.
     • In order to find out what the learner's special purposes are, it is necessary to address the questions based on Munby's
       • 1.Who is the learner? 2.Purpose and mastery 3.In what type of setting(s)?

4. setting targets

   • the needs of the learners have already been established, the next task of the curriculum planner will be to
     • represent these needs as curriculum goals
       • these are the expected results of the programme
         • objectives can be derived from educational beliefs
           • the focus of these objectives varies from what can be described as communicative, cognitive, socio-cultural and educational.
     • The Reform documents also include attitudinal goals
       • the greater the specificity of the objectives, the easier they will be to prove
         • objectives specifying behavioural outcomes

5. choice of materials and design

   • teachers can base instruction on materials they produce themselves and/or on "texts".
     • generally consists of the student's book, the teacher's book, a workbook and cassettes for use in the classroom and at home.
     • In the absence of an explicit statement of objectives, the textbook becomes the curriculum.
       • Why was the book written in the first place and what gaps does it have?
   • Teachers often use authentic materials (newspaper and magazine articles, videos, songs, etc.).

6. methodology

   • Teachers implement other people's plans.
     • There can be a considerable difference between plans and implementation.
   • While the planned curriculum is found in documents and statements, the manifested curriculum is found in the classroom, where it manifests itself in content, resources and learning processes.
   • distinction between methodology and method
     • A method is a set of techniques and procedures that are consistent with a particular theory of learning and a particular way of describing language.
     • Methodology, on the other hand, simply refers to what the teacher does in the classroom, irrespective of the principles that inform it. the teacher does in class, regardless of the principles that inform it.

7. managing curricular innovation

   • What are the stages in implementing a curriculum change?
     • Trump's model
     • White suggests that, before implementing a curriculum innovation, it is necessary to answer a number of questions
       • "What is innovation?
       • What do we mean by the terms we use?
       • "What is it for?"

8. evaluation

   • The main focus of evaluation is to determine whether the goals and objectives of a course have been achieved.
   • Evaluation is a broader concept than just testing.
   • Tests can provide diagnostic evidence about students' work.
   • the continuous evaluation of the programme is the glue that connects and holds all the elements together.
   • the evaluation has to be comprehensive, including several things such as: Questionnaires, opinion surveys of administrators, teachers, students, parents.
     • Observations: of classes, teacher training days, administrative procedures.
     • Observations: of classes, teacher training days, administrative procedures.
     • Case studies: focusing on one or two individual students or teachers.
     • Interviews: with all parties involved. Meetings: all staff or special interest groups.

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