LESSON PLANNING

LESSON PLANNING

1. CURRICULUM

   • Learning experiences taught not only in school as subjects but also in our daily life.
   • SOME POINTS OF VIEW
     • Traditional poinst of view
       • Robert M. Hutchins: "Permanent studies where the rules are emphasized."
       • Joseph Schwab’s: "Curriculum should consist only of knowledge."
       • Arthur Bestor: "Curriculum should focus on the fundamental intellectual disciplines."
     • Progressive points of view
       • John Dewey’s "Curriculum is defined as the total learning experiences of the individual."
       • Smith, Stanley & Shores: "Consequence of potential experiences set up in schools."
   • TYPES OF CURRICULUM
     • Recommended curriculum
       • It is suggested by the whole academic organization.
     • Written curriculum
       • A written document with the all necessary information about the guidelines for schools.
     • Taught curriculum
       • Academic plans with the purpose of being applied to achieve the objectives of the curriculum.
     • Supported curriculum
       • The teachers complement and support their teaching with extra material resources.
     • Assessed curriculum
       • It involves all the tasks and quizes used to gauge the learning progress of the students.
     • Learned curriculum
       • It covers the results and learning outcomes of the students and the teaching-learning process as well.
     • Hidden curriculum
       • It might be an analysis of the environment of the classroom including the teacher and students behavior.
   • MAJOR FUNDATIONS OF CURRICULUM
     • HISTORICAL: It focuses on the changes made on the content of the curriculum.
     • PHILOSOPHICAL: Based upon fundamental beliefs that arise from one's philosophy of Education
     • PSYCHOLOGICAL: It goes around the understanding of the learning and teaching process, it psychology deals with how people learn.
     • SOCIAL: It refers to issues from society that have an influence on curriculum

2. SYLLABUS

   • It is a description of the goals and objectives that must be achieved through the content of the teaching process.
   • MAJOR TYPES OF SYLLABI
     • Product Oriented
       • It focuses on things learnt at the end of the learning process (outcomes).
         • The Structural Syllabus
         • The Situational Syllabus
         • The Notional/Functional Syllabus
     • Process Oriented
       • It focuses on the skills and processes involved in learning the language.
         • Procedural/Task-Based Syllabus: It focuses on classroom activities.
         • Learner-Led Syllabus: It is focused on the learner as itself.
         • The Proportional Syllabus: It makes the students develop an "overall competence".
         • Skill Based Syllabus: The language teaching involves some particular skills of the learners.
         • Content Based Syllabus: The teaching of the language can be direct effort or not.
         • Cultural Syllabus: Different needs must be satisfied by different ways.
         • Lexical Syllabus: It is based on vocabulary and lexical units of the target language.
   • DESIGN
     • Target-centered
     • Skills-centered
     • Learning-centered

3. EVALUATION

   • Evaluation is a process that critically examines a program or the teaching-learning precess.
   • WHY TO EVALUATE?
     • * To ensure the effectiveness of impact in meeting objectives.
     • * To give students gratification and motivation
     • *To give a feedback to students
   • CRITERIA
     • Validy, Reliability, Reproducibility, Sensitive, Specific
   • TYPES OF EVALUATION
     • Quality of Evaluation
       • Quantitative Evaluation
         • Is distinguished by emphasis on numbers.
         • It shows WHAT students have learned.
       • Qualitative Evaluation
         • It shows HOW students can apply, analyze, and design what they have learned.
         • It stablishes general expectations.
     • Time of Evaluation
       • Formative Evaluation
         • It establishes an instructional and determined period of time.
         • It is applied in order to determine the understanding of the learner.
       • Summative Evaluation
         • It is practiced at the end of the course.
         • Its objective is to Purpose is to make a judgment about performance and effectiveness of the teaching program.
     • Pre and post Evaluation
       • *To evaluate in the beginning of the course. *To evaluate in the end of the course.
         • In order to realize the achievement of objectives after and before the teaching program.