PLANNING, IMPLEMENTATION AND EVALUATION

PLANNING, IMPLEMENTATION AND EVALUATION

1. 1. POLICY

   • First stage attempt to provide a general statement of curriculum philosophy
   • National curriculum policies tend to enshrined in oficial reports and policy statements

2. 2. NEEDS ANALYSIS

   • objective needs
     • Example of questions to elicit information
       • How often do the learners use English in their work? Are the learners learning english mainly in order to speak it or to read it and write it?
   • Subjective needs
     • Examples of questions "process-oriented"
       • Are you afraid of making mistakes when you speak? Do you prefer working on your own or in groups?

3. 3. GOAL SETTING

   • Goals may derived from educational, philosophical and political beliefG
   • Focus goal varies from communicative, cognitive, socio-cultural and educational.

4. 4. MATERIALS CHOICE AND DESIGN

   • Decision to which coursebook to use may be made by the policy makers, administrators or teachers
   • Considerations in order to choose (Sheldon 1988)
     • Rationale
     • User definition

5. 5. METHODOLOGY

   • Activities ,tasks and learning experiences selected by the teacher. (Richards 1990)
   • Content, resources and processess of learning. (Nunan 1988)

6. 6. MANAGING CURRICULUM INNOVATION

   • wide ranging
     • Change in the examination system
   • minor
     • Replacing blackboards with white boards

7. 7. EVALUATION

   • On-going (formative)
     • Process of feedbackon the curriculum in action
   • Final (summative)
     • Outcomes evaluated according to the goals