The ELT Curriculum

The ELT Curriculum

1. Carl Rogers

   • learner- and learning-centred learning
     • only possible model for education in a world that is changing faster

2. the goal of education

   • is the facilitation of change and learning.

3. three dominant models of curriculum design

4. currículum

   • it refers to all aspects of the planning, implementation and evaluation of an educational programs.
   • , the why, how and how well together with the what of the teaching-learning proces
   • A.V. Kelly‘ curriculum is the overall rationale for the educational
     • the procedures adopted for the implementation of those intentions
     • , the actual experiences of the pupils resulting from the teachers’ direct attempts to carry out their or the planner’s intentions
     • and the ‘hidden learning’ that occurs as a by-product of the organization of the curriculum , , and, indeed, of the school. (Kelly, 1989, p. 14)
     • the intentions of the planners,

5. Richards, Platt and Platt in the Longman

   • curriculum is An educational programme which states
     • a. the educational purposes of the programme (the ends)
     • b. the content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the means)
     • c. some means for assessing whether or not the educational ends have been achieved

6. participants within the curriculum design process

   • the planners, the administrators, the teachers and the learners.

7. MODELS OF CURRICULUM PLANNING

   • Tres tradiciones- Clásica Humanismo, Reconstruccionismo y El progresismo
     • 1.MODELO OF CONTENT: Humanism CLASSIC Focus Central plan studies
       • This model is the content of what is You must learn, or transmitted to the student
     • 2.THE OBJECTIVES MODEL: RECONSTRUCTIONISM
       • he main purpose of education is to bring about some kind of social change
       • Tyler who He promoted the use Objectives behavior as the base for design curricular
         • 1. They must describe unambiguously behavior perform.
         • 2. It should describe the conditions under which It is expected that the performance occur.
         • 3. should indicate a level of performance acceptable (the criterion)
       • The attraction of the model is that it provides
         • 1. Clarity of goals
         • 2. Ease of evaluation
         • 3. Accountability
     • 3.THE PROCESS MODEL: PROGRESSIVISM
       • Kelly proposes the process model as an approach to curriculum planning
       • The purpose of educationthe individual to progress towards self-fulfilment

8. THE ‘NEW PRAGMATISM’: A MIXED-FOCUS CURRICULUM

   • Dubin and Olshtain (1986, p. 68), three areas to the concept of a communicative curriculum
     • a view of the nature of language
     • a cognitively based view of language learning
     • a humanistic approach in education

9. the framework most applicable to ELT today is

   • an integrated approach
     • is essentially learner-centred
     • synthesis of the product-oriented ends-means model and the processoriented approach

10. SYLLABUS DESIGN

    • Course content and procedures will usually be expressed in the form of goals or learning objectives

11. EVALUATIONY

    • ake place at all stages of curriculum planning and implementation, and involve all participants
      • The primary purpose is to determine whether or not the curriculum goals have been met