Chapter 5: Planning goals and learning outcomes

Alejandro Guerrero Martínez
Mind Map by Alejandro Guerrero Martínez, updated more than 1 year ago
Alejandro Guerrero Martínez
Created by Alejandro Guerrero Martínez about 4 years ago
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TAREA MIND MAP CHAPTER 5
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Chapter 5: Planning goals and learning outcomes
1 Academic Rationalism
1.1 The content of different subjects is the basis for a curriculum
1.1.1 It is used to justify the inclusion of certain foreign languages in school curricula
1.1.1.1 Greek and latin promoted memorization and analysis
2 Social and Economic Efficency
2.1 It's emphasized on learners and society needs
2.1.1 Produces productive learners
2.1.1.1 Learners can improve by using rational planning process
3 Learner Centeredness
3.1 Educational Philosophies are grouped as a whole
3.1.1 They develop awarness critical thinking, self- reflection, learning strategies, etc.
3.1.1.1 Constructivism: involves background knowledge. "There is no intellectual growth without some reconstruction, some reworking." - John Dewey.
3.1.1.1.1 Progressivism: children are involved and provided with a vast number of learning experiences
3.1.1.1.1.1 Child Centered issues: laissez faire, individualized teacher, collective terms of teaching direction and autonomy, creative self expressive students, etc.
3.1.1.1.1.1.1 MANUEL ALEJANDRO GUERRERO MARTÍNEZ ANA KAREN ALANIS PIÑA
4 Social Reconstructionism
4.1 Schools and learners' roles are emphasized in this curriculum perspective
4.1.1 Teacher and students must be engaged by schools in order to find a way to improve personal problems and find different ways to adress them
5 Cultural Pluralism
5.1 A cultural group is not superior nor inferior to others
5.1.1 Its objective is to avoid racism, raise self- esteem on minority groups and create consciousness about other relgions and cultures as well
6 Stating Curriculum Outcomes
6.1 Aim: refers to a statment of a general change that a program seeks to bring about in learners
6.1.1 Aim Statments Purposes are :
6.1.1.1 - Providing a clear definition of the purposes of a program
6.1.1.1.1 To help provide a focus for instruction
6.1.1.1.1.1 To describe important and realizable changes in learning
6.1.1.1.1.1.1 Aim Statements: reflect curriculum's ideology. It also shows how the curriculum will seek to realize
6.1.1.1.1.1.1.1 Acquire good reading habits in order to understand and enjoy including the literature of other cultures.
6.1.1.1.1.1.1.1.1 Objectives have some characteristics e.g. describe the unit's purpose, they describe learning in terms of behaviour and performance
7 Criticism of the use of objectives
7.1 the objective must be meaningful and be a worthwhile meaningful experience
7.1.1 The Nature of Competencies
7.1.1.1 It focuses on the behaviors to succeed in the real world activities
7.1.1.1.1 These activities can be any task, role or function where thinking process, attitudes physical skills are involved
7.1.1.1.1.1 Criticism of the use of competences
7.1.1.1.1.1.1 There are no valid procedures to develop competency specifications. As a result, competencies related to performance on a job will tend to include stuff like: " reading directions or following orders on a job."
7.1.1.1.1.2 The standards movement
7.1.1.1.1.2.1 they are descriptions of the targets Ss. should be able to reach in different domains of curriculum current content
7.1.1.1.1.2.1.1 They are stated in the form of competencies
7.1.1.1.1.2.1.1.1 The standars specify the competencies to learners to become fully proficient in them
7.1.1.1.1.3 Non Language Outcomes and Process Objectives
7.1.1.1.1.3.1 It's called non language outcomes when it goes beyond the content of a linguistically oritnted syllabus
7.1.1.1.1.3.1.1 The outcomes of the content describing the learning experiences are called process objectives
7.1.1.1.1.3.1.1.1 The planning of learning outcomes for a language course is closely related to the course planning process
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