Curriculum

Curriculum

1. Forward Design

   • It is based on the assumption that input, process, and output are related in a linear fashion.
     • Process
       • Input
       • Output
   • Methodology
     • Choose of the field of knowledge.
     • Select concepts, knowledge, and skills from the field.
     • Development of the syllabus and the course content.
     • Assessment criteria and objectives are defined.
   • Features
     • Content issues are resolved before methodology and output decisions.
     • It's used when learning aims are understood in general terms like in 'General English'.
     • Decisions about teaching processes or methodology follow from syllabus specification.
   • Examples
     • Communicative Language Teaching (CLT)
     • Content-based Instruction (CoBI)

2. Backward Design

   • It starts with a careful statement of the desired results or outcomes: appropriate teaching activities and content are derived from the results of learning.
     • Outcomes
       • Content
       • Process
   • Features
     • This approach helped to develop the use of learning objectives as planning units in instructional design.
     • The planning process begins with a clear understanding of the ends in mind.
   • Methodology
     • Determine which teaching methods were most effective in attaining the objectives and a criterion-referenced approach would be used for assessment.
   • Examples
     • Standards and the Common European Framework of Reference.
     • Competency-based Instruction (CpBI)

3. Central Design

   • Approach that starts with the selection of teaching activities, techniques and methods rather than with the elaboration of a detailed language syllabus or specification of learning outcomes.
     • Process
       • Content
       • Outcomes
   • Features
     • Input and output issues are dealt with after a methodology has been chosen or developed or during the process of teaching itself.
     • Advocated by:
       • Bruner (1966) and Stenhouse (1975)
         • Who argued that curriculum development should start by identifying the processes of inquiry and deliberation that drive teaching and learning.
   • Examples
     • Task-based Language Teaching (TBLT)
     • Post- method teaching

4. Curiculum

   • Features
     • Input
       • Syllabus
     • Process
       • Methodology
     • Output
       • Learning Outcomes
   • Definition
     • The overall plan or design for a course and how the content is transformed for teaching and learning.