The Overview of Curriculum METHOD

The Overview of Curriculum METHOD

1. Approach

   • is a theory of language and of language learning
   • Anthony: the term approach encompasses all points of view on the nature of languaje and the nature of languaje teaching and learning.
   • Richards and Rodgers: is a theory of the nature of languaje and of languaje learning.
   • Approaches
     • Classical approach
       • students need to read the classics
     • Grammar-translation approach
       • students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.
     • Direct approach
       • the teaching is done entirely in the target language
     • Audio-lingual
       • Emphasized perfect pronunciation and repetition, lexical meaning was not considered important
     • Communicative approach
       • Enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in.

2. Curriculum

   • is an educational program that states:
     • The educational purpose of the program
     • The content teaching procedures
     • means for assessing whether or not the educational ends have been achieved

3. Procedure

   • is concerned with techniques and practices in a method
   • Descriptions of Techniques and Practices in the Instructional System
     • Techniques
       • are ways of presenting the language to the students
       • -Bridging
       • -Idea frame
       • -Grammar demonstration dialogue
       • Directed dialogue
     • Practices
       • is the action that takes place in the classroom, with the application of certain knowledge.
       • Autonomous interaction
       • True-False
       • Speed writing
       • Multiple choice
   • Richards and Rodgers: Notion of technique they call procedura, wich includes all of the tactics, practice exercises, and activities in an instructional system.

4. Design

   • A Definition of Lenguistic Content and Specification for the Selection and Organization of Content
     • Objetives
       • they describe ‘learning outcomes’ in terms of what a learner will be able to do.
       • help planning the course and enable evaluators to judge the success or failure of a programme.
       • Richards suggests:
         • consistent with the curriculum aim
         • precise (not vague or ambiguous)
         • feasible ( capable of being achieved at the end of the specified time)
       • are precise statemenst about what content or skills.
     • Syllabuses
       • contain points about the method of teaching and the time to be taken
       • is a more detailed and operational statement of the elements of teaching and learning
       • are based on accounts and records of what actually happens at the classroom level
       • Types
         • structural (or formal)
           • collection of the forms and structures, usually grammatical, of the language being taught.
         • notional/functional
           • language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express.
         • situational
           • collection of real or imaginary situations in which language occurs or is used
         • skill-based
           • specific abilities that may play a part in using language
         • task-based
           • is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning
       • Shape of the Syllabus
         • Dubin and Olshtain:
           • "Language is infinite, but a syllabus must be finite”
         • The Linear Format
         • The Modular Format
         • The Cyclical Format
         • The Matrix Format
         • The story-line format
   • Specification of the Role of Teachers
     • The teacher is a decision maker, provider of learning structure, collaborator, and resource.
   • Specification of the Role of Learners
     • follow directions or direct their own learning.
     • receive knowledge or construct knowledge
     • Comply with language requirements.
   • Specification of the Role of Materials
     • To provide support for students to learn in accordance with their goals and objectives and the focus of their curriculum.

5. Course

   • Hutchinson and Waters mention that:
     • A course is “an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge”

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