Articulating beliefsCurriculum Design

By Avendono Leonel Alejandro

&Muñoz Leidy Geoana

Collaboratively Work

Topics

a) View of language.

b) View of the social context of language.

c) View of learning and learners.

d) View of teaching.

BRAINSTORM

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View of language

We should start thinking how a language must be learnt. A language is a set of rules, there

are standard usage rules (standardized rules that allow a great number of people use them

for the greatest number of purposes) that give a variety of English. Also, we should keep in

mind the needs of the context with the model of Communicative competence including

grammatical and sociolinguistic discourse and strategic competences that have outlined

what it means to be proficient in language (Canale and Swain 1980; Ommagio Hadley

1993) which enable human beings to represent and communicate meanings by producing

audible, visible, or tactile symbols that these rule systematically relate to those meanings.

View of the social context of languageWe think about language beyond having grammar rules that should be adapted to social context; Our believe of sociocultural issues are concerned with any human being able to learn any language and all they need is appropriate learning situations, a language is learnt by cultural transmition so learning depends upon having the right learning environment. Culture is a way of life, it is the context within we exist, think, feel, and relate to others, it is our collective identity , our blueprint ( Larson & Smalley. 1972, p.39) that guides our behavior in a community. We consider the language culture connection as the cultural loading of interactive speech as well as it requires that interlocutors be thoroughly versed in the cultural nuances of language keeping in mind the speech community and its different dialects, jargon and variation because it makes us sensitive to matter of status, and helps us know what others expect of us and will happen if we do not live up to their expectations. It is also dynamic, changing, situational, and at the same time, relatively stable ( Matsumoto). Having said that, we would say that it is very important to include grammar rules and fit sociocultural context in the teaching process.

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. view of learning and learners

Within learning beliefs we can not have the error to delimit the process or doom it just into one

aspect because in the learning process there are many factors that involve a successful process.

In the learning process the student’s roll, teacher’s roll and process (method and focus) are

consolidated. Garder talked about multiple intelligences which facilitate learning through its right

implementation. Every student has his/her own learning method which helps them to discover the

best way of learning and draw upon their strengths; on the other hand teachers should provide

students enough and accurate tools, materials and strategies which encourage them to explore

and take responsibility for the direction of their learning.

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View of learning and learners 

Within learning beliefs we can not have the error to delimit the

process or doom it just into one aspect because in the learning

process there are many factors that involve a successful

process. In the learning process the student’s roll, teacher’s

roll and process (method and focus) are consolidated. Garder

talked about multiple intelligences which facilitate learning

through its right implementation. Every student has his/her

own learning method which helps them to discover the best

way of learning and draw upon their strengths; on the other

hand teachers should provide students enough and accurate

tools, materials and strategies which encourage them to

explore and take responsibility for the direction of their

learning.

View of teaching.

We belief the teacher’s job is to help learners learn. In

this way the teacher is a helper in the learning

process in the classroom and outside the classroom.

Teachers are responsible for a large amount of what

happen in the classroom: what is taught, the

resources used, the type and order of activities, class

management, assessment, feedback, correction and

so on. It is also part of the teacher’s job to encourage

learners to take responsibility for their own learning

and become active learners.

 BELIEFS ABOUT TEACHING

Students are like empty notebooks which are waiting to be written by the right letter and that is the teacher’s job

to find the most appropriate way of learners’ learning. The teacher should be viewed as a manager of learners’

learning. One of the most noticeable problems in the classroom is to get students’ attention that is why we

consider that teaching with “learning by doing” methodology which is based on the constructivist is right

because the process of teaching goes from theory into the practice.

People’s learning is based on:

The 20 % what they see

The 20% what they hear

The 40 % what they see and hear simultaneously

The 80 % what they experience or discover by themselves

Kathleen Graves authors, the teacher is a transmitter of knowledge through the structures and resources he

provides so for the students to decide the acquisition of knowledge.

Also we can cite teacher R Denise Lawson who designed a writing advanced course and established the factor

that influenced him : his experience as learner, his experience as teacher and how students’ l Reading

comprehension. This is the evidence of how alive experiences are better captured by the student’s mind.

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 HOW BELIEFS AFFECT ACTUAL DESIGN OF A COURSE?

Beliefs are governed by experience and will become the helm of decisions. So as mentioned by David Markus about the effects that had its course based on beliefs. He says that when he began to create his first courses should focus on each stage of development, but as the experience was strengthening her beliefs, he already has some beliefs incorporating any class design.

David .Markus and Denise Lawson summarized their beliefs in a core of beliefs or principles, which should be used depending on the particular context in which they are. That is, know which of all beliefs and experiences you have had it better accommodates students and the educational context in which they will be implemented. Not all beliefs are suitable for all courses and all courses can accommodate the same beliefs.

Then we made it clear that beliefs are fundamental key in the process of teaching - learning, without forgetting that the teacher should have sufficient tools to enable the student to create their own learning.

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