Curiculum Models Curiculum Models Throughout HistoryThroughout History

. According to David Nunan(1988), . According to David Nunan(1988), systematic attempt to specify and study systematic attempt to specify and study planned intervention into the educational planned intervention into the educational enterprise. enterprise.

all the curriculum models are systematic all the curriculum models are systematic and carefully and scientifically planned and carefully and scientifically planned beforehand by following the same beforehand by following the same procedure. procedure.

what makes them different from each what makes them different from each other is their rationale and criteria that are other is their rationale and criteria that are adopted while planning of itadopted while planning of it

So we can say that So we can say that curriculum is the product curriculum is the product of this systematic of this systematic attempt which will lead attempt which will lead us into making our us into making our course design. course design.

Traditional curriculum models Traditional curriculum models : : the the linguistic elements ignoring the linguistic elements ignoring the communicative needs; communicative needs;

selecting and sequencing of the language selecting and sequencing of the language items are made on linguistic grounds items are made on linguistic grounds ignoring the content, meaning and the ignoring the content, meaning and the learners’needs and interests and they are learners’needs and interests and they are imposed upon the learners. imposed upon the learners.

bbookish language .And while the learners ookish language .And while the learners are trying to express themselves with are trying to express themselves with difficulty, correct forms are required; difficulty, correct forms are required; errors anderrors and mistakes mistakes

Cheryl L. Champeau De Cheryl L. Champeau De Lopez(1989)Lopez(1989)

1.Emphasis on1.Emphasis on the individual learner:the the individual learner:the focus has shifted from the teacher to the focus has shifted from the teacher to the learner. learner.

2.Eclecticism:Selecting materials and 2.Eclecticism:Selecting materials and techniques from various sources since one techniques from various sources since one teaching methodology will not be the most teaching methodology will not be the most appropriate for all students. appropriate for all students.

3.Communication in a social context: 3.Communication in a social context: Function of the language is important; while Function of the language is important; while we are speaking we act certain functions in a we are speaking we act certain functions in a society.society.

Learners have started to take part in Learners have started to take part in the process the process

although the steps are the same in although the steps are the same in planning the curriculum design its planning the curriculum design its way of doing this varies in a great way of doing this varies in a great sense. All the curriculum models sense. All the curriculum models have planning, implementation and have planning, implementation and evaluation stage. evaluation stage.

learner-centered : gather the first data learner-centered : gather the first data before Ss come to the class and during the before Ss come to the class and during the course teachers begin to evaluate the course teachers begin to evaluate the learners' needs and design and if learners' needs and design and if necessary immediately shift his syllabus in necessary immediately shift his syllabus in the needs’ of the learners. the needs’ of the learners.

traditional curriculum models : evaluation traditional curriculum models : evaluation

Donna Brandes and Paul Donna Brandes and Paul Ginnis(1986:3)Ginnis(1986:3)

‘‘We believe that every human being We believe that every human being has the right to achieve his or her full has the right to achieve his or her full potential-100% ,and that a student –potential-100% ,and that a student –centred approach to learning helps to centred approach to learning helps to make this possible. Students are make this possible. Students are encouraged to participate fully in , encouraged to participate fully in , and take responsibility for, their own and take responsibility for, their own learning; each individual is valued learning; each individual is valued and trustedand trusted … …

Nunan(1988)Nunan(1988)teacher is responsible for giving this notion to his teacher is responsible for giving this notion to his

students and accordingly he counts the aims of students and accordingly he counts the aims of teachers as follows: teachers as follows:    *to provide learners with efficient learning *to provide learners with efficient learning strategies. strategies.

*to assist learners identify their own preferred *to assist learners identify their own preferred ways of learning. ways of learning.

*to develop skills needed to negotiate the *to develop skills needed to negotiate the curriculum. curriculum.

*to encourage learners to set their own *to encourage learners to set their own objectives objectives

*to encourage learners to adop*to encourage learners to adoptt their realistic their realistic goals and free times. goals and free times.

*to develop learners’skills in self-evaluation.*to develop learners’skills in self-evaluation.

DESIGNING A LEARNER-DESIGNING A LEARNER-CENTRED CURRICULUMCENTRED CURRICULUM

David Nunan(1988David Nunan(1988 ) )Pre-course planning procedure(Needs Pre-course planning procedure(Needs analysisanalysis ,grouping learners ) ,grouping learners )

Planning content(setting objectives and Planning content(setting objectives and planning and grading the content) planning and grading the content)

Methodology(Selection of the method) Methodology(Selection of the method)

Material design Material design

Evaluation Evaluation

Pre-course Planning Pre-course Planning Procedure:Procedure:

David Nunan(1988)David Nunan(1988)

‘‘The starting point The starting point : : the collection of the collection of various types of biographical data.... various types of biographical data....

how will these information how will these information be be collected, when, by whom, through collected, when, by whom, through what means and for what what means and for what purposes?...’ purposes?...’

DATA DATA :: WHEN COLLECTED? WHEN COLLECTED?  BY WHOM? BY WHOM?  HOW?HOW? FOR WHAT PURPOSE? FOR WHAT PURPOSE?   Proficiency level Proficiency level Age Age Educational background Educational background Previous courses Previous courses Nationality Nationality Marital Status Marital Status Trime in country Trime in country Occupation Occupation First language First language Other languages Other languages Preferred course length Preferred course length Preferred methodology Preferred methodology Learning style Learning style Language goals Language goals Life goals Life goals                   And he adds that these information can be seen in two different And he adds that these information can be seen in two different categories: categories: 1.Essential biographical information 1.Essential biographical information 2.More personal , relating to the learners’preferences and perception of need. 2.More personal , relating to the learners’preferences and perception of need.

The first data as all of us know can The first data as all of us know can be collected before the course begins be collected before the course begins by the programme administrators to by the programme administrators to group the learners while the second group the learners while the second more personal knowledge will be more personal knowledge will be collected by the teacher during the collected by the teacher during the first weeks of the course which will first weeks of the course which will help teacher to specify his content. help teacher to specify his content.

A.For what communicative questions and A.For what communicative questions and tasks do you wish to learn English? tasks do you wish to learn English?

  1.Talking in formal situations(e.g. to the 1.Talking in formal situations(e.g. to the doctor) doctor)

2.Understanding the radio and television 2.Understanding the radio and television

3.Filling in forms 3.Filling in forms

4.Understanding native speakers 4.Understanding native speakers

5.Reading newspapers 5.Reading newspapers

6.Understanding the Australian way of life 6.Understanding the Australian way of life

7.Writing letters 7.Writing letters

8.Talking to friends and neighbours 8.Talking to friends and neighbours

B.What learning activities do you B.What learning activities do you prefer? prefer?

  1.Learning grammar rules 1.Learning grammar rules

2.Pronounciation 2.Pronounciation

3.Learning ne3.Learning neww words words

4.Studying a textbook or coursebook 4.Studying a textbook or coursebook

C.Which skiils are most important for C.Which skiils are most important for you? you?

  1.Speaking 1.Speaking

2.Listening 2.Listening

3.Writing 3.Writing

4.Reading 4.Reading

  D.What sort of groupings do you D.What sort of groupings do you prefer? prefer?

  1.Practi1.Practiccing with the whole class ing with the whole class

2.Practi2.Practiccing in small groups ing in small groups

3.Practi3.Practiccing in pairs ing in pairs

4.Studying alone4.Studying alone

  1.Here at this stage we will begin to 1.Here at this stage we will begin to examine the learner data and extract examine the learner data and extract information in order to find out the information in order to find out the purposes of learners in attending to purposes of learners in attending to the course and try to find out the course and try to find out communicative goalscommunicative goals

2. To achieve the above goals2. To achieve the above goals..communicative tasks should be communicative tasks should be specified and the skills have to be specified and the skills have to be defined defined ((newspapernewspaper))

linguistic skill linguistic skill : to : to comprehend what comprehend what is readis read..

All the goals should be All the goals should be communicative in order to catch the communicative in order to catch the meaning meaning

3.The next step is to provide 3.The next step is to provide contextualization for these tasks by contextualization for these tasks by deciding on what is the topic, setting, deciding on what is the topic, setting, participant, time ; in other words participant, time ; in other words describing the ‘situation’ of the task. describing the ‘situation’ of the task.

4.4. linguistic element linguistic element

prpractice the language meaningfully, actice the language meaningfully,

5.5. specific objectives, which also specific objectives, which also helps learners to judge the learning helps learners to judge the learning process, related to learners goals. process, related to learners goals.

In Nunan ’s (1988), ‘specific In Nunan ’s (1988), ‘specific objectives contain three elements: objectives contain three elements: tasks, conditions, tasks, conditions, standardsstandards. . The.’ The.’

Task: Each student draws his family Task: Each student draws his family tree and changes it with his fellow tree and changes it with his fellow and asks questions about the names and asks questions about the names that they see on the family tree. that they see on the family tree.

Condition: Pair work, in the Condition: Pair work, in the classroom. classroom.

Standards: Utterances should sound Standards: Utterances should sound natural and be comprehensible firstly natural and be comprehensible firstly to understand themselves but later to understand themselves but later aimed to undestand a native aimed to undestand a native speaker. speaker.

Sheila Estaire and Javier Sheila Estaire and Javier Zanon(1994)Zanon(1994)

selecting the theme while planning selecting the theme while planning the content the content

Methodology:Methodology:

don’t choose the ‘TEACHING’ don’t choose the ‘TEACHING’ method but how the method but how the

‘LEARNING’process will be. ‘LEARNING’process will be.

All aspects of the curriculum All aspects of the curriculum process , including methodology, process , including methodology, must must be informed by data about and be informed by data about and from learner’ from learner’

Rank Ordering of teRank Ordering of teaaching activities according to the perceived ching activities according to the perceived usefulness(Eltis and Low 1985)usefulness(Eltis and Low 1985) : :

ACTIVITYACTIVITY %%Students working in pairs/ small groups Students working in pairs/ small groups        

80 80 Role-playRole-play 56 56 Language gamesLanguage games 51 51 Reading topical articlesReading topical articles 48 48 Students making oral presentationsStudents making oral presentations 46 46 Cloze(gap filling exercisesCloze(gap filling exercises 45 45 Using video materialsUsing video materials 40 40 Student repeating teacher cue(drill)Student repeating teacher cue(drill)  34  34 Exercise in free writing Exercise in free writing  27 27 Setting and correction of homeworkSetting and correction of homework  25  25 Listening and note takingListening and note taking 25 25 Repeating and learning dialoguesRepeating and learning dialogues 20 20 Students reading aloud in the classStudents reading aloud in the class 21 21 Exercises in onference writingExercises in onference writing 18 18

Most useful parts of lesson according to Most useful parts of lesson according to students(Alcorso and Kalantzis1985): students(Alcorso and Kalantzis1985):

ACTIVITYACTIVITY % %

Grammar exercisesGrammar exercises 40 40 Structured class discussion/conversationStructured class discussion/conversation 35 35 Copying written material , memorising, drill and repetition   25 Copying written material , memorising, drill and repetition   25 Listening activities using casettesListening activities using casettes 20 20 Reading books and newspapersReading books and newspapers 15 15 Writing stories,poems,descritionsWriting stories,poems,descritions 12 12 Drama role-play, songs, languge gamesDrama role-play, songs, languge games 12 12 Using audio-visuals, tv. ,videoUsing audio-visuals, tv. ,video 11 11 Communication tasks, problem solvingCommunication tasks, problem solving  10  10 Excursions with the classExcursions with the class 7 7   (David Nunan :1988i)(David Nunan :1988i)

Material Design:Material Design:

is the most exciting, is the most exciting, exhilarating but the most exhilarating but the most

difficult part of the curriculum difficult part of the curriculum planplan

NunanNunan

‘‘they should reflect the outside world’ they should reflect the outside world’ It means the materials which are It means the materials which are planned to be used should be: planned to be used should be:

the reflection of the real life , the reflection of the real life ,

encourage learners to learn, encourage learners to learn,

should have an aim to be done should have an aim to be done otherwise it wouldn’t be logical to do otherwise it wouldn’t be logical to do any task on the subject. any task on the subject.

they must engage the interests of the they must engage the interests of the learner by relating to his interests , learner by relating to his interests , background knowledge and background knowledge and experience, and ,through these, experience, and ,through these, stimulate genuine communication.’ stimulate genuine communication.’

Evaluation:Evaluation:

Evaluation is not only made Evaluation is not only made by the teacher at the last by the teacher at the last

stage of the teaching-learning stage of the teaching-learning process but also at each process but also at each

stage of the learner-centered stage of the learner-centered curriculum and by the curriculum and by the learners who are to be learners who are to be

included in the process of included in the process of evaluation. evaluation.

the data resulting from evaluationthe data resulting from evaluation

. If certain learners are not achieving . If certain learners are not achieving the goals and objectives set for a the goals and objectives set for a course, it is necessary to determine course, it is necessary to determine why this is so…what measures might why this is so…what measures might be taken.be taken.

Evaluation is not only a process of Evaluation is not only a process of obtaining information, it is also a obtaining information, it is also a decision –making process.’ decision –making process.’

According to Nunan (1988), ‘any According to Nunan (1988), ‘any element in the curriculum process element in the curriculum process may be evaluated…may be evaluated…

The evaluator needs to consider The evaluator needs to consider which elements in the curriculum which elements in the curriculum should be evaluated , who should should be evaluated , who should conduct the evaluation, when the conduct the evaluation, when the evaluation should take place, and by evaluation should take place, and by what means.’ what means.’

InstrumentsInstruments

questionnaires, observation questionnaires, observation schedules of classroom interaction, schedules of classroom interaction, learners diaries and so on.’. This learners diaries and so on.’. This makes the learners to assess makes the learners to assess themselves, teacher and the process themselves, teacher and the process and according to these data teacher and according to these data teacher proposes solutions or goes on his proposes solutions or goes on his way if it is working. way if it is working.

Self- assessment of proficiencySelf- assessment of proficiency

1.I can ask for factual information1.I can ask for factual informationYES YES  NO NO 2.I can provide personal details2.I can provide personal detailsYES YES  NO NO 3. I can understand weather forecasts on the 3. I can understand weather forecasts on the

radioradioYES NO YES NO 4. I can read public notices.4. I can read public notices.YESYES NO NO

And learners can keep diaries for themselves helping them And learners can keep diaries for themselves helping them to see what they are doing. Here are the sample from to see what they are doing. Here are the sample from

Nunan(1988)Nunan(1988)Learner diary Learner diary Directions: Complete one diary sheet each Directions: Complete one diary sheet each

week week This week I studied This week I studied This week I learned This week I learned This week I used my English in these places This week I used my English in these places This week I spoke with this people This week I spoke with this people This week I made these mistakes This week I made these mistakes My difficulties are My difficulties are I would like to know I would like to know My learning and practicing plans for next My learning and practicing plans for next

week areweek are

‘‘Techniques and procedures for self Techniques and procedures for self development include team teaching , development include team teaching , recording (audio or video) and recording (audio or video) and analyzing segments of classroom analyzing segments of classroom interaction, analysis of classes by interaction, analysis of classes by outside observers and action outside observers and action research’research’