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Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx

  1. Intro to Course Jaelani, M. App.Ling. Tadris Bahasa Inggris State Islamic University of Mataram allanj@uinmataram.ac.id
  2. Lecturer Course : Curriculum Development Course Code : - Credit Points : 2 Lecturer : Jaelani, M. App. Ling. Allan/J Contact : allanj@uinmataram.ac.id +62 87 865 338 608 004
  3. Course Sikap 1. Menginternalisasi nilai, norma, dan etika akademik (Internalize academic values, norms, and ethics.) 2. Menunjukkan sikap bertanggungjawab atas pekerjaan di bidang keahliannya secara mandiri. (Demonstrate independent responsible attitudes towards works in students’ area of expertise.) Pengetahuan 1. Menguasai konsep umum, prinsip, dan teknik komunikasi untuk tujuan spesifik (Mastering general concepts, principles, and communication techniques for specific purposes.) 2. Menguasai konsep integritas akademik secara umum dan konsep plagiarisme secara khusus, dalam hal jenis plagiarisme, konsekuensi pelanggaran, dan upaya pencegahannya (Mastering the concept of academic integrity (in general), the concept of plagiarism (in more specific), types of plagiarism, the consequences of its violations, and strategies to prevent them.) Keterampilan Umum: 1. Mampu menerapkan pemikiran logis, kritis, sistematis, dan inovatif dalam konteks pengembangan atau implementasi ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora yang sesuai dengan bidang keahliannya (Able to apply logical, critical, systematic, and innovative thinking in the context of the development or implementation of science and technology that pays attention and applies humanities values in accordance with their areas of expertise.) 2. Mampu menggunakan minimal satu bahasa internasional untuk komunikasi lisan dan tulis (Able to use at least one international language for oral and written communication.) Keterampilan Khusus: 1. Mampu menggunakan teknologi mutakhir yang tersedia dalam melaksanakan pekerjaan. (Able to use the latest available technology to finish the works.)
  4. Course Learning Materials 1. The Origin of Language Curriculum Development 2. From Syllabus Design to Curriculum Development 3. Needs Analysis 4. Situation Analysis 5. Planning Goals and Learning Outcomes 6. Course Planning and Syllabus Design 7. Providing for Effective Teaching 8. The Role and Design of Instructional Materials 9. Approach to Evaluation 10. The Development of Language Curriculum in Indonesia 11. Comparing Language Curriculum in Indonesia and Global
  5. Course Evaluation/Assessment Students’ grades are based on: Register 14% Assignment 1 26% Presentation 20% Assignment 2 40% Nilai Angka Nilai Huruf Bobot Predikat 91-100 A+ 4.00 Cumlaude 86-90 A 3.75 Sangat Memuaskan 81-85 A- 3.50 Memuaskan 76-80 B+ 3.25 Sangat Baik 71-75 B 3.00 Baik 66-70 B- 2.75 Cukup Baik 61-65 C+ 2.50 Lebih Dari Cukup 56-60 C 2.25 Cukup < 55 D Tidak Lulus Kurang
  6. Cont… 1. Submitting Notes for extra points 2. Assignment 1  Designing Curriculum and Syllabus 3. Assignment 2  Conducting Research
  7. Questions?
  8. Intro to Curriculum Development Jaelani, M. App.Ling. Tadris Bahasa Inggris State Islamic University of Mataram allanj@uinmataram.ac.id
  9. Why is it important to learn Curriculum Development? • Being an effective teacher meant much more than becoming a more skilful and knowledgeable classroom practitioner. • Effective teaching is dependent on understanding the context for teaching, the needs of teachers and learners, the careful planning of courses and materials, as well as the monitoring of teaching and learning. • It is important, therefore, to understand teaching as a part of an interrelated set of factors and processes that are often referred to as curriculum development (Richards, 2001)
  10. What is curriculum? • One description of curriculum distinguishes it into six levels according to their distance from learners: 1. The societal level curriculum describes what is mandated for study at national level. 2. The intended or written curriculum is a normative statement of intent for a course or whole programme. 3. The planned curriculum results from teachers’ interactions with the written curriculum, their own theories of practice and contextual opportunities and constraints.
  11. What is curriculum? • One description of curriculum distinguishes it into six levels according to their distance from learners: 4. The instructional or implemented curriculum is the one that teachers take in to the classroom to negotiate and construct with learners, working with various dynamic constraints and opportunities. 5. The received or experiential curriculum is the one that learners experience and from which they construct their understandings. 6. The learned or achieved curriculum describes the portion of the received curriculum that learners actually take up and learn.
  12. So, what is curriculum development? • Curriculum development is an essentially practical activity to improve the quality of language teaching through the use of systematic planning, development, and review practices in all aspects of a language program. • The process of curriculum development covers determining learners’ needs, developing aims or objectives to address the needs, determining an appropriate syllabus, course structure, teaching methods, and materials, and carrying out an evaluation of the language program that results from these activities.
  13. Curricular spider web
  14. Questions to ponder in Curriculum Development • What procedures can be used to determine the content of a language program? • What are learners’ needs? • How can learners’ needs be determined? • What contextual factors need to be considered in planning a language program? • What is the nature of aims and objectives in teaching and how can these be developed? • What factors are involved in planning the syllabus and the units of organization in a course? • How can good teaching be provided in a program? • What issues are involved in selecting, adapting, and designing instructional materials? • How can one measure the effectiveness of a language program?
  15. Some Consequences for being Curricula Developers • Formulating, developing, and managing their own teaching-learning process:  Aims & objectives – Specify general aims for the lessons series and specific objectives per lesson unit for each grade level – Reflect on national standards • Learning outcomes • Assessment standards
  16. Some Consequences for being Curricula Developers • Content – Specify themes and topics for the lesson series – Reflect on conceptual consistency (between themes) and sequencing between grade levels • Learning activities & Teacher role – Specify what activities are expected from the learner and how these are supported by the teacher – Reflect on balance between • Whole-class activities (eg. Introduction/closing of the lesson) • Activities in grade groups
  17. Some Consequences for being Curricula Developers • Materials & resources – Specify what materials and resources are needed to conduct the lesson – Reflect on what is available in schools and how parts of existing textbooks can be used as inspiration and/or background for the lesson materials? • Grouping – Specify how pupils are to be grouped during the lessons • Location – Specify where pupils will be grouped during the lesson • Time – Specify the time available for the different lesson elements – Reflect on time available for whole class instruction, individual (independent) work, individual coaching of students
  18. Historical background • The history of curriculum development in LT starts with the notion of syllabus design. • Syllabus design is one aspect of curriculum development; it is the process of developing a syllabus. • A syllabus is a specification of the content of a course of instruction and lists what will be taught and tested. • Syllabus has undergone the evolution as it has followed the changes of approaches and methods underlying it.
  19. Assumptions underlying early approaches to syllabus design • The basic units of language are vocabulary and grammar • Learners everywhere have the same needs • Learners’ needs are identified exclusively in terms of language needs • The process of learning a language is largely determined by the textbook • The context of teaching is English as a foreign language
  20. Questions?
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