approaches to curriculum design

1. Curriculum Design & Materials Development Approaches to Curriculum Design Chapter 9 Instructor : Dr. Hassaskhah Prepared by: Eftekhari, Nasrin 1394

2. Goals of Chapter 9  Models of curriculum design  Doing Curriculum Design  The process of Curriculum Design  Deciding on an Approach

3. Design constraints: Who is my audience? What are their skills / interests? Will the curriculum implementers use it as planned?

4. • Design questions: Where does it begin ? How do developers move trough the design process?

5. • What is needed to meet the realities of most curriculum design situations is a model that allows for a ‘good enough for now’ level of quality to be reached.

6. Figure 9.1 Graves’ (2000) model of curriculum design.

7. Nation ‘s Language Curriculum Design model • Environment analysis • Needs analysis • Principles • Goals • Content and sequencing • Format and presentation • Monitoring and assessment • Evaluation Graves’s framework of course development processes • Defining the context • Assessing needs • Articulating beliefs • Formulating goals and objectives • Organizing the course Conceptualizing content • Developing materials • Designing an assessment plan • Designing an assessment plan

8. Compare Graves’s & Nation’s model Both have eight parts

9. Differences : • Content and sequencing in the Language Curriculum Design model matches two parts of the Graves (2000) model – organizing the course and conceptualizing content. • Monitoring and assessment and evaluation in the Language Curriculum Design model are included in one part of the Graves (2000) model – designing an assessment plan.

10. Table 9.2 A comparative analysis of Murdoch’s model of curriculum design (1989) Language Curriculum Design model Murdoch’s model of curriculum design Environment analysis Resource limitations that affect classroom activity Sociocultural factors and learning habits of relevance to English teaching Learners’ age group, present lifestyle and interests Aspects of target culture that will interest learners and can be exploited in materials Needs analysis Learners’ present level of competence Reasons for studying English and long-term learning aims Principles Goals Course objectives Content and sequencing Language and procedures to be covered by the course Emphasis on particular skills Themes for course materials and texts: choice of suitable textbooks Format and presentation Methodology to be used: type and sequencing of activities Monitoring and assessment Evaluation

11. Resources Target culture Learning habits A comparative analysis of Murdoch’s model of curriculum design Environment analysis Sociocultural Life style

12. Need analysis ESP Learner’s level

13. Principles

14. Goals Course objectives

15. Theme for materialsLanguage & procedures Particular skills Content & sequencing

16. Format & presentation Methodology to be used

17. Monitoring & assesment

18. Evaluation

19. • From Nothing---build all content & sequence ---teacher is responsible for all parts of the curriculum design process. Starting points

20. • From a repository--- select & sequence---teacher is responsible for content & sequencing & goals Starting points

21. • From a course book--- ALREADY selected & sequenced ---The requirements of such an approach are well-trained teachers. Starting points

22. • Can also use existing ---The teacher chooses a published course book and uses that as the only material or the main material for the course. Starting points

23. Steps in curriculum design Goals Content & sequencing Format & presentation Monitoring & assessment

24. Skills Ideas Language Discourse Goals

25. Content & sequencing: Number & size of the lesson Ideas of content Language content Sequence of language items Language & ideas division

26. Learners level & wants Regular & frequent language Needed language Check 4 stands

27. Format & presentation: Form of material Suitable activities Lesson format Produce materials Prepare teachers’ & learners’ guide

28. Form of materials Cost Size Details provided by teacher

29. Monitoring, assessing & evaluation Observe objectives Evaluate course Course goals

30. Models of curriculum design • Waterfall model • A focused opportunistic approach • Layers of necessity approach

31. A Water fall Model The output of one stage becomes input of next stage.

32. A Water fall Model Step 1 Step 2 Step 3 Step 4

33. Waterfall model is probably rare. Why? Because, most curriculum design occurs under constraints that make it almost impossible for a waterfall model to occur.

34. • For example, in many English courses the teacher does not know who the learners will be until the first day of class. Needs analysis before the course begins is thus virtually impossible.

35. The focused opportunistic Approach Do-What-You- Can-When-You- Can

36. The focused opportunistic Approach The course is taught using whatever material is available or can be made. Format & presentation

37. The focused opportunistic Approach • The format and presentation part of the curriculum design process is typically done first. • Then, with each re-teaching of the course, one part of the curriculum design process is done thoroughly.

38. The focused opportunistic Approach Thus, it might be that a proper needs analysis is not carried out until the third or fourth re-teaching of the course.

39. First stage Re-teach Re-teach Next stage Teach

40. The focused opportunistic Approach • The attractiveness of this model is that it allows a concentrated focus with possible high-quality improvements to a course.

41. For example, if during one presentation of a course, assessment was focused on, or there was a careful needs analysis done, then these improvements could be done well.

42. A “Layers of Necessity” Model

43. A “Layers of Necessity” • The curriculum designer has to decide what layer of curriculum design will be chosen. • This decision will depend on balancing the amount of time and resources available to do the curriculum design and the level of needed.

44. A “Layers of Necessity” Model Layers would involved: Environment constraints Learners’ necessities Items Lesson format Materials Assessment

45. Guidelines for using a “layers of necessity model” First, Choose the level of necessity & cover all the steps at the level with same degree of completeness. Next, in each level major parts should be touches, so there must be environment & need analysis.

46. A “Layers of Necessity • Important differences between layers is not because of careful work, but as different between the numbers of steps and point that are covered.

47. Factors involved in deciding on approach of curriculum design • At language level do you begin and end? • How much time do you have to develop curriculum? • How much money do you have to develop curriculum? • How much skill do you have to develop curriculum?

48. Thank you for listening and participating

approaches to curriculum design

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