CURRICULUM DESIGNChapter 9

SITUATIONAL ANALYSIS

First and foremost, analyze the broader picture Educational Setting Class characteristics Faculty Characteristics Governance of course content Assessment and evaluation requirements

NEEDS ANALYSIS

Objective needs Typically analyzed through test data

Demographic data Proficiency levels Language skills to be addressed What learners need to do in English

Subjective needs Analyzed through interviews, questionnaires, etc

Learners’ attitudes toward target language and culture Expectations, perceived purposes, specific language

skills, and learning preferences

PROBLEMATIZING

“the best laid plans of mice and men go oft astray…”

[reading from the text: page 154]

THROW IN A FUNNY PICTURE WHEN YOU CAN

SPECIFYING GOALS

Difference between goals and objectives: Goals – broadly based aims more suited to

courses and modules Objectives – much more narrower than

goals and exist with in smaller lessons and activities

THE SYLLABUS

Definition – “a sequential list of objectives, topics, situations, skills, and forms to be taught” (Brown 156)

Should consist of: 1. Goals for the course 2. Suggested objectives 3. A sequential list of functions (in weeks or days) that will fulfill the

goals and objectives 4. a list of topics and situations matched to 3 5. A list of grammatical, lexical, and phonological forms to be taught 6. A list of skills matched to above sequences 7. matched references to materials used in the course 8. Possible suggestions of assessment alternatives, including criteria

to be tested and genres of assessment (tests, journals, portfolios, etc.)

TEXTBOOKS, MATERIALS, AND RESOURCES Ideally occurs at the same time as

syllabus creation Do not allow textbooks to guide your

goals, but vice versa.

ASSESSMENT

Traditional methods Alternative methods

ACTIVITY

Break into groups according to the age level you are currently tutoring, and imagine you are creating a curriculum for that class. Briefly brainstorm the objective and subjective needs of your target group, as well as the goals you believe your group should have.

Part 2: As a large group – how do these differ according to our ESL tutees? How are they similar?