CurriculumDesignProgram_2s_2013

8/12/2019 CurriculumDesignProgram_2s_2013

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Curriculum Design / Semester 2, 2013

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LICENCIATURA EN LENGUA INGLESAFACULTAD DE BELLAS ARTES Y HUMANIDADES

UNIVERSIDAD TECNOLOGIGA DE PEREIRA

CURRICULUM DESIGNFIRST SEMESTER 2013Professor: Rosa Mara Guilleumas GarcaOffice: H 402E-mail: [email protected] Hours: By appointment

Nadie educa a nadie y nadie se educa solo,todos nos educamos en conjunto.

Paulo Freire

RATIONALE

One of the most important teachers abilities is that of designer and planner of the educational experiences thatwill help students accomplish the course goals. Determining what needs to be learned, what kind of activities andmaterials will challenge and interest the learners, what teaching strategies will scaffold their learning and helpthem achieve their learning goals and finally defining how learning will be assessed are issues of the utmostrelevance if we want to improve the quality of the educational system and adapt it to the actual exigencies of thecountry.

Curriculum designers do more than write lesson plans. They apply their theoretical knowledge, experience andobservation power to develop curricula that fit a particular context and students needs; they evaluate programsand learning materials as well as assessment procedures and instruments.

The Curriculum Design Course contributes to the professional profile of the Licenciado en Lengua Inglesa byproviding pre-service teachers the theoretical and practical guidance towards the production and assessment oflanguage teaching programs appropriate for a specific teaching context.

The course seeks to develop and strengthen the pedagogical, didactic and linguistic competences that teachersto be require in order to gain awareness of the processes that take place when planning and evaluating teachingsequences and courses.

TEACHING COMPETENCES TO BE DEVELOPED:

The course will enable students to:

Understand and appropriate concepts and terminology related to the field of foreign language curriculumdesign.

Get familiar with Colombian educational regulations that influence curriculum development.

Broaden understanding of the context in which learners are learning EFL and of the principles underlyinglanguage learning and curriculum design.

Reflect on the impact of curriculum design on students achievements and program quality. Establish correlations among the curricula used in local EFL classes and current theories of language

learning

Consider different aspects of lesson design and how they might affect students achievements in languagelearning.
mailto:[email protected]:[email protected]


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Further develop the ability to design materials and activities for the classroom, integrating ICT in theeducational process when appropriate.

Extend knowledge and understanding of the language required for our professional role and improve theability to use English both generally and for classroom purposes.

COURSE GOALS

Become acquainted with the current Colombian foreign language standards that apply to specific local andnational contexts (i.e., public schools in different grade levels, bilingualism project in Colombia).

Incorporate knowledge from theoretical perspectives on language learning and teaching to the understandingof curriculum design.

Become acquainted with key concepts in evaluation and their relation to other curriculum elements.

Analyze and design sequences of lessons for single sessions, weeks and school periods.

COURSE CONTENTS

1. Concepts and Views about Curriculum Design What is communicative language teaching

Language Teaching Approaches: TBT, CLIL

2. Learners Needs

Learning styles

Multiple intelligences

Learning strategies

Linguistic needs

3. Planning lessons, sequences and courses.

Colombian Guidelines for Curriculum Design: Lineamientos curriculares, Basic Standards of Foreign

Languages Competence.

Linguistic demands of an activity.

Planning a lesson

Teaching reading

Teaching writing

Teaching speaking

Teaching listening4. Foreign language assessment

Colombian regulations about evaluation.

Testing, assessing and evaluating.

Summative versus formative evaluation.

Traditional versus alternative assessment (tests vs rubrics and portfolios)

METHODOLOGY

Each week there will be a mixture of input sessions and reflective discussion activities related to curriculumdesign in language education; there will also be prepared readings from the references suggested and any othersrelevant to the topic. Students are required to prepare themselves for class discussions and activities by havingread in advancethe suggested materials.


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Every week, 2 students from the group will be in charge of leading the activities for the 1sthour of class. They may

lead a debate on a particular aspect of the topic or bring an activity related to it. Feel free to consult with theteacher what you plan to do.

Through classroom observation, specific written assignments and practical tasks, the teachers to be willdemonstrate the development and improvement of planning skills and critical thinking. Attendance, activeparticipation, collaborative learning and commitment to work are essential parts of the learning process.

Considering that this course has 5 university credits, students are expected to dedicate 10 hours every week toautonomous work and independent study activities outside the classroom. During those hours, students will beinvolved in the following tasks (among others):

Reading the texts selected by the teacher in relation with the current topic. This reading must produce anote for their portfolio with new vocabulary (meaning/ pronunciation), selected sentences or sections thatcalled their attention or specific reflections on how the reading applies to the Colombian EFL context.

Enhancing their understanding of a specific area of curriculum design by monitoring what experts in thearea are curating, selecting interesting articles / information and preparing summaries for their classmatesto be shared through oral presentations. Each group will keep a page in Scoop.it to post those materials,thus becoming curators themselves. This project will be carried out in groups of 4 to 5 students.

Developing their teaching project in accordance with the task based approach to teach a selected group

of students. Participants will be encouraged to develop, share and analyze activities, materials and lessonplans.

Working on their language competences by making use of selected resources in accordance with a planof development of their own design and keeping a portfolio related to those activities to be presented tothe teacher as part of the data collection methods for assessment and evaluation. (10% of each partialgrade)

COURSE REQUIREMENTS

1. Demonstration of thoughtful completion of readings: Participants are expected to complete all reading assignments prior to class and to be prepared to activelyparticipate in group discussions.

2. Active involvement in class:Throughout the course, participants will be involved in small group and whole class discussions. Everyone isexpected to participate actively and in an informed manner through discussion and response. 3. Timely submission of projects and assignments.

COURSE EVALUATION AND ASSESSMENT

The purpose of evaluation in the course goes beyond providing a final grade for the students and seeks also tohelp them reflect on their own learning process and provide them with useful feedback in relation with theachievement of the course goals. Thus, self-evaluation, co-evaluation and hetero-evaluation will be implementedfor the different tasks during the course.

Students will be assessed taking into account both individual performance as well as group work. Theoretical andpractical tasks and assignments as well as exams will be considered. Apart from content appropriateness and/or

accuracy, language competence will be considered and graded based on a global scale of achievement withinternational standards (see scale below).

Participants will document their progress through their participation in class and submission of assignments. Theyare encouraged to keep in touch with the instructor, each other, and the course content through e-mails and makeuse of social media (Facebook, Twitter, Google+, etc.) In case of having provable problems with assignments,readings, or class contents, students must design an alternative pedagogical proposal and get into agreementswith the professor with awareness of time schedules and dates of submission.(The presentation of sit in examsdoes not follow this procedure)


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Students in this course will be evaluated according to the following criteria:.

First partial grade: Value 30% of final gradeFor the first partial grade the following assignments will be considered Definition of task---20 %Exam: 70%Performance appraisal: 10%*Appraisal: According to Baxter (1997:75), an uppraisal is a method for continuous assessment consisting in an interview

that covers the employees past, present and futuretheir work, their problems, their attitudes and their plans and ambitions.The result is normally a document () containing both a review of the past and a plan for the future. This is a negotiated

documentit is agreed and signed by both sides. This document is then used as a basis for the next interview: Which of the

plans were fulfilled? Which plans werent? Why? Why not? The two sides agree how to update the review and the plans and

then sign the document again.

Second partial grade: Value -> 25% of final grade

For the second partial grade, the following assignments will be consideredExam: 50%Project work: 40%Performance appraisal: 10%

Third partial grade: Value-> 25%of final gradeFor the third final grade, the following assignments will be considered:Sit -in exam -> 40% of final gradeEvaluation proposal for the sequence of lessons designed--- 50%Performance appraisal: 10%

Independent study and Classroom presentations(curated page, group oral presentations, class performance):20%

ETHICAL CONSIDERATIONS

The students of this program are to be education professionals, and therefore, must consider the ethical principlesof the teaching profession. The Four main maxims that underline ethical and moral behaviour are:

PERSONAL AND ACADEMIC GROWTH

"A teacher affects eternity; he can never tell where his influence stops." - Henry Brooks Adams. As futureteachers, participants in this course will have the responsibility of guiding the future generations towards theiracademic and personal development. Awareness and acceptance of that responsibility entails embracing thetask of becoming the best possible teachers, committed to professional and personal development that mayenrich their lives and the educational experiences of those in their care.

RESPECT

This classroom honors human dignity, emotional wellness and cognitive development of both, the students andthe professor. The students and the professor are human beings deserving respect, understanding and tolerance.As models of spiritual and cultural values, students are encouraged to respectfully bring to the teachers attentiontheir concerns and disagreements in relation with course events, applying the wise principle of treating others aswe would like ourselves to be treated and understanding that learning is a path that we are all walking.

TRUST

In the search of social justice, the students and the professors must establish a professional relationship offairness, openness, and honesty. Thus, communication is essential. The constructive discussion and solution ofproblems with each other must strengthen the connection between the members of the classroom. Studentsshould rest assured that the teachers of this course are aware of the importance that the correct assessment of


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students competences and performance may have for their academic development as well as for their workingfuture. The teachers will endeavor to implement assessment methods that are valid, open, fair and congruent withcourse objectives.

HONESTY

Integrity is defined as adherence to moral principles; honesty. Honesty is one of the values we expect ourstudents to be guided by. Honesty must be employed when reflecting on self-performance and on how we arefacing our commitments and responsibilities because only an honest assessment will help us to grow bothacademically and as human beings. In relation with projects and assignments, honesty is of the utmostimportance, since the purpose of collecting and assessing a task is to collect information about studentsachievements and weaknesses so that the teacher may help to overcome those difficulties. If the work submittedis not done by you, this assessment fails to fulfill its purpose.

Any collaborative work must have been previously discussed with the professor to be approved. Plagiarism or dishonesty of any kind will not be accepted and will bring about the disciplinary processforeseen in the UTP regulations.

LINGUISTIC COMPETENCE

This is a course which focalizes on content rather than on language; however, it is pertinent to highlight thatthroughout the process, learners will develop specific language competences as described below:

Critical Reading

INFERENCIAL READING READING STRATEGIES

Recognize the author's biases. Identify the main ideas in a text and restate them in their own words by using an outline.

Relate what is happening in the text totheir own knowledge of the world.

Show a deep understanding of a text by giving a summary of it in their own words and in acondensed form.

Offer conclusions from facts presented inthe text.

React to what they read by stating their position on current and academic issues.

WritingPRAGMATIC REPORTS AND ESSAYS

Use a sufficient range of language to beable to give clear descriptions, expressviewpoints and develop simplearguments.

Write an essay or report which develops an argument systematically with appropriatehighlighting of significant points and relevant supporting detail.

Oral productionSPEAKING STRATEGIES PRAGMATIC ORAL SKILLSEffectively employ linguistic and non-linguistic techniques in order toinitiate, maintain, intervene in, take and yield the floor and endconversations.

Deliver a lecture or talk within own field, pro-vided the subject matteris familiar and the presentation straightforward and clearlystructured.

Paraphrase ones own and other speakers messages.

ListeningSTRATEGIES TO ACHIEVECOMPREHENSION

PROCESSING SPOKEN INPUT SOCIOLINGUITIC AND

PRAGMATICS

Use a variety of strategies toachieve comprehension,including listening for main

Can understand recordings in standard dialect likely to beencountered in social, professional or academic life and identifyspeakers viewpoints and attitudes as well as the information content.

Demonstrate anawareness ofpersonal,


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points; checkingcomprehension by usingcontextual clues

Can follow a lecture or talk within his/her own field, provided thesubject matter is familiar and the presentation straightforward andclearly structured.

ideological, andemotional biases.

English is the primary language for communication in the classroom. Participation in class activities and tasksmust help students advance in their learning language process and improve their communicative competence.With this purpose oral and written discourse will be assessed and valued in all classroom activities and will

represent 30% of every grade. Students are required a B2 level of communicative competence according to theCEFR.

RESOURCESFacebook group: The course will take advantage of virtual environments to support regular classes. All studentsare required to have contacted the teacher and joined the course group in Facebook and by the end of the firstweek of classes, to visit it frequently and make use of the available materials and communication tools for sharingideas, suggestions and problems with their classmates and the teacher. Professional language and behavior areexpected of students when interacting in the Course Group.Other resources to support the learning and teaching processes will be digital resources (text documents,videos,mp3 files), the video beam, speakers, white board.

Bibliography (Available at the University Library)

Alderson J. C., (2000), Assessing reading. Cambridge University Press, USABranden, K. (c2006): Task-based language education:From theory to practice. Cambridge University Press.U.K.

Brown, H. D., (2007): Principles of language learning and teaching (5a Ed.) Brown, H. D.,(2001):Teaching by principles : An interactive approach to language pedagogy (2A ED.)Brown, J.D (1995): The elements of Language Curriculum, A systematic approach to programdevelopment. Heinle & Heinle Publishers.

Buck, G. (2001) Assessing listening. Cambridge University Press, USACampbell, C. & Hanna, K. (1992):Learner based teaching. Oxford University Press. U.K.

Celce-Murcia, M. (ed) (2001): Teaching English as a Second or Foreign Language, Heinle &Heinle Ed.Celce-Murcia, M., Brinton, D.M.; Goodwin, J.M., (1996): Teaching pronunciation : A reference for teachersof english to speakers of other languagesColombia. Ministerio de Educacin Nacional [MEN].(2006): Estndares Bsicos de Competencias enlenguas extranjeras: Ingls. Formar en lenguas extranjeras: el reto! Lo que necesitamos saber y saberhacer.

Common European Framework of Reference for Languages : Learning, teaching, assessment (2003)CUP.

Cushing Weigle,S. (2002) Assessing writing,Cambridge University Press, USA Dudeney, G. (2000): The internet and the language classroom. Practical classroom activities. CambridgeHandbooks for language teachers. Cambridge University Press. U.K.Graves, K. (2000) Designing language courses. A guide for teachers. Heinle, Cengage Learning, EstadosUnidos.Harmer, J., (2001): The practice of english language teaching : Completely revised and updated (3A ED.)Hughes, A. (2007): Testing for language teachers. Cambridge University Press. U.K. Lee, D. C., Cohen A.D.,Thalheimer, K. M.(c1994), Assessing Language Ability in the Classroom, Heinle &heinle publishersLuoma S. ( 2002): Assessing speaking , Cambridge University Press, USAMckay, P. (2006): Assessing Young Language Learners, Cambridge University Press, USANation, I.S.P. and McCallister, J. (2010) Language Curriculum Design. ESL and Applied LinguisticProfessional Series. Routledge. New York.

Nunan, D. (1988): The learner centred curriculum. Cambridge University Press. U.K.


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Nunan, D.(c1989): Designing tasks for the communicative classroom. University Press. Estados Unidos. O'Malley J. M.,. Chamat A., (1990), Learning strategies in second language acquisition, CambridgeUniversity Press, USAPuchta, H., Rinvolucri, M., Arnold, J., Fonseca, M.C.(c2007) Multiple Intelligences in EFL : Exercises forSecondary and Adult StudentsPurpura James E. (2004) Assessing grammar, Cambridge University Press, USARichards, J., & Lockhart, C. (1996): Reflective teaching in second language classrooms

Richards, J.,Rodgers, T. (2001c ) Approaches and methods in language teaching, Cambridge UniversityPress, USARichards, J.C. and Renandya, W. (eds.), (2002): Methodology in language teaching: an anthology ofcurrent practice. Cambridge University Press. U.K. Scrivener, J. (2001 Learning teaching. A guidebook for English language teachers.Tomlinson, B. (1998), Materials development in language teaching, Cambridge University Press, USA Ur, P., Wright, A., (c1992): Five-minute activities: A resource book of short activities. Cambridge UniversityPress. U.K.Ur, Penny (2003):A Course in Language Teaching Practice and Theory. Cambridge University Press.U.K.

Wajnryb, Ruth (2004): Classroom Observation Tasks. Cambridge University Press. U.K.Richards, J.(2001): Curriculum Development in language teaching. Cambridge University Press. U.K.

Wilson, J.J, Harmer, J. (2008): How to Teach Listening

Woodward, T. (2001c) Planning lessons and courses: Designing sequences of work for the languageclassroom. Cambridge University Presss, USA

Also: Handouts provided in class, websites and digital documents and resources referred to in class or madeavailable through the Facebook Group, Box.net. Please note that additional readings may be assigned torespond to the needs of individual and/or those of the entire class.

IMPORTANT OBSERVATIONS

Attendance and completion of assigned readings are mandatory to ensure successful class activities.There are no exceptions.

No work shall be received after the appointed date for completion unless there is a previous arrangementbetween the student and the teacher.

Only in cases of verifiable illness will students be allowed to sit an exam or submit an assignment at adifferent time or day than the group they belong to. Any medical certificate must have been approved byBienestar Universitario.

IMPORTANT COURSE DATES

September 11 ---First partial Exam

October 16 --- Second partial Exam

November 20th

--- Submission of project

November 27--- Final exam

CurriculumDesignProgram_2s_2013

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