This chapter dives into what a curriculum actually contains - aims & objectives. So, after having analyzed the learner needs and the situation, it is now time to bring all that knowledge together in the writing or revising of a curriculum. I really appreciated the statement on page 112: "Formulating goals is not, therefore, an objective scientific enterprise, but a judgment call." So, even though we may have applied scientific principles and approaches in conducting the needs and situation analysis, we're back to judgment calls when deciding on aims and objectives. I guess there's just no way around good old judgment!
I also found the curriculum ideologies intriguing. Somehow they seemed vaguely familiar - especially when I got to the social reconstruction and the cultural pluralism one... I'm still trying to figure out where I may have encountered these before, maybe my multicultural education class last spring...? In any case - I find the the academic rationalism amazing. Can we really justify spending time and money for research or learning about something by stating that it adds to our knowledge base? Is knowledge an end in itself or should there be a need or application for it in order for knowledge to be useful? I am currently struggling with this idea in the context of my SLA class. If SLA does not help us be better teachers, then what is its relevance? I guess I am still trying to find a justification beyond interest and academic rationalism... :)
On the subject of language classes, I choose to believe that my language students get a cultural, social and economic benefit from spending time in my classroom rather than just a higher state of academic enlightenment - but that's just me...
Wednesday, September 22, 2010
Friday, September 17, 2010
Making headway: Chapters 3 & 4
Needs Analysis:
The need for a needs analysis :) seems very obvious. If we are to make changes to an existing curriculum or to develop a new curriculum, we need to know why we are doing it. I think that in many informal instances of making curriculum decisions, many considerations of a needs analysis would naturally be included - even if it's just in a conversation. It therefore seems that the spectrum of formality in needs analyses could be very broad. A needs analysis in one institution could be more involved than the entire curriculum development process in another. I think it is therefore important to conduct a needs analysis that is realistic and feasible given the available resources. A thorough needs analysis certainly offers the advantage of clear curriculum goals.
Situation Analysis:
A situation analysis describes the factors involved in the implementation of a curriculum change and their possible effects. It seems to serve the purpose of predicting where obstacles may come up and thus help in avoiding them. The situation analysis includes all the factors that influence a curriculum implementation - whether it be teachers, learners, society or the institution itself. A situation analysis therefore makes it more likely for a curriculum change to become reality even though some of the factors may be fairly difficult to influence (time available to teachers, institutional structure, motivation etc.).
I believe that it is important to keep the views and interests of stakeholders in mind. However, a curriculum should not be written based in large part on the criteria of certain stakeholders. On the contrary, a curriculum may be written with a goal of changing a stakeholder's stance. For instance, just because political institutions may stress the importance of core subjects (due to testing results), that should not impede the development of curricula for electives or enrichment classes.
The need for a needs analysis :) seems very obvious. If we are to make changes to an existing curriculum or to develop a new curriculum, we need to know why we are doing it. I think that in many informal instances of making curriculum decisions, many considerations of a needs analysis would naturally be included - even if it's just in a conversation. It therefore seems that the spectrum of formality in needs analyses could be very broad. A needs analysis in one institution could be more involved than the entire curriculum development process in another. I think it is therefore important to conduct a needs analysis that is realistic and feasible given the available resources. A thorough needs analysis certainly offers the advantage of clear curriculum goals.
Situation Analysis:
A situation analysis describes the factors involved in the implementation of a curriculum change and their possible effects. It seems to serve the purpose of predicting where obstacles may come up and thus help in avoiding them. The situation analysis includes all the factors that influence a curriculum implementation - whether it be teachers, learners, society or the institution itself. A situation analysis therefore makes it more likely for a curriculum change to become reality even though some of the factors may be fairly difficult to influence (time available to teachers, institutional structure, motivation etc.).
I believe that it is important to keep the views and interests of stakeholders in mind. However, a curriculum should not be written based in large part on the criteria of certain stakeholders. On the contrary, a curriculum may be written with a goal of changing a stakeholder's stance. For instance, just because political institutions may stress the importance of core subjects (due to testing results), that should not impede the development of curricula for electives or enrichment classes.
Saturday, September 11, 2010
Chapters 1, 2 & 7 - Making my way into the book...
This reading was interesting in that it summarizes much of what I already thought I knew (I guess intuitively).
One of the ideas that I find inspiring is the difference between mechanistic and organic structures in a program. Especially the reasons for why one or the other may be in place in certain institutions made a lot of sense to me. Even though the reasons for the mechanistic model attempt to justify its use, I am happy to say that I enjoy the organic model while teaching at Tanana Middle School.
Another description that struck a cord with me was the description of a strategic plan. I have participated in the definition of a mission statement before - a very long and painful process to write one paragraph - and have failed to understand how the mission statement actually changed anything in day-to-day school life. It was therefore great to read about the different steps that should follow the definition of a mission statement: The formulation of goals and particular strategies that ensure that the mission statement is followed.
I have wondered numerous times about what would be the best way to assure the quality of a teacher. The supervisor only has so much time and can - at best - spend a few lessons a semester in a teacher's classroom, where the action is actually taking place. I like the idea of peer observations to improve teaching effectiveness and quality as well as the idea of self-evaluations. However, the latter only work if teachers are very honest and have a healthy level of self-criticism. I could certainly see self-evaluations being very difficult to use on a broad scale.
Two more thoughts:
- A highly skilled profession is characterized (among others) by a high social status (p.209): Do teachers in the U.S. enjoy a high social status??
- Novice teachers "are less able to select which information is salient when planning a lesson." (p.210). I fully agree!
Word Discovery of the Day: Propinquity
Context: p.199 when describing the mechanistic model: ... it eliminates uncertainty in teaching performance resulting from individual differences, professional inexperience, or the absence of propinquity.
Merriam Webster definitions: 1. nearness of blood: kinship, 2. nearness in place or time: proximity
Wikipedia quote on the topic: In social psychology, propinquity (from Latin propinquitas, nearness) is one of the main factors leading to interpersonal attraction.
One of the ideas that I find inspiring is the difference between mechanistic and organic structures in a program. Especially the reasons for why one or the other may be in place in certain institutions made a lot of sense to me. Even though the reasons for the mechanistic model attempt to justify its use, I am happy to say that I enjoy the organic model while teaching at Tanana Middle School.
Another description that struck a cord with me was the description of a strategic plan. I have participated in the definition of a mission statement before - a very long and painful process to write one paragraph - and have failed to understand how the mission statement actually changed anything in day-to-day school life. It was therefore great to read about the different steps that should follow the definition of a mission statement: The formulation of goals and particular strategies that ensure that the mission statement is followed.
I have wondered numerous times about what would be the best way to assure the quality of a teacher. The supervisor only has so much time and can - at best - spend a few lessons a semester in a teacher's classroom, where the action is actually taking place. I like the idea of peer observations to improve teaching effectiveness and quality as well as the idea of self-evaluations. However, the latter only work if teachers are very honest and have a healthy level of self-criticism. I could certainly see self-evaluations being very difficult to use on a broad scale.
Two more thoughts:
- A highly skilled profession is characterized (among others) by a high social status (p.209): Do teachers in the U.S. enjoy a high social status??
- Novice teachers "are less able to select which information is salient when planning a lesson." (p.210). I fully agree!
Word Discovery of the Day: Propinquity
Context: p.199 when describing the mechanistic model: ... it eliminates uncertainty in teaching performance resulting from individual differences, professional inexperience, or the absence of propinquity.
Merriam Webster definitions: 1. nearness of blood: kinship, 2. nearness in place or time: proximity
Wikipedia quote on the topic: In social psychology, propinquity (from Latin propinquitas, nearness) is one of the main factors leading to interpersonal attraction.
Who is this? What is this?
I created this blog to post my thoughts and impressions on the book Curriculum Development in Language Teaching that I am reading as part of a class. It is primarily intended for classmates and the instructor, but feel free to read and enjoy! :)
I am a student at the University of Alaska in Fairbanks. I am pursuing a Master's of Education in Secondary Education. I am currently also teaching World Languages Exploratory classes at Tanana Middle in Fairbanks.
I am a student at the University of Alaska in Fairbanks. I am pursuing a Master's of Education in Secondary Education. I am currently also teaching World Languages Exploratory classes at Tanana Middle in Fairbanks.
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