QUIZ Curriculum Development (CUDEV) Sebelum UTS

 

1.       What is curriculum (based on 2 experts)?

Kerr defines curriculum as, "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school."

Braslavsky states that curriculum is an agreement amongst communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn."

2.       According to TABA Curriculum process must be included the following and describe!

 

a.       Diagnosis of need

This step refers to the designer of the curriculum that is teacher, and suggested that teachers must have to recognize the requirement of the learners so that the teacher can design the curriculum accordingly. For instance the recognition of critical thinking capability of the students, whether all the students are able to think critically or not.

b.      Formulation of objectives

After the teacher has identified needs that require attention, he specifies objectives to be accomplished.

c.       Selecting of content

The objectives selected or created suggest the subject matter or content of the curriculum. Objectives and content should be match.

d.      Organizing of content

A teacher cannot just select the content, but must organize in some type of sequence, taking learner maturity into consideration, learners academic achievements and their interests.

 

3.       What is the different from curriculum and syllabus?

 

A curriculum is typically a guideline set out for educators that prescribes what they need to teach their students. It tends to outline the subjects that need to be taught, as well as methods for ensuring that each student has indeed learned the necessary materials. On the other hand, a syllabus is a more descriptive list of the concepts that will be taught in a particular class. One of the major differences between a curriculum and syllabus is that the latter is often handed out on the first day of class, while the former is usually not seen by students unless by request.

 

The curriculum is usually developed by the school district, or college administration so that teachers are aware of what they are expected to teach throughout the year. It typically breaks down what needs to be taught, as well as ideas on how it should be presented to the students. In addition, the curriculum usually lets teachers know how to measure the effectiveness of their teachings, often through standardized testing. It can be used as a guideline for teachers, as many depend on it to develop their coursework.

 

4.       Mention the shape of syllabus and explain briefly!

a.       The Linear format

The linear format adopted for discrete element content, particularly grammar or structures. Content of syllabus material flowing from the easiest or most simple goes to more complicated.

b.      The modular format

The modular format integrate thematic or situational language content with a skills cycle regarding the course outcomes.

c.       The cyclical format

The cyclical format is adopt an organizational principle which enables teachers and learners to work with the same topic more than once, but each time a particular one reappears it is at a more complex or difficult level.

d.      The matrix format

The matrix format as a shape which gives users maximum flexibility to select topics from a table of contents in a random order, the matrix as well suited to situational content.

e.      The story-line format

The story-line format have the effect of ensuring thematic continuity and of helping to resolve questions of the ordering of categories in relation to one another has been taken up by various book’s writer.

 

5.       What to be included in :

a.       Language Content? Specific matter to be included

b.      Language process? Manner in which language content learnt

c.       Language product? Outcome i.e. skill

 

a.       Language content:

•          THEMATIC CONTENT: 

1.       Topics of interest

2.       Areas of subject knowledge selected

•          SITUATIONAL CONTENT:

1.       Contexts in which theme and linguistic topics are presented

2.       Structures and vocabulary will be selected to make it function

 

b.      language process

result from area of:

•          ORGANIZATION -> bring about certain activities

•          ROLES OF TEACHERS AND

•          ROLES OF LEARNERS

•          Type of activities and task

 

c.       Language product

•          Specification of the expected outcomes

•          Linked to learners’ needs

•          Outcomes can be divided into :

1.       Knowledge oriented

2.       Skill oriented

 

 

 

6.       Explain about positive and negative toward language acquisition process!

The positive is learners become aware of their own cultural values and influences and appreciate other cultures, becoming more open towards and interested in others.

The disadvantage is learners are slower to reach the good skill of every languages they learn, because it needs much effort to be focused.

 

 

 

7.       What is differences between Knowledge Oriented and Skill Oriented ?

Knowledge refers to learning concepts, principles and information regarding a particular subject(s) and gaining theoretical acquaintance through sources whereas skill refers to the ability of using that information and applying it in a context. In other words, knowledge refers to theory and skill refers to successfully applying that theory in practice and getting expected results. As far as teaching methodology is concerned it is a flow of information between teachers and students and a teacher having thorough knowledge of the subject and excellent imparting skills makes the process seamless and effective to the students.

 

8.       Mention the component of syllabus!

Introductory information

• Complete Course Title
• Semester
• * Class meeting time and location(s)
• Instructor name
• Instructor contact information- office, phone, email

 

Major sections

• Course Description
• Course description from district course bank
• Course overview
• Course prerequisite(s)
• Course competencies and / or objectives
• Required course text and supplies
• Optional text or items
• Class delivery methods
• Course Policies
• Attendance
• Class behavior –
• Departing early or arriving late,
• Food and drinks in the classroom.
• Cell phones, pagers, notebook computers
• Use of computers during non-computer times and / or for non class related items.
• Withdrawal policy / Reinstatement policy:
• Incomplete policy
• Software usage
• Academic dishonesty - cheating and/or plagiarism
• Students with special needs
• Recording (audio or video) lectures
• Student Responsibilities
• Evaluation
• What types of items will be required – papers, tests, speeches, projects etc.
• Policies for late work and makeup examinations
• How will final course grade be determined
• Final grade options
• Other information
• Semester schedule
• Outside resources
• GCC Catalog
• Financial Aid considerations
• Syllabus Acknowledgement

 

What to do after you have distributed the syllabus –

• Syllabus quiz
• Personal introductions
• Study / class buddies

 

LWC LANGUAGE FOR WIDER COMMUNICATION

Pattern of language:

Education,

labor market: hire professional employee

process of modernization: to what extent (sejauh mana) à to help implement technological process

 

-positive towards language will reflect high regards and appreciation to both language and culture

-negative __________________classrom anxiety, feels of discrimination

So course designers must make something attractive and help change their negative attitudes, and acceptable for both.

 

To assessing society in English importance: ask indirect or direct question? (questionnaires)

 

 

Establishing realistic goals for EFL: able to converse, read, and corresponds with friends in professional needs

Establishing realistic goals for ESL : as near as native speaker, both academic and survival situation.

Outside the school (ESP) : set up by employer’s representative

 

Problem in “language analysis” or “language use” as a goals

 

5 basic components to survey:

a.       Existing curriculum & syllabus

b.      Materials in use

c.       Teacher population

d.      Learner

e.      Resource of program

(understanding the strength and weakness of existing program)

 

Curriculum contain a wide description of general goals by overall educational-cultural.

Syllabus : more detailed operation statement of teaching and learning elements.

A single curriculum can be the basis of developing the syllabus.

 

Types of syllabuses:

a.       Structural grammatical: focus in tense, article, adverb form, etc. (1)

b.      Semantico-national : focus in semantic (4)

c.       Functional : invitation, suggestion, apologies, etc. (3)

d.      Situational : e.g à tourist phrase book (2)

 

Curriculum provides statement of policy

Link between goals(cur) and objective(syll)  à 3 concerns of syllabus:

a.       Language content

b.      Processes

c.       Outcome

Syllabus without curriculum à teacher and planner don’t agree on basic goals à mismatch