jonka MARLYN JULIETH OSORIO MOSQUERA 3 vuotta sitten
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students learning
according to
goals
teaching and program
related to
materials
each other
tests
objectives
needs
should always be left up
to individuals
within educational system
areas for improvement
To justify
future courses of action
To identify
To decide
intended effects
Summative
effects of a programme
Formative
improving
ongoing programmes
Different type than others
can be used
in conjunction
with any of them
Narrative
gives users
maximum flexibility
to select topics
random order
table of contents
Organizational principle
enables
learners
teachers
Academically
oriented units
integrated
well suited to courses
situational contents
thematic
teachers cannot
skip some
change order of units
adopted for
structures
particularly grammar
discrete element content
measure the amount of
course material learned
compare the relative
performance of students
of each task
following instruction
following directions
drawing maps
scanning a reading passage
specific information
listening for
inferences
main ideas
gist
are the basis
organizing sequenced
of each notion
location
quantity
duration
usefulness
of each function
chronology
describing
correcting
reporting
identifying
such as
clothing
food
health
may be in the
background
form
organizing principle-sequenced
such as at
the supermarket
a restaurant
the bank
Organizing principles-sequenced
from:
frequency
easy to difficult
Phonological
Grammatical
