Central topic

Mer som dette

PAPER 4

Ved Competenze Digitali

caracteristicas de un boseto o bosquejo

Ved Magaly Samara Vergara G

Computer Engineer

Ved Michael Ancajas

The Design Cycle

Ved Soumya Khanna

Learning experiences: Contextualized and inclusive

Chapter 1

General descriptions of the curriculum in general.

Richards & Rodgers (2017) the method is composed of three elements: -Approach -Design (three types of roles: students, teachers, and materials) -Procedure (Description of the different techniques and activities).

Anthony (1965) presents three important elements: -Focus -Method -Technique

General terms

-Approach -Procedure -Design

Overview of curriculum

The objective is to train undergraduate teachers, capable of mastering the teaching of the English language and being able to improve teaching.

Chapter 2

Exercises

-Ways to practice the language -Test or evaluate the students after the unit.

Syllabuses

-The way in which students are taught the language since there must be planning and organization of what to do while teaching. -Brown says that the study program is the same as the ways of organizing the course and the materials -McJay (1978, p. 11) induces 7 types of study programs: structural, situational, actuality, functional, notional, skills and tasks.

Approaches

Brown (1995), approaches define the content of teaching and how students need to learn

Study program design

Conclusion: A syllabus refers to the subject content of an individual subject approaches to course design and how to define objectives

Evaluation: It is verified if the study program has had the desired effect or indicates what effect this program has had in addition to identifying areas for improvement.

Language test

This is based on the goals and objectives of the program.Test development requires the use of two different types of tests

The regulations that are intended to compare the performance of students and texts with reference to criteria intended to measure the amount of material. The materials are o serve to make decisions based on what you want students to learn in accordance with their goals and objectives and curriculum focus

Course organization

-Identify course units. -Determine the organizing principles -Units sequence -Determine the contents of the unit -Organize unit content

Selection of the syllabus form

Story format: it is a narrative, it is of a different type than those mentioned can be used together with any of them

Matrix format: this format provides flexibility and selecting topics from a table of contents in a random order the matrix is well suited to situational content

Cyclical formats: allows teachers and students to work on the same topic more than once but each time increasing its difficulty

Modular format: well suited to courses that integrate content topics or situations

Linear format: it is adopted for the content of elements and a sequence and classification is given. Teachers cannot change the order of units or skip some

Types of study programs

Task: is a category based on tasks or activities

Hypothetical also called as notions, they have a sense of chronology or usefulness, here may be the background

Functional: What are functions: identify, inform, correct, describe, etc.

Current: what would be topics or themes such as health, food, etc.

Situations: must be in the background

Estructural: grammatical and phonological structure

Stages

1 Articulate beliefs and define the context. 2 Define needs. 3 Analysis and specification of the aims and objectives. 4 Decisions to make about what is what should be taught.