TUGAS ELT TEACHING AND CURRICULUM DESIGN.pptx

Curriculum and Materials Development

1. Muh . Astrianto Setiadi TEACHING AND CURRICULUM DESIGN

2. Content and Sequencing Format and Presentation Monitoring and Assessment Evaluation Curriculum Design and Learners’ Autonomy

3. Content and sequencing Every day teachers have to consider questions like the following: What reading passage will I use? What vocabulary will I get the Learners to focus on this activity? Which items shall I use for the blanks in the blank-filling activity I’m making? How can I repeat the language items which were used in the previous lesson? What topics should I get the learners to talk about in my discussion actvity ?

4. Format and presentation Format and Presentation decisions are among the most common ones made by a teacher. What activities will I get the learners to do today? Shall I get the learners to do this activity individually or in pairs or groups? Should I pre-teach these items before the learners meet them in the reading passage? Shall I write this on the blackboard? Should I have a pre-reading discussion or should I get the learners to talk about the text after reading? Have I got a good balance of activities?

5. Monitoring and Assessment Everyday teachers have to consider questions like the following: Is this activity going well? Are all the learners participating in the activity? Are some learners doing more than others? Have the learners learnt anything from this activity? Should I give the learners a test to encourage them to keep on learning?

6. Evaluation Every day teachers have to consider questions like the following: Is the course going well? Are the learners happy with the course? Am I happy with the course? Would other teachers think that my course is a good course? Can I see ways in which I can improve the course? Did today’s lesson go well? Will I get through the course book by the end of the book?

7. Curriculum Designers and Learner autonomy Crabbe (1993) suggests two major ways in which the learners can be encouraged to take responsibility: Through classroom discussion Through the use of tasks

8. 8 “ If course books are truly to help learners they need to show the learner how to use the book to its best advantage and how to continue to learn beyond the book”