Curiculum Models

Throughout History
SURYA
PRAKASH.SUSARLA
Staff Tutor
D.C.E. visakhapatnam
SURYA PRAKASH

. According to David Nunan(1988),

systematic attempt to specify and study
planned intervention into the educational
enterprise.
all the curriculum models are systematic
and carefully and scientifically planned
beforehand by following the same
procedure.
what makes them different from each
other is their rationale and criteria that are
adopted while planning of it

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So we can say that

curriculum is the product
of this systematic
attempt which will lead
us into making our
course design.
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Traditional curriculum models : the

linguistic elements ignoring the
communicative needs;
selecting and sequencing of the language
items are made on linguistic grounds
ignoring the content, meaning and the
learnersneeds and interests and they are
imposed upon the learners.
bookish language .And while the learners
are trying to express themselves with
difficulty, correct forms are required;
errors and mistakes
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Cheryl L. Champeau De
Lopez(1989)
1.Emphasis on the individual learner:the focus
has shifted from the teacher to the learner.
2.Eclecticism:Selecting materials and
techniques from various sources since one
teaching methodology will not be the most
appropriate for all students.
3.Communication in a social context: Function
of the language is important; while we are
speaking we act certain functions in a society.

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Learners have started to take part in

the process
although the steps are the same in
planning the curriculum design its
way of doing this varies in a great
sense. All the curriculum models
have planning, implementation and
evaluation stage.

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learner-centered : gather the first data

before Ss come to the class and during the
course teachers begin to evaluate the
learners' needs and design and if
necessary immediately shift his syllabus in
the needs of the learners.
traditional curriculum models : evaluation

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Donna Brandes and Paul

Ginnis(1986:3)
We believe that every human being
has the right to achieve his or her full
potential-100% ,and that a student
centred approach to learning helps to
make this possible. Students are
encouraged to participate fully in ,
and take responsibility for, their own
learning; each individual is valued
and trusted
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Nunan(1988)
teacher is responsible for giving this notion to his
students and accordingly he counts the aims of
teachers as follows:
*to provide learners with efficient learning
strategies.
*to assist learners identify their own preferred
ways of learning.
*to develop skills needed to negotiate the
curriculum.
*to encourage learners to set their own objectives
*to encourage learners to adopt their realistic
goals and free times.
*to develop learnersskills in self-evaluation.
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DESIGNING A LEARNERCENTRED CURRICULUM

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David Nunan(1988 )
Pre-course planning procedure(Needs
analysis ,grouping learners )
Planning content(setting objectives and
planning and grading the content)
Methodology(Selection of the method)
Material design
Evaluation

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Pre-course Planning
Procedure:

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David Nunan(1988)
The starting point : the collection of
various types of biographical data....
how will these information be
collected, when, by whom, through
what means and for what
purposes?...

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DATA :

WHEN COLLECTED?

BY WHOM?

HOW?

FOR WHAT PURPOSE?

Proficiency level
Age
Educational background
Previous courses
Nationality
Marital Status
Trime in country
Occupation
First language
Other languages
Preferred course length
Preferred methodology
Learning style
Language goals
Life goals
And he adds that these information can be seen in two different
categories:
1.Essential biographical information
2.More personal , relating to the learnerspreferences and perception of need.
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The first data as all of us know can

be collected before the course begins
by the programme administrators to
group the learners while the second
more personal knowledge will be
collected by the teacher during the
first weeks of the course which will
help teacher to specify his content.
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A.For what communicative questions and

tasks do you wish to learn English?
1.Talking in formal situations(e.g. to the
doctor)
2.Understanding the radio and television
3.Filling in forms
4.Understanding native speakers
5.Reading newspapers
6.Understanding the Australian way of life
7.Writing letters
8.Talking to friends and neighbours
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B.What learning activities do you

prefer?
1.Learning grammar rules
2.Pronounciation
3.Learning new words
4.Studying a textbook or coursebook

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C.Which skiils are most important for

you?
1.Speaking
2.Listening
3.Writing
4.Reading

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D.What sort of groupings do you

prefer?
1.Practicing with the whole class
2.Practicing in small groups
3.Practicing in pairs
4.Studying alone

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1.Here at this stage we will begin to

examine the learner data and extract
information in order to find out the
purposes of learners in attending to
the course and try to find out
communicative goals

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2. To achieve the above goals.

communicative tasks should be
specified and the skills have to be
defined (newspaper)
linguistic skill : to comprehend what
is read.
All the goals should be
communicative in order to catch the
meaning
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3.The next step is to provide

contextualization for these tasks by
deciding on what is the topic,
setting, participant, time ; in other
words describing the situation of the
task.

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4. linguistic element

practice the language meaningfully,

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5. specific objectives, which also

helps learners to judge the learning
process, related to learners goals.
In Nunan s (1988), specific
objectives contain three elements:
tasks, conditions, standards. The.

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Task: Each student draws his family

tree and changes it with his fellow
and asks questions about the names
that they see on the family tree.
Condition: Pair work, in the
classroom.
Standards: Utterances should sound
natural and be comprehensible firstly
to understand themselves but later
aimed to undestand a native speaker.
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Sheila Estaire and Javier

Zanon(1994)
selecting the theme while planning
the content

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Methodology:
dont choose the TEACHING
method but how the
LEARNINGprocess will be.

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All aspects of the curriculum

process , including methodology,
must be informed by data about and
from learner

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Rank Ordering of teaching activities according to the perceived

usefulness(Eltis and Low 1985) :
ACTIVITY
%
Students working in pairs/ small groups
80
Role-play
Language games
Reading topical articles
Students making oral presentations
Cloze(gap filling exercises
Using video materials
Student repeating teacher cue(drill)
Exercise in free writing
Setting and correction of homework
Listening and note taking
Repeating and learning dialogues
Students reading aloud in the class
Exercises in onference writing

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56
51
48
46
45
40
34
27
25
25
20
21
18

Most useful parts of lesson according to

students(Alcorso and Kalantzis1985):
ACTIVITY

Grammar exercises
Structured class discussion/conversation
Copying written material , memorising, drill and repetition
Listening activities using casettes
Reading books and newspapers
Writing stories,poems,descritions
Drama role-play, songs, languge games
Using audio-visuals, tv. ,video
Communication tasks, problem solving
Excursions with the class
(David Nunan :1988i)

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40
35
25
20
15
12
12
11
10
7

Material Design:
is the most exciting,
exhilarating but the most
difficult part of the curriculum
plan

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Nunan
they should reflect the outside world
It means the materials which are
planned to be used should be:
the reflection of the real life ,
encourage learners to learn,
should have an aim to be done
otherwise it wouldnt be logical to do
any task on the subject.
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they must engage the interests of the

learner by relating to his interests ,
background knowledge and
experience, and ,through these,
stimulate genuine communication.

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Evaluation:
Evaluation is not only made
by the teacher at the last
stage of the teaching-learning
process but also at each
stage of the learner-centered
curriculum and by the
learners who are to be
included in the process of
evaluation.
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the data resulting from evaluation

. If certain learners are not achieving
the goals and objectives set for a
course, it is necessary to determine
why this is sowhat measures might
be taken.
Evaluation is not only a process of
obtaining information, it is also a
decision making process.

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According to Nunan (1988), any

element in the curriculum process
may be evaluated
The evaluator needs to consider
which elements in the curriculum
should be evaluated , who should
conduct the evaluation, when the
evaluation should take place, and by
what means.

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Instruments
questionnaires, observation
schedules of classroom interaction,
learners diaries and so on.. This
makes the learners to assess
themselves, teacher and the process
and according to these data teacher
proposes solutions or goes on his
way if it is working.
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Self- assessment of proficiency

1.I can ask for factual information
YES NO
2.I can provide personal details
YES NO
3. I can understand weather forecasts on the
radio
YES NO
4. I can read public notices.
YES NO
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And learners can keep diaries for themselves helping them

to see what they are doing. Here are the sample from
Nunan(1988)
Learner diary
Directions: Complete one diary sheet each week
This week I studied
This week I learned
This week I used my English in these places
This week I spoke with this people
This week I made these mistakes
My difficulties are
I would like to know
My learning and practicing plans for next week
are
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Techniques and procedures for self

development include team teaching ,
recording (audio or video) and
analyzing segments of classroom
interaction, analysis of classes by
outside observers and action
research

THANK YOU
SURYA PRAKASH