UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE IDIOMAS

“ELABORATION OF TEACHING MATERIALS”

CURRICULUM DESIGN MIND MAP

Seventh level “A”

Professor: Mg. Verónica Chicaiza Ph.D

Student: Viviana Manobanda

Date: March 21th, 2018

AMBATO – ECUADOR
 ASSESSMENT
SITUATIONAL ANALYSIS CONCEPTUALIZING A
COURSE SYLLABUS
- Placement decisions - Achievement decisions -
1. Educational setting: ►Institutional Framework Diagnostic decisions Traditional periodic tests
Syllabus provide a focus for what
►Broad instructional goals ►Structure ►Physical -quizzes, multiple-choice tests, fill-in-the-blank
should be studied, along with a
condition (classroom) Resource (labs, computers, tests. Other test Alternatives techniques - in
rationale for how that content
AV, materials) ►Learner 2. Class characteristics Journals, portfolios, conferences, observations,
should be selected and ordered.
►Homogeneity of learners ►Size of class interviews, self-and peer-evaluation.
1. Structural syllabus
►Relationship to other
2. Situational syllabus
3. Faculty characteristics ►Qualification of teachers
3. Topical syllabus
►Working condition (hours of teaching, support EVALUATION
4. Functional syllabus
service) ►Collaboration among teachers. 4.
5. Notional syllabus
Governance of course content ►Determine course
6. Skills syllabus
content ►Extent of teacher to choose content or Program evaluation
7. Task syllabus
adapt content 5.Assesment and evaluation Three factors of evaluation
requirements ►Assessing students STUDENT, TEACHER, PROGRAM

NEED ANALYSIS 1. Objective needs. CURRICULUM DESIGN

►Analyzed through test data, questionnaire results,
teacher reports. Observations. Interviews of teachers
and students. ►Information: - demographic data on
learners - needs expressed in terms of proficiency
levels. - language skills to be addressed - what
learners need to do in English.
SPECIFYING GOALS 1.Goals 2. Objectives
Rather broadly based aims and purposes in an educational
context 2. Objectives Much more specific than goals in
conception and context. Objectives usually refer to aims
and purposes within the narrow context of a lesson or an
activity within a lesson.
CURRICULUM DEVELOPMENT
Educational Principles
Process, cooperative effort, relevance,
learner centered.
Professional Principles
Comprehensiveness, integration,
networking, problem-based learning.
Design the instructional process
Determine teaching tasks and student outcomes
Match objectives to student abilities
Use feedback to analyze curriculum and instruction
Adjust instructional delivery
SELECTING TEXTBOOKS, MATERIALS, AND RESOURCES
- They should correspond to learners’ needs. - They
should match the aims and objectives of the
language program - They should reflect the uses that
learners will make of the language. - they should
take account of students’ needs as learners and
should facilitate their learning processes. -they
should have a clear role as a support for learning.