Universidad Distrital Francisco José de Caldas

JAVIER ARMANDO SIERRA GORDILLO

KATHERIN LORENA SILVA ALFONSO

Pedagogical Project 2

I.E.D. Policarpa Salavarrieta

Managing the learning process is a labor that any teacher must know. A teacher must be

aware that the teaching process is closely related to the learning processes and that the

former depends on the later and vice versa. When teachers are conscious about the different

dimensions that have to be taken into account in order to manage the learning process, they

and their pupils will have a more appropriate and fruitful environment to develop any kind of

lesson.

First of all, the main feature that teacher and learner have to be aware about is that in any

learning process, learner has to have an active role which allows him/her to be participant in

the planning, implementation and evaluation steps of the curriculum. When doing so, learners

will be really engaged with the process they are belonging. As a result of this new learner

centered role, learner will have the guarantee that the purposes of the curriculum will point to

his/her needs, preferences, skills and learning styles. Around this new kind of curriculum,

factors as motivation, learning desire, compromise and responsibility might emerge in any

lesson.

At this point we may think if students are really prepared to make decisions about what is

suitable or not for them. From our point of view, it is necessary that teachers present a set of

possibilities to student which allow them to analyze what may be appropriated or not, and in

which way, how and where they feel more comfortable or uncomfortable when learning.
 As a response of this new role of the learner, new trends have emerged in the field of

English Language learning and teaching. One of these new approaches that have given

specially importance to the learner as an active factor of the learning process is the

Communicative language teaching. This allows teacher to move into low structured contexts in

which the syllabus design, the methodologies and the assessment processes take into

consideration the learner voice letting them to get involved, intervene, create and transcend

in their own learning process.

Classroom decision making and the management of the learning process could not be taken

into account apart from the context in which the population is immersed. The important here

is to take into account that the classroom decisions cannot be made separating the context

outside the classroom, especially the curriculum.

The language curriculum has been greatly influenced by changing the perspectives on the

teaching and the learning; these have changed not just on materials but on the teachers,

students and curriculum roles all this with the help of the new communicative methods

contrasting with the traditionalism teaching practices.

The new curriculum have evolved most from the new communicative approach which

contain better objectives according most on students needs rather than skills and traditional

objectives which have not taken into account the students needs.

All this element are important in the creation of a syllabus program which has to be with

reflection selection, sequencing and grading of the content as well as the methodology and to

see how the instructional model set the goals of course in a systematic way.
 While designing or modifying a program to teach, it is desirable to analyze first the students

and the individual context in which they are immersed and then analyze the respective data.

This information may be collected formally of informally before and once when the course has

begun.

The needs of the students depend of course on activities and experiences that Ss have faced

before, that is why a better way to conducting needs analysis according to the chapter is first

classifying the learners attitudes and learning styles towards the lessons. This will help to

organize and plan the contents and activities which have to be consequent with the learning

that Ss have gathered previously.

Also it is very important in the creation of a teaching program to set goals and objectives

which be achievable and realistic in order to determine whether the program is or not in

agreement with the students needs.

Needs analysis as a result can provide basis for setting goals and objectives in the teaching

program, those are important in most of the educational contexts, they give teacher basis for

select and interpret pedagogical activities and tasks so in other words is a good way to

evaluate and evolve in teaching practices.

They have a set of goals to achieve during the term and with them a set of objectives, the

aim of goal is to give foundation in the development of the objectives. These objectives must

inform what the students are going to be to do at the end of the teaching practice. These

objectives must include a performance, circumstances in which learners perform the activities

and the standards or how well they should perform the activity. The planning of a successful

syllabus must be planned even before the course begins.