logging in or signing up Conceptualizing Curriculum eflclassroom Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: Embed: Flash iPad Copy Does not support media & animations WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 187 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: May 16, 2012 This Presentation is Public Favorites: 0 Presentation Description How we describe what our curriculum will look like in the classroom. Comments Posting comment... Premium member Presentation Transcript Designing Language Courses : Designing Language Courses Conceptualizing the Course 4 Can you see the hidden tiger? : Can you see the hidden tiger? A balancing act : A balancing act Conceptualizing Content : Conceptualizing Content A matter of articulating what you will explicitly teach (focus) and having a rationale (why) for making those choices. Making Connections : Making Connections Keeping it Real : Keeping it Real The Difficult Process : The Difficult Process Making Choices -- What goes in? What doesn’t? Drafting -- What order? When, Where, How? Revising -- What worked?, what didn’t? Questions to ask : Questions to ask 38 Task 4.2 What is the “content” of a course? : Task 4.2 What is the “content” of a course? Vocabulary Grammar Materials Genres Themes Functions Assessment Skills Activities Textbook 42 Broad areas of conceptualization : Broad areas of conceptualization 43 Task 4.1 – Mind Mapping : Task 4.1 – Mind Mapping 41 Language related content : Language related content 49 Learner related Content : Learner related Content Affective Goals: attitude toward self, others and the target culture/language. ie. Building confidence, motivation Interpersonal Skills: relationship towards others for the purpose of learning. ie. Roles / turn taking Learning Strategies: practicing ways to learn better. Ie. Self monitoring / pneumonics 42 Social Context related Content : Social Context related Content Socio-linguistic: paralinguistic ability, register Socio-cultural: identity, values, norms, customs Socio-political: life skills, critical language awareness 52 Task 4.3 a/b Compare / Reflect : Task 4.3 a/b Compare / Reflect Compare how 2 textbook authors conceptualized content. Describe how a language course you attended/taught was conceptualized. Task 4.4 : Task 4.4 What areas we discussed (fig. 4.4) were included on Iris Broudy’s mind map? Task 4.5 - Analyze : Task 4.5 - Analyze 54 Task 4.6 - Analyze II : Task 4.6 - Analyze II 58 What do you think? : What do you think? 59 Task 4.7 - You Conceptualize! : Task 4.7 - You Conceptualize! 64 Task 4.8 : Task 4.8 Don’t do this! Task 4.9 - Compare : Task 4.9 - Compare Mind Map Vs Grid What are the advantages and disadvantages of these ways of conceptualizing the content. 59 Task 4.10 - Your opinion : Task 4.10 - Your opinion Chris’ flow charts What do you like / don’t like about his approach and design? 66 You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.