Week 3a Outcomes

Learning Outcomes : 

Learning Outcomes Formulate learning outcomes for a particular course that are: (a) transparent and stated in terms of the learner, (b) realistic and achievable, (c) related to class activities and evaluation, (d) stated with measurable verbs such as “list and state” instead of “know and understand.”

Curriculum Development in Language Teaching Richards (2001) : 

Curriculum Development in Language Teaching Richards (2001) Chapter 5: Planning goals & learning outcomes

The Ideology of the Curriculum : 

The Ideology of the Curriculum Richards outlines five curriculum ideologies, and notes that the formation of goals, aims, objectives, and outcomes are based upon the planners’ beliefs and ideologies. As we review these ideologies, consider: Which one might best express your beliefs? Which ideology underpins your planned language course or program? How might this help you refine the beliefs you articulated in chapter 1 of your project? How will this inform your outcomes for this project?

Academic Rationalism : 

Academic Rationalism Stresses the intrinsic value of the subject and its role in developing the intellect of the students Mastery of subject matter is an ends rather than a means, such as learning Under colonial rule a literature-based curriculum was used with the aim of assimilation to British culture through English Has a two-tier system for elite and masses, controlled by university exam systems Stresses transmission of wisdom from previous generations

Social and Economic Efficiency : 

Social and Economic Efficiency Stresses practical and functional needs of learners Emphasizes practical skills for language learners Seeks to produce students who are economically productive Outcomes-based competencies emerged from this Critics say it assumes that learners needs can be identified with a predetermined set of skills Freire describes this as a “banking model” in which education becomes an act of depositing knowledge

Learner Centeredness : 

Learner Centeredness Stresses the individual needs of learners, self-reflection, critical thinking, learning strategies Emphasis on prior knowledge and the expectations that learners bring to reading Stresses the process rather than the product Learning through doing Instead of organized curriculum, it seeks learner-directed, autonomous, individualized learning

Social Reconstructionism : 

Social Reconstructionism Addresses social injustice and inequality Schools and teachers seek to empower students and address social problems Knowledge should be analyzed not according to whether it is true, but whether it is oppressive and exploitative. Associated with critical theory and critical pedagogy Examines and critiques power relationships which privileges some over others in society Freire (1972) applied this theory, stressing that teaching should empower students to bring about change in their lives

Cultural Pluralism : 

Cultural Pluralism Prepares students to participate in several cultures, not just the dominant culture Students need to develop cross-cultural competencies to live in a multi-cultural society One viewpoint is not seen as superior to others Teachers seek to help students appreciate viewpoints of all cultures while reducing racism & raising the self-esteem of minority groups ACTFL notes Ss should learn about other cultures, compare them, and explore them Bilingualism

Which one are you? : 

Which one are you? Which one best expresses your beliefs? How might this help you refine the beliefs you articulated in Chapter 1? Which ideology underpins your planned language course or program?

Historical Trends in Ed : 

Historical Trends in Ed Behaviorism Constructivism Essentialism Existentialism Idealism Liberalism Marxism Naturalism Perennialism Pragmatism Progressivism Realism Social Reconstructionism Theistic Realism (Thomism) Utopianism

Why bother with all this theory? : 

Why bother with all this theory? “Because these judgments and values are often not stated explicitly, identifying them, making them explicit, and reflecting on the unstated values and assumptions driving the curriculum, are an essential part of the process of curriculum planning” (p. 120). Because program/course design is sometimes about reconciliation. Christian language teachers have “a special calling to a work of reconciliation” (Snow, 2001, p. 38).