kinds of curriculum
DESCRIPTION
SLIDE PRESENTATIONTRANSCRIPT
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CONTINUATION.. ..
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d.) The TEACHER Syllabus
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d.) The TEACHER Syllabusthe SECOND STAGE OF
INTERPRETATION comes through the teacher
the GREAT MAJORITY of STUDENTS LEARN LANGUAGE through the MEDIATION of a teacher
the TEACHER can INFLUENCE the CLARITY, INTENSITY and FREQUENCY of any item
they affect the image that the learners receive
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Stevick (1984) recounts how an inexperienced teacher would finish in two minutes an activity that he would spend twenty minutes on.
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e.) The CLASSROOM Syllabus
what is PLANNED and what actually HAPPENS in a lesson are two DIFFERENT things
(Allwright, 1984b)
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A LESSON is a communicative event(created by INTERACTION)
The LESSON PLAN is like the PLANNED ROUTE (but like a planned route it can be affected by all sorts of conditions along the way)
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o the unexpected traffic jam
o the slow-moving vehicle that you get stuck behind
o the diversion because of road works
o the new one-way system that you get lost in
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but the journey might also be helped along by the -
new stretch of motorwaythe company of traveling
companionsfine weather, etc.
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CLASSROOM too creates conditions which will affect the nature of a PLANNED LESSON.
` (these might be EXTRANEOUS FACTORS:)
noise from the outside hot weather interruptions to deal with an
administrative matter (a visitor)
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(or they might come from the LEARNERS as a Group:)
tired after a long day excitable after an incident in the break
(or from the LEARNERS as Individual students:)
asking questions distracting the attention of the class
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putting an interesting question
telling an amusing anecdote
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The CLASSROOM then, is not simply a neutral channel for the passage of information from the teacher to learner.
It is a DYNAMIC, INTERACTIVE ENVIRONMENT which affects the nature both of what is taught and what is learnt.
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f.) TheLEARNE
RSyllabu
s
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The EVALUATION Syllabus
The ORGANIZATIONAL Syllabus
The MATERIALS Syllabus
The TEACHER Syllabus
The CLASSROOM Syllabus- external to the learner
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The LEARNER Syllabus -internal syllabus
-The NETWORK of KNOWLEDGE
develops in the learner’s brain
enables the learner to comprehend
and store the later information
It is a RETROSPECTIVE record of what HAS BEEN LEARNT rather than a PROSPECTIVE plan of WHAT WILL BE LEARNT.
(Candlin, 1984)
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Importance of LEARNER SYLLABUS:
It is through this filter of this syllabus that the learner view the
other syllabuses.(IN OTHER WORDS, will have a crucial influence on whether and how future knowledge is learnt.)
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CONCLUSION:There is NOT JUST ONE Syllabus,
but SEVERAL,and the TEACHING-LEARNING
PROCESS involves the INTERACTION of THEM ALL.
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‘I have taught the syllabus.
Therefore the students,have learnt what is in
the syllabus.’