Curriculum Ideologies
This curriculum ideology believes that the source of knowledge is objective reality as interpreted by academic disciplines.
Scholar Academic
This ESOL movement developed after educators came to the realization that immigrants had distinct motivations for learning English, thus requiring a systemic analysis of their needs in order to provide appropriate instruction.
English for Specific Purposes (ESP)
We obtain information about our students and their situation using this, which later informs the formulation of goals and objectives for a course or curriculum.
Needs Analysis
A description of a course and the reason for its existence is called this:
Course rationale
The four factors to take into consideration for effective teaching are institutional, teacher, teaching and ________.
Learner
This curriculum ideology believes that the nature of knowledge is personal meanings.
Learner Centered
These 3 considerations help comprise a needs analysis.
Necessities, Lacks and Wants
Goals can be considered a description of the general purpose of a curriculum and are also known as:
Aims
We refer to the order in which the course content is presented as this:
Sequence
The organizational culture of an institution generally uses a combination of two types of management models: mechanistic and _________.
Organic
This curriculum ideology believes that the truth of knowledge is verified by individuals’ beliefs in its ability to improve society.
Social Reconstruction
A situational factor of an educational context that informs the decisions we make in the process of curriculum design is also known as:
Constraint
Objectives describe specific learning ____________.
Outcomes
These describe the level at which a program will start and the level that students are expected to have at the end of a course.
Entry and Exit Levels
This teaching model is one of the most commonly utilized approaches to ESOL and has the aim of improving peoples’ ability to interact in the target language.
Communicative Language Teaching (CLT)
This curriculum ideology believes that knowledge gives the ability to do and perform tasks.
Social Efficiency
This qualitative instrument of data collection provides very detailed information of an individual but is difficult to administer to many people due to the time it takes to perform.
Interview
We use this modal verb in aim statements to describe the intended learning results.
Will
The breadth and depth, or range and extent, of a course describe this, which is what the course envisions.
Scope
When we describe teachers’ skills we can look at two categories: Level of training and amount of _________.
Experience
Curriculum ideologies provide justifications for the decisions made when designing curriculum, in addition to serving as a reference for these kind of judgements.
Value
Previously carried out before, this kind of research helps guide us when we design needs analysis, especially when researching specific contexts and groups of learners.
Case studies
A good aim statement describes changes in learners that are:
Observable / Measurable / Obtainable / Precise / Consistent with the curriculum aim
Selection of course materials occurs at the same time as planning a syllabus because the scope and sequence will directly affect the syllabus ___________, also referred to as the structure of a course.
Framework
Nunan described these, some of which are described as being concrete, communicative, analytic or authority-oriented.
Learning Styles