* Chapter 9

Approaches to Curriculum Design

Instructor: Dr. Tahriri

Presenter: Omid Sanaei

Models of Curriculum design Doing curriculum design The process of curriculum design Deciding on an approach

* Outline

In chapter 1, we were introduced to easy to remember three-part diagram known as, Language Curriculum Design model.

*Models of Curriculum Design

The question here is; How adequate is the model?

One way to answer this question is to compare it with other models to see where they overlap and where they don’t.

A comparative analysis of Graves’ model of curriculum design

* Graves’ Model of Curriculum Design

* Murdoch’s Model of Curriculum Design

* Comparative Analysis of Murdoch’s Model of Curriculum Design

Process approachIt means that the curriculum design could begin at any of the following several places. Needs analysis , materials writing , selection of principles, goals.

Some models of curriculum see it occurring in series of steps in a fixed order.

Tessmer and Wedman (1990) describe this view as “waterfall” model

Most curriculum design occurs under constraints that make it almost impossible for a waterfall model to occur.

* Doing the Curriculum Design

What is the start point? (What is already available?)

How will we move through the process of curriculum design as shown in the curriculum design model?

* When applying a model of curriculum design consider the following two main factors:

1.Curriculum designers and teachers can start from nothing and gather and write the material.

2.Curriculum designers and teachers can select the most appropriate material for the course, Such as:

a. Copies of activities prepared by themselves or other teachers.b. Published supplementary materials such as graded readers, grammar activity books, and conversation texts.c. Clippings from newspapers or magazines, recordings from the radio or TV, or photocopied material from texts or course books.

* Starting Point

3. Some curriculum statements and some course books deliberately provide only some of the material needed for a complete course.

4. The teacher chooses a published course book and uses that as the only material or the main material for the course. This starting point is the easiest if a usable course book is available.

much curriculum design begins with the result of someone else’s work.

Advantages: 1. a course would be taught without getting involved in an elaborate poorly informed design process.2. allows for careful work on different aspects of course which deserve attention.3. allows the teacher/curriculum designer to develop designing skills in a safe and gradual way.

Disadvantages/ Dangers1. violation of copyright 2. In process of gradual change and replacement important aspects may be overlooked.

* The Process of Curriculum Designa. A Waterfall model :

The output of one stage becomes the input of the next.

Murdoch (1989) describes a similar sequence, beginning with an analysis of learners’ present proficiency and necessities, and a study of the learners’ reasons for studying English and long-term learning aims (needs analysis). The limitations of the environment are then studied.

b. A focused opportunistic approach: (do-what-you-can-when-you-can)

The reason for taking this approach is time pressure. Teaching most immediately involves format and presentation part of the curriculum design process is typically done first.

Tessmer and Wedman (1990) argued:Working thoroughly on one aspect of curriculum design may result in wasted effort because the findings may not be able to be used in the other less- elaborated parts of the curriculum design process.

c. “Layers of necessity” model:

In this model curriculum design is seen initially as a choice between various layers. Each layer includes the major parts of the design process, But differs in the detail and thoroughness with which each of these parts of curriculum design is carried out.

It is important that the difference between the layers is not seen as a difference between careful work and hasty one.

Firstly, once the level of necessity has been chosen It is best to cover all the steps at that level.

Secondly, at any level all the major parts of the curriculum design process should be touched.

* Some guidelines for using “layer of necessity” model

suggested by Tessmer & Wedman (1990)

Choosing which path to take will depend on the starting point, the time available for course preparation, the availability of needs analysis information, the availability of a usable course book, and the skill of the curriculum designer.

What ever approach is chosen, the advantage of following a systematic approach to curriculum design involving all the parts of the model is that parts of the process are not missed out.

* Deciding on an Approach

The approaches described represent different ways of taking account of constraints upon curriculum design, particularly those of time, skill and the need for flexibility in using courses. It is important to make sure that various parts of curriculum design process are given proper consideration at some point of design activity.

* Conclusion

*Thanks for

YourAttention