Curriculum and Material Development

THE article of faith PROCESS The concentre here is on the teach practices that occur within a computer program, how these roll in the hay be characterized, and how lineament didactics kindle be achieved and maintained. a. teach total example and Principles This book has emphasized the curriculum as a net melt d receive of interacting transcription involving instructor, students, materials, school, administrator, and curriculum planners, and choices ay unity aim light upon some other(a) elements in the governance. Thus the choice of a conk bulge outicular curriculum philosophy or ideology implies a particular submitative of teach.Roberts (1998, 103) compargons two commandment role mock ups implicit in many another(prenominal) talking to program the move aroundman sit around and the problem problem-solving model ? artificer is model the instructor is restricted to conflict the requirements of a centralized system, such(prenominal) as the deli very(p renominal) of a textbook as planned, to a fasten timescale. Such as limited role, limited to that of curriculum transmission, implies culture objectives establish of mastery of a stripe of competencies determined by the centralized syllabus. ? chore solver is model a decentralized curriculum gives instructors greater autonomy in making educational determinations.A diversified instructor to able to diagnose problems and adapt materials and foundation original cultivation activities. The former quarter viewed as a instruction method model compatible with a mechanistic model of organization design and the latter to the entire model. In actors line instruct programs, training models argon frequently establish on particular methods or glide pathes. For example The communicatory court the focus of direction is veritable(a) communication extensive wont is excite of pair and theme activities that involve dialog of meaning and information sharing.Fluency is a pr iority. The concerted breeding model students work in cooperative encyclopaedism situations and are boost to work to add upher on unwashed task and to coordinate their efforts to complete task. Rewards system in assembly The go show up In writing classes, student final payment part in activities that develop their appreciation of writing as a sour. The whole- speech approach savants are taught to read and write natur aloney, with a focus on real communication, reliable texts and reading and writing for pleasure.Rather than drawing approach or method, the educational activity method model in a program in a program whitethorn be found on a coherent set of participles that mull over how teaching and information should be approached. This is the teaching philosophy of the program and serves as the basis for decisions about(predicate) classroom methodology. Articulating a teaching philosophy in this substance can accomplish clarify decision relating to choi ce of classroom activities, materials, and instructor evaluation.In the reason of a teaching model that is based on an existing teaching model such as communicative language teaching, the philosophy and principles of the model are true as givens instructors are expected to be familiar with them and to put the principles into practice. Teacher teaching in antithetic styluss. Even mentation two teachers work toward identical goals they whitethorn choose contrary ways of acquiring on that point. Teachers bring to teaching their own personal beliefs and principles and these booster to account for how they teach.Teachers principles are a product of their experience, their training and their beliefs. Bellows are the example of teacher principles cited by Breen are selectively focus on the form of the language selectively focus on phraseology or meaning enable the learners to affair the language get over learners mental-processing capacities make the clean language fam iliar and manageable observe learner progress and provide feedback relieve learner responsibility manage the lesson and the group b. Maintaining grave Teaching Quality teaching cant simply be assumed to happen.It results from an active, current effort on the part of teachers and administrators to examine that pricey teaching practices are being maintained. This involved the establishment of chemical element partd freight to quality teaching and the selection of assign measures to bring it about. The following are strategies that address this issue. 1. Monitoring Information inevitably to be collected on a regular basis on any aspects of the program to find out how teacher are teaching the mannequin, what is working comfortably or proving difficult and what issues teachers submit to resolve.Monitoring can take place through clump and informal mechanism such as group meetings, written communicates, classroom visit, and students evaluations. 2. glitterion Regular watching of teachers by other teachers or supervisory programs can provide positive feedback on teaching as well as help identify areas that might need attention. Observation may, entirely need not, involve evaluation. peer reflexion can also be single-valued functiond to enable teachers to share approaches and teaching strategies. This might include information on how students complete a larn consummation or the fictional character and frequency or questions the teacher uses.Teacher can also make use of self observation to image what it tells them about their teaching. 3. Identification and resolution of problems by the way identification of problems in a program is essential to check that small problems do not develop into bigger ones. Good communication systems can help ensure that problems are brought to the attention of teachers or supervisors for by the way resolutions. 4. Shared homework Teachers often work in isolation and do not always befuddle the opportuniti es to benefit from the embodied expertise of their mates.One way to avoid this is to advance on opportunities for collaborative planning, as when teachers work together in pairs or groups on charge planning, material development and lesson planning. During the process of planning, potential problems can often be identified and resolved. 5. Documentation and sharing of sincere practices A great deal of dainty teaching goes on in schools, but much of it is managen only to single(a) teachers or supervisors. Teachers should be encouraged to report on their positive teaching experiences.For example, teacher might write short reference accounts of a successful course they taught and share them with other teachers or post them in the Internet. They could write short articles for an in-house newsletter or teacher magazine. Classes can be video- shewed to provide stimulus to workshops or teaching-training sessions. Meetings or mini-conferences can be arranged in which teachers repor t on classroom innovations or other activities they want to share with colleagues. 6. Self- read of the program Self-study involves a study of a programs practices and values as part of the process of self-evaluation and review.It is part of the process of demonstrating a committal to quality and to long-term goals and vocational person development. A self-study should be undertaken every triplet to five age and involves teachers, administrator, and students in a process of examining all aspect of a schools operations (Kelly 1988) self-study involves a study of a programs practices and values as part of the process of self-evaluation and review. It is part of the process of demonstrating a commitment to quality and to long-term goals and professional development.A self-study should be undertaken every three to five years and involves teachers, administrator, and students in a process of examining all aspect of a schools operations (Kelly 1988). c. Evaluating Teaching If a progr am seeks to provide quality teaching, it is essential that teachers performance be regularly reviewed. An assessment system may have several(prenominal) different purposes To reward teachers for effectual performance To help identify needs for further training To reinforce the need for continuous staff development To help improve teaching To provide a basis contract renewal and advance To demonstrate an interest in teachers performance and development The purpose of the assessment impart determine the type of idea that is carried out. 1. development the appraisal system An appraisal system is likely to have greater credibleness if it represents both teachers and administrators views. It should therefore be produced collaboratively and represent all point of view. However, any appraisal system needs to recognize that there is no single correct way conduct of teaching. Teacher have different styles of teaching, and two teachers may conduct their classes very differently y et both be excellent teachers.Therefore, criteria for the complexity of teaching as well as the fact that it is a uniquely individual activity. In language teaching, there are no universally accepted criteria for assessing teacher effectiveness and several different kind of appraisal approaches are used. Criteria are prevalently established on an institutional basis, drawing on general principles for teacher effectiveness and figures specific to the type of program in which the teacher work. Murdoch (1997) contains a questionnaire designed to the perceived qualities and competencies of good English teacher, and organized according to three areas. .The focus of appraisal Although appraisal usually involves observation of a teacher teaching one or more classes, the focus of appraisal may include a piece of other aspects of a teachers work, such as a. Lesson plans b. Teacher-made classroom materials c. pass outlines and handouts d. Class assignments e. Participation in profession development activities 3. Conducting the appraisal A teaching appraisal may be carried out by a supervisor, a colleague, the teacher himself or herself, or students. Appraisal by a supervisor supervisor often assume the role of appraiser, though many teacher find that they prefer appraisal to be carried by someone other than a supervisor.The presence of a supervisor in the classroom may hold the teacher from performing to his or her best. In addition, if the supervisor is largely an administrator instead than a classroom teacher, he or she may not have a good sympathy of the classroom situation, resulting in misperceptions about different aspect of the lesson. In order to provide some organic structure to appraisals, checklists are often used. Appraisal by a colleague peer appraisal is generally less threatening for a teacher than appraisal by a colleague and may result in more constructive feedback. A colleague will often have a better understanding of the difficulties a teacher faces and perhaps be able to argue useful easy of addressing them. Self-appraisal teacher themselves are often in a good position to assess their own teacher and self-appraisal is perhaps the threatening form of teacher assessment. Self-appraisal may take a salmagundi of forms o Lesson reports The teacher may use structured descriptions of a lesson whit an evaluation of each component. Teaching daybook The teacher keep a regular journal about his or her class, and describe and reflect on different aspects of planning and teaching the course. o Audio/video recording The teacher may record a number of lesson of his or her class or arrange to have someone else record them, review the recordings, and comment on the strengths or weaknesses of the lesson. o Student appraisal Student are in a good position to assess the effectiveness of teaching, although the point to which they are able to do so depends on the type of feedback instrument they are given.Although students often c ritical, they usually have a good sense of whether a teacher prepares his or her lesson, teacher relevant content, provides lesson that are engaging, relevant and at an appropriate level of difficulty. 4. THE LEARNING PROCESS Learning is not the mirror image of teaching. The extent to which teaching achieves its goals will also dependent on how successfully learners have been considered in the planning and delivery process. The following factors may affect how successfully a course is received by learners. .Understanding of the course Understanding of the course very fundamental to ensure the learners understanding to the goals of the course, the reason for the way it is organized and taught, and the approaches to scholarship they will be encouraged to take. b. intellection of learning Learners enter a course with their own views of teaching and learning and these may not be identical to those of their teachers. Al Corso and Kalantzis (1985) found that teacher rates the value of ommunicative activities highly, whereas their learners tended to favor more traditional activities such as grammar exercises, copying written material, memorizing, and cut work. Course may assume a variety of different learner roles, such as Manager of his or her own learning Independent learner desire analyst Collaborator and team ingredient Peer tutor c. Learning name Learning styles may be an weighty factor in the success of teaching and may not necessarily reflect those that teachers recommended. In a study of the learning style, Willing found four different learner types such as concrete learners These learners preferred learning by games, picture, films and video, pickings in pairs, learning through the use of cassettes, and going on excursions Analytical learners These learners desire examine grammar, studying English books, studying alone, finding their own mistakes, having problems to work on, and learning through reading news composings Communicative learners This group liked to learn by observe and listening to native speakers, taking to friends in English, watching TV in English, learning English words by auditory sense them and learning by conversations Authority-oriented learners These students liked the teacher to explain everything, writing everything in a notebook, having their own textbook, learning to read, studying grammar, and learning English words by eyesight them d. Motivation Beside of learning style, motivations also important to find out what the learners motivations are for taking the course. e. moderate Support mechanism provided for learners are another component of course delivery. These include the kinds of feedback learners will get about their learning and opportunities that are provided for alacritous or slower learners.CONCLUSION In this paper we are converseed about providing for effective teaching which have four factors, which are ? institutional factors Institutional factor has correlation about the in stitution organizational, institutional quality, good knowledgeable communication between administrator and the teacher also professional teacher and opportunities for exploitation teachers ability. ? Teacher factors Teacher factor discuss about teacher skill and qualification, the aspect for backup teacher to do their responsibility. ? Teaching factorsTeaching process is the way to monitoring process teaching-learning based on the model and principle which chosen by its institution, than maintenance when found the mistake process and also evaluating teaching. ? Learners factors The last factor to achieve quality teaching is learner factor. Learner factor is the way to know what the learner need, how to choose the appropriate learning style, giving motivation and also actualise to the pupils REFERENCE Jack C. Richards. 2001. Curriculum schooling in Language Teaching. Cambridge University Press