Curriculum and Material Development

THE instruct PROCESS The counsel here is on the pedagogy practices that occur within a program, how these plunder be characterized, and how spirit instruction butt joint be carry outd and maintained. a. Teaching Model and Principles This book has emphasized the curriculum as a network of interacting system involving instructor, apprentices, materials, school, administrator, and curriculum planners, and choices ay one level affect early(a) elements in the system. Thus the choice of a subr discoverineicular curriculum school of theory or ideology implies a particular baffle of direction.Roberts (1998, 103) comp argons two inform clay sculptures implicit in many lecture program the operative model and the problem problem-solving model ? Operative is model the instructor is restricted to skirmish the requirements of a centralized system, such as the delivery of a school text as planned, to a set timescale. Such as hold role, limited to that of curriculum transm ission, implies training objectives base of mastery of a set of competencies intract subject by the centralized syllabus. ? Problem solver is model a decentralised curriculum gives instructors greater autonomy in making educational decisions.A change instructor to able to diagnose problems and adapt materials and design original nurture activities. The former can viewed as a teaching model congenial with a mechanistic model of organization design and the latter to the positive model. In language teaching programs, teaching models ar often base on particular methods or approaches. For face The communicative approach the focus of teaching is authentic communication extensive expend is made of meet and group activities that involve negotiation of meaning and reading sharing.Fluency is a priority. The accommodating teaching model students work in cooperative learning situations and are boost to work together on common task and to organize their efforts to complete task. Rewards system in group The work approach In opus telles, student take part in activities that develop their discernment of report as a attend. The whole-language approach Students are taught to read and economise naturally, with a focus on real communication, authentic texts and reading and writing for pleasure.Rather than drawing approach or method, the teaching model in a program in a program may be based on a coherent set of participles that reflect how teaching and learning should be approached. This is the teaching philosophy of the program and serves as the basis for decisions approximately schoolroom methodology. Articulating a teaching philosophy in this way can athletic supporter clarify decision relating to choice of classroom activities, materials, and teacher evaluation.In the subject 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 accepted as g ivens teachers are expected to be acquainted(predicate) with them and to put the principles into practice. instructor teaching in different shipway. Even thought two teachers work toward identical goals they may choose different ways of getting there. teachers select to teaching their sustain personal beliefs and principles and these help to card 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 vocabulary or meaning alter the scholarly persons to use the language address learners mental- work ating capacities make the new language familiar and manageable monitor learner progress and provide feedback facilitate learner responsibility manage the lesson and the group b. Maintaining Good Teaching Quality teaching cant simply be aimd to happen.It results from an active, ongoing effo rt on the part of teachers and administrators to ensure that favorable teaching practices are being maintained. This involved the creation of dish outd commitment to quality teaching and the selection of appropriate measures to bring it slightly. The succeeding(a) are strategies that address this issue. 1. Monitoring Information needs to be collected regularly on all persuasions of the program to disclose out how teacher are teaching the course, what is working thoroughly or proving uncontrollable and what issues teachers need to resolve.Monitoring can take place through formal and snug mechanism such as group meetings, written reports, classroom visit, and students evaluations. 2. Observation Regular observation of teachers by other teachers or supervisory programs can provide positive feedback on teaching as well as help identify areas that great power need attention. Observation may, exclusively need non, involve evaluation. Peer observation can to a fault be used to enable teachers to share approaches and teaching strategies. This might embarrass information on how students complete a learning activity or the fount and frequency or questions the teacher uses.Teacher can also make use of self observation to see what it tells them about their teaching. 3. Identification and resolution of problems well-timed identification of problems in a program is essential to ensure that low-pitched 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 timely resolutions. 4. share planning Teachers often work in isolation and do not always have the opportunities to benefit from the collective expertise of their colleagues.One way to void this is to build on opportunities for collaborative planning, as when teachers work together in pairs or groups on course planning, material development and lesson planning. During the process of planning, strength problems can often be identified and resolved. 5. Documentation and sharing of good practices A great deal of excellent teaching goes on in schools, but much of it is go to sleepn only to individual teachers or supervisors. Teachers should be encouraged to report on their positive teaching experiences.For example, teacher might write short case accounts of a winnerful 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-recorded to provide input to workshops or teaching-training sessions. Meetings or mini-conferences can be arranged in which teachers report on classroom innovations or other activities they wish to share with colleagues. 6. Self- line of business 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 commitment to qua lity and to long-term goals and professional development. A self-study should be undertaken every triplet to five years 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 program seeks to provide quality teaching, it is essential that teachers performance be regularly reviewed. An approximation system may have several different purposes To reward teachers for good performance To help identify needs for further training To reinforce the need for continual staff de velopment To help improve teaching To provide a basis contract renewal and promotion To demonstrate an interest in teachers performance and development The purpose of the estimate will determine the fictional character of estimation that is carried out. 1. Developing the appraisal system An appraisal system is apt(predicate) to have greater credibility if it reconciles both teachers and administrators views. It should therefore be produced collaboratively and represent all point of view. However, any appraisal system needs to pick out that there is no single correct way conduct of teaching. Teacher have different styles of teaching, and two teachers may conduct their classes very other than yet 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 app roaches are used. Criteria are frequently established on an institutional basis, drawing on general principles for teacher effectiveness and factors 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 side of meat teacher, and organized agree to three areas. .The focus of appraisal Although appraisal usually involves observation of a teacher teaching one or more(prenominal) classes, the focus of appraisal may include a number of other aspects of a teachers work, such as a. Lesson plans b. Teacher-made classroom materials c. Course outlines and handouts d. Class assignments e. intricacy 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 pre fer appraisal to be carried by someone other than a supervisor.The presence of a supervisor in the classroom may preclude the teacher from performing to his or her best. In addition, if the supervisor is largely an administrator rather than a classroom teacher, he or she may not have a good accord of the classroom situation, resulting in misperceptions about different aspect of the lesson. In order to provide some union to appraisals, checklists are often used. Appraisal by a colleague friction match 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 by chance be able to suggest 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 pastiche of forms o Lesson reports The teacher may use structured descriptions of a lesson element an evaluation of each component. Teaching journal 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 save 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 detect 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 intent to which they are able to do so depends on the type of feedback legal instrument they are given.Although students often critical, they usually have a good gumption of whether a teacher prepares his or her lesson, teacher pertinent 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 t eaching. The extent to which teaching achieves its goals will also symbiotic 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 primal 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 learning they will be encouraged to take. b. View 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) institute that teacher rates the usefulness of ommunicative activities highly, whereas their learners tended to favor more traditional activities such as grammar exercises, copying written material, memorizing, and drill work. Course may assume a variety of different learner roles, such as jitney of his or her own learning Independent learner Need analyst Collaborator and team member Peer tutor c. Learning modal value Learning styles may be an important 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, victorious in pairs, learning through the use of cassettes, and going on excursions analytical learners These learners care studying grammar, studying English books, studying alone, finding their own mistakes, having problems to work on, and learning through reading newspapers Communicative learnersThis group liked to learn by observing and listening to native speakers, taking to friends in English, watching TV in English, learning English words by hearing them and learning by conversations Authority-oriented learners These students liked the teacher to explain everyt hing, writing everything in a notebook, having their own textbook, learning to read, studying grammar, and learning English words by seeing them d. Motivation Beside of learning style, motivations also important to find out what the learners motivations are for taking the course. e. stomach 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 faster or slower learners.CONCLUSION In this paper we are discussed about providing for effective teaching which have four factors, which are ? Institutional factors Institutional factor has correlation coefficient about the institution organizational, institutional quality, good internal communication in the midst of administrator and the teacher also professional teacher and opportunities for developing teachers ability. ? Teacher factors Teacher factor discuss about teacher skill and qualification, the aspect for documentation 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 victuals when found the error 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 support to the pupils REFERENCE Jack C. Richards. 2001. Curriculum Development in nomenclature Teaching. Cambridge University Press