1.Mention and explain the ideology of curriculum!

y y y

Curriculum ideologies are defined as beliefs about what schools should teach, for what ends, and for what reasons. All schools have at least one ideology - and usually more than one - that provides direction to their functions. An ideology can be tacit rather than explicit. Ideologies are typically regarded as value-laden commitments, while theories in the social sciences are frequently idealized as merely descriptions of the world rather than an expression of what is to be valued. However, theories can also influence what is to be valued. The most influential ideologies are not those formally acknowledged and publicly articulated, but rather those(such as theories) that are subliminally ingested as a part of general or professional socialization. Thus, understanding the covert ways in which ideologies operate becomes crucial. Ideological positions pertaining to curriculum and to other aspects of education exist in a state of tension or conflict. They are competing on what schools should teach and for what ends in a political marketplace. The ideologies that make a difference for those in school are those that permeate their activities on daily basis - operational ideologies. A written manifesto of educational beliefs that never infuses the day-to-day operations of schools has no practical import for either teachers or students; such beliefs are window dressing.

2. Mention the purposes of aim statement! The purpose of a statement is to create an "instruction" that defines a common or repetitive task, and allows a user to create sequences made up of these common tasks. 3. The scope and sequence for teaching English as a second language has facilitated our ability to meet the diverse and urgent needs for both basic interpersonal communicative language and cognitive academic language skills for our ESL students K-12. It is a framework that provides structure in an organized yet flexible manner. It respects current research on how second languages are acquired and is adaptable to a variety of instructional methods that research has shown to be effective. (Total Physical Response, The Natural Approach, and Holistic Language methods.) It helps us clarify the ESL teacher s role in supporting core-content classroom instruction while maintaining the integrity and identity of the ESL program. It helps us provide continuity and direction as our students progress in English language proficiency. It also helps us establish criteria for evaluating students progress and in identifying entrance and exit proficiencies. 4. Did your class include mostly freshmen or
upperclassmen or was there a mix? Did your class attract mostly majors in your field, or did it include a number of students taking the class out of interest, or to fulfill a requirement? These factors can influence the pattern of evaluations you receive, and should also be used in future course planning. Another factor that can influence evaluations is the percentage of students taking the course for a grade versus for CR/NC. These two groups may have different perspectives on the course.

5. The following characteristics are indicators of the quality of a schoolm or educational

instituation (Morris 1994): 1. There are clearly stated educational goals. 2. There is a well-planned, balanced, and organized program that meets the needs of its students. 3. Systematic and identifiable processes exist for determining educational needs in the school and placing them in order of priority. 4. There is a commitment to learning, and an expectation that students will do well. 5. There is a high degree of staff involvement in developing goals and making decision. 6. There is a motivated and cohesive teaching force with good team spirit. 7. Administrators are concerned with the teachers professional developmentand are able to make the best use of their skills and experience. 8. The schools programs are regulary reviewed and progress toward their goals is evaluated.

6. Roberts (1998, pp. 67-68) suggests that compared to experienced teachers, novice teacher tend

to have the following characteristics: y y y y y y y y y y y y y y novice teachers' perceptions of classroom events are relatively undiscriminating and simpler than those of experienced teachers; they are less able to select which information is salient when planning a lesson; they lack knowledge of what to expect of pupils, what challenges to set and what difficulties to anticipate; they tend to work from the textbook rather than in terms of pupil attainment levels; they lack practical classroom management routines to keep pupils on task; their concern with control makes it difficult for them to focus on pupil learning; they lack an established 'pedagogic content knowledge'; they lack the practical experience from which to construct personal meanings for theoretical or specialized terms; they lack a coherent system of concepts with which to think about teaching; they lack a specialized vocabulary with which to analyze and discuss teaching. Opportunities to develop these skills can be provided in the following ways: observation of experienced teachers observation of training videos short theory courses practice teaching under the supervision of experienced teachers

working with a mentor teacher

7. The Seven Steps to Designing Instructional Materials

1. Prepare a working outline (a syllabus)
It is based on the instructional strategy It is based on measurable, sequenced performance objectives It should be based on the instructional events .. heres cheat sheet for the standard instructional event culminating from your clever instructional strategy, using the Old Ways of Gagne & Briggs (pre constructivist design philosophy): Gain the learners attention Inform the learner of the performance objective Stimulate recall of prerequisite learning Present stimulus material (is this behaviorist enough for yall ;-) Provide learning guidance (in any modality) so learners begin target achievements. Elicit desired performance Provide positive feedback to the learners so they know how well they are obtaining the performance objectives 8. Assess learner achievement (and revisit the instructional design) 9. Enhance retention and transfer so that learners will remember what they learned. (Gagne, Briggs & Wager, 1992). 1. 2. 3. 4. 5. 6. 7.

2. Conduct Research
Identify the materials that are inside the organization and outside it. Identify if you need funding to develop the materials. Sometimes you need to sub contract graphics, video, or educational materials productions. This is particularly the case in distributed learning / training environments. Identify knowledgeable people as to what they are familiar with as learning materials and see if they are open to innovations if you require them (example: role play at a remote site via interactive television instead of role play in a classroom).

Consider that companies believe today that they can cut their training travel costs by 70% if they use distributed training systems and learning content management systems. Ask the knowledgeable people 3 questions: 1. Have you ever seen any procedure manuals, checklists, descriptive booklets or training manuals on this subject? 2. Whom do you know in the organization who is especially knowledgeable about this subject? 3. What department might have needed, in the past, to do special training on the subject?

3. Examining Existing Instructional Materials

Check out your CBT notes to evaluate computer based training materials and designs (yes you will need to evaluate them to see if they could fit your instructional strategy not every training program is built from the ground up, you can use existing materials or chunks if they fit your strategy this saves the client a lot of investment (potentially). Materials that depend on delivery technologies of the day, remember, are very expensive because the technologies get outdated quickly. Expect to make minor revisions

4. Arranging or Modifying Existing Materials

1. Secure copyright 2. Arrange materials for exactly this new training setting

5. Preparing Tailor-Made Instructional Materials

Traditional Components of an ID package
1. 2. 3. 4. Learner guide sheets or directions Instructional materials (books, software) Tests (pretests, post tests, progress tests, on the job performance tests) Instructor directions or guide sheets

Formatting ID Materials
Storyboarding helps you figure out a multimode program and sequence .. (all media and personnel are sketched out).

Formatting Modules, guide sheets or web page design is critical for proper independent learning / training materials. Refer to your EDER 677, 673, 679 classes. Student manuals (online is good, but remember students do not like to have to download them.. and reading online is not some learners favorite mode). Instructor Materials: need to be clear and efficient, always referencing design considerations (goals, sequence, evaluation. Pacing). Lessons are the best way to assure that the instruction can occur on design (but this takes a special instructor to use them in a training session ). Trainer Guides are very effective for group-oriented training. See page 251 for an excellent training guide outline. Tests should be chosen as you chose the instructional strategy to match the learning events and outcomes. Use performance tests for performance or skill training evaluation, use other tests for cognitive knowledge acquisition testing. Remember that formative tests and practice are essential to a good design summative tests only give people an exit grade, doing little to enhance their mastery.

5. Selecting or Preparing Learner Activities

2 types of activates exist: Individual or Group. Almost any type of experience can be transformed into an individual learning activity, if: 1. outcomes are specified in advance 2. outcomes can be compared to pre-established performance objectives 3. the experience meets learner and instructor needs

To do this, decide how much instructor involvement is needed and prepare scaffolding materials too. A learning contract can work well for self-directed learners (Knowles, 1986). The key parts the contract specifies are: 1. the knowledge, skills, attitudes and values to be acquired 2. how these objectives are to be accomplished (your learning resources, strategies and modes are known to the student) 3. the target date (s) for the learner accomplishment 4. specifically, what performance evidence will be offered to demonstrate that the objectives have been achieved? 5. tell the student how this evidence will be judged or evaluated

8. three data before evaluation takes place . First, getting background information about the students ( their age range , proficiency level in English , sex distribution , level of general education , background languages and reasons for studying English ). Second, institutional data which include class size , hours allocated to the study of English, audio visual equipment , preferred dialect of English , institutional or national objectives for English instruction , nature of examinations . Third , course syllabus ( i.e. relative emphasis given to each skill , tasks that each skill needs , emphasis to each language area ( grammar , vocabulary , pronunciation and the use to which language material will be put .) Once this background information is spelled out , Daoud and Celce-Murica recommend that teachers follow three stages : Survey , analysis and judging . In the survey stage , teachers are recommended to find a number of textbooks , and examine their organisation , method of presentation , as well as the range and kind of materials that the book includes . Texts that agree with the preliminary requirements should be set aside for further consideration .
9. 1) Easy-to-use online guides for assessing student learning outcomes and protocols for evaluation of various aspects of language programs; 2) Training for language professionals in pragmatic assessment and program evaluation, ranging from online video clips to intensive workshops; 3) Illustrative case studies of language programs. These tools and training will help programs better focus their energy and efforts on their goals and thereby assist in attracting support.

10. These basic procedures can be used for conducting learner try-outs or field tests. They are divided into
the following three phases: Preparation Implementation Analysis

Preparation
Review instruction - Review the instructional materials to better understand what needs to be measured, and list any specific issues you want to focus on. Customize checklists and interview sheets - We suggest you develop templates for checklists and interview sheets that you can customize to meet the needs of each try-out or field test. Select learners - We recommend 4 - 6 learners for a try-out and 12 - 20 for a field test. Be sure to select learners that represent all facets of the audience. Include, for example, new hires, experienced people, experts, and novices.

Train and rehearse observers and coaches - Coaches and observers should practice completing the checklists and conducting interviews while someone on your staff plays the role of a learner. This rehearsal makes sure the entire team is ready for the first group of sample learners. Develop agenda - Once you have practiced, you can more accurately estimate the time needed for preparing subjects, conducting the test, and collecting data. Design facility layout - Make sure you have enough room and equipment for all participants. Decide where the equipment will go and where observers and coaches will sit. Set up and test facilities - Two days before the test is to begin, we recommend you set up and test all equipment according to the plan.

Implementation
Prepare subjects - All learners are informed of the purpose and their role in the test in which they are about to participate. A pre-test interview may be conducted at this time. Implement preparatory training Many times your prototype for the test is not the first module of the training. You may have to prepare your learners for the module you are testing by giving them any required knowledge or skills. Those who may require preparatory training in order to complete the prototype should receive it at this time. It is also possible that some subjects may have been required to complete some training prior to arriving for the test. Conduct test - All training prototypes are presented to the learners. The coaches are available to help the subjects when they dont know how to proceed. It is important that the coaches dont try to do any teaching. You must allow the learning program to fail in order to know what needs to be fixed. The coaches can help learners get back on track once you have the data you need. Observe and complete checklists - While the test is being conducted, the observers complete the customized checklists and take notes. Conduct interviews - After the test has been completed, the observers conduct interviews according to the customized post-test interview sheets. Copyright 2010 Handshaw, Inc.

Analysis of Results
Compile data - Review all data collected and compile the results. Remember to address all your pre-test issues and questions. Determine needed revisions - You cannot make every change suggested by one or two learners, but you will quickly be able to identify the trends which will point to the needed revisions. In the case of a learner try-out, you will find trends even among a sampling as small as six people. With field tests, it will be even easier to pick up trends with 12 to 20 learners.