CONSIDERATIONS IN DESIGNING CURRICULUM

L E C T U R E R : Y E E B E E C H O O

I P G K T H O

Topic 4 TSL 3143

Needs Analysis

Target Group

Aims and

Objectives

Content

Learning Theories,

Approaches and Methods

Personnel Material Selection

Monitoring and Support

Assessment and

Evaluation

Constraints

CONSIDERATIONS

Target group needs analysis on their aims and objectives of content with learning theories, approaches and methods. The personnel also needs material selection, assessment and evaluation to monitor and support but there are constraints.

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CONSIDERATIONS

CONSIDERATIONS• A curriculum is more than putting

together a set of academically required subjects.

• Several things must be considered, such as the learning needs of students; the consensus of teachers and administrators; the expectations of the community; and current breakthroughs in academic fields.

1. TARGET GROUP

Individual

NeedsAbilities Interest

s Potenti

als Multiple Intelligenc

es

Various Learning Styles

or Learnin

g Modes

2. NEEDS ANALYSIS• According to Iwai et al. (1999), the term needs

analysis generally refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students.

• The curriculum designers must be aware of the learners’ strengths and weaknesses.

• It examines what learners already know and what they need to know (Nation & Macalister, 2010).

• Many scholars indicate that knowing about learners’ needs such as “their learning objectives, language attitudes, expectations from the course” are necessary in order to design an efficient curriculum (Brindley, 1984; Nunan, 1988, Xenodohids, 2002, et Kayi, 2008).

2. NEEDS ANALYSISSteps of a needs analysis plan include:1. Write objectives: What is it that you want to

learn from the needs analysis?2. Select audience: Who is the target audience?

Whose needs are you measuring, and to whom will you give the required information?

3. Collect data: How will you collect data that will tell you what you need to know? Will you collect data directly from the target audience or indirectly?

4. Select audience sample: How will you select a sample of respondents who represent the target audience?

2. NEEDS ANALYSISSteps of a needs analysis plan include:5. Choose an instrument: What instrument and

techniques will you use to collect data?6. Analyse data: How will you do with information that you gain?7. Follow up: What will you do with information that you gain?8. Make decision: What kind of decision is to be

made from the information gained?

2. NEEDS ANALYSISNeeds analysis is important to the development of a new programme:

• The outcome of a needs analysis should be a list of goals and objectives which is important to determine the direction and target of the programme. For example, before setting up a remedial programme in school, the teacher should analyse the results from the summative evaluation of students’ performance.

• The findings of the needs analysis will serve as the basis for developing tests, materials, teaching activities, evaluation strategies. For example, students are weak in grammar, so the teacher needs to prepare more materials and suitable tasks to address the problem identified.

2. NEEDS ANALYSISNeeds analysis is important to the development of a new programme:

• Re-evaluating the precision accuracy of the original needs analysis is important because the feedback helps to realign or improve existing practice in developing curriculum. For example, before starting on a new programme, the teacher should reflect on the shortcomings of past practices so that those shortcomings can be overcome.

3. AIMS AND OBJECTIVES• The aims of curriculum are the

reasons for undertaking the learning ‘journey’

• Aims and Learning Objectives – •Aims are broad and all encompassing•Objective/learning outcomes are specific, behavioural, student- focussed

IPGM EDUCATION

Leading the Teacher Education Excellence

Vision To prepare world class teachers who are competent and passionate through dynamic teacher development program

Mission

(Ministry of Education, p.131, 2012)

TESL TEACHER EDUCATION CURRICULUM (PISMP)

To produce beginning teachers who have knowledge, skills and

values.

Develop the knowledge and skills of teachers in line with the

National Philosophy of Education and the National Education Policy

towards the realisation of Education Blueprint.

AIM

4. CONTENT

Relevant Appropriate

Up-do-date

Valid Feasibility

5. LEARNING THEORIES, APPROACHES AND METHODS

• Academic subject designs• Discipline designs• Broad field designs• Correlation designs• Process designs

Subject-centered Designs

• child-centered• Romantic/Radical Designs• Humanistic designs

Learner-centered Designs

• life-situation designs• Core designs• Social problem designs

Problem-centered Designs

6. PERSONNEL• Curriculum planners• Teachers • Technical staff• Administrative staff

7. MATERIAL SELECTION• Equipment including IT and AV equipment, models

and simulators, laboratory and clinical equipment, whiteboards, flip charts.

• Finances - the course will require adequate funding to sustain its activities.

• Books, journals and multimedia resources – lists of core textbooks for each part of the course and other resources including reference texts These should be supported by other resources such as journals (printed and online) and multimedia packages. The library will be the main support structure for these resources but additional resources may also be delivered through an Intranet or via departmental ‘libraries’.

• Teaching rooms, office space, social and study space • Requirements for supervision and delivery of

practical teaching (practicum) – availability of schools, mentors, supervisors.

8. ASSESSMENT AND EVALUATION• In designing the assessment methods that

measure students’ performance, the starting point should always be the stated learning outcomes.

• Assessments must check that students have achieved the learning outcomes in various contexts and thus that the content has been covered.

• Evaluation is a system of feedback, providing information to planners, teachers/trainers, students, parents and decision-makers.

• Evaluation is a process involving ongoing activities aimed at gathering timely information about the quality of a programme.

9. MONITORING AND SUPPORT• Student recruitment and selection processes. • Teaching staff • Training needs for teachers• The teaching and learning process • Assessment • Regulations and procedures • Availability of recommended books and journals

and other teaching materials• Access to the library and other resources • Performance standards

10. CONSTRAINTS• Technological: ICT, lab, LCD, etc.• Timing: Implementation,

Readiness• Duration: Length – lectures, • Co-curriculum, practicum,

internship, etc

CONCLUSION• Designing a curriculum involves

the interaction of several participants, reaching beyond the academic wall to impact the entire community.

• Without an effective curriculum, students would not be able to understand or meet the challenges of society.

• A curriculum prepares an individual with the knowledge to be successful, confident and responsible citizen.

TUTORIAL 4Task 1• Conduct a background research on

the current Malaysian curriculum and English Language syllabus.

• Based on your research, discuss the influencing factors that shaped the curriculum.

Task 2• Read the following chapters from

Ornstein and Hunkins (2014):Chapter 7 Curriculum Development (pg 181 – 220)

• Based on your readings, find the answers for the focusing questions in the beginning of the chapter. Present your answers in class.

TUTORIAL 4