curiculum, syllabus, and lesson plan.pptx

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Curriculum, Syllabus, and Lesson Plan
Near East University
Ali Darabi

AGENDA
- Intro
- Curriculum & Syllabus: Key Consideration
- Knowing your curriculum
- Knowing your Syllabus
- Lesson Planning
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CURRICULUM & SYLLABUS: KEY
CONSIDERATION
Curriculum is a very general concept which involves
considerations of the whole complex of
philosophical social and administrative factors
which contribute to the planning of an educational
programme
.
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CURRICULUM & SYLLABUS CONT
Curricula are concerned with making general
statements about language learning, learning
purpose and experience, evaluation and the
relationship between teachers and learners{they
also include} banks of learning items and
suggestions about how these might be used in
class”. Nunan, 1988, p. 3
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Syllabus provides direction and guidance in the
scope, sequence, and pacing of classroom
activities. Omaggio, 1986,p.410
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“Syllabus is an inventory of objectives the teacher
should master…in a recommended sequence”
Celce-Murcia,2001, p.9
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Syllabus is “ a more detailed and operational
statement of teaching and learning elements
which translates the philosophy of the
curriculum into a series of planned steps leading
towards more narrowly defined objectives at
each level
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Curriculum covers all the attributes and
arrangements made by the institutions
throughout the academic year to facilitate the
learners and instructors, whereas syllabus is
limited to a particular subject of a particular
class”
Chavas & Hernandez,2013,p. 67
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Curriculum Syllabus
Philosophy
Principles
Goals of Education and
School
Courses
Aims
Contents
Methodology
Materials & Resources
Assessment

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School
Curriculum
Lesson
Plan
National
Standards

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Syllabus
-Structural
-Situational
-Notional
-Topical
-Functional
-Skills-based
-Task-based

LESSON PLAN
A Lessson is “ a unified set of adjectives that cover
a period of time{that} represent steps along a
curriculum” Brown 2000,p.149
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LESSON PLAN
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A Lesson Plan, is a “ combination guide,
resource, and historical document reflecting our
philosophy, student population, textbooks, and
most importantly, our goals for our students”.
Jenson 2001,p.403

LESSON PLAN
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A Lesson Plan is “a written description of how
students will move toward attending specific
objectives. It describes the teaching nbehavior
that will result in learning”. Farrel, 2002, p.30

LESSON PLAN
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A lesson plan is the instructor’s road map of what
students need to learn and how it will be done
effectively during the class time. Then, you can design
appropriate learning activities and develop strategies
to obtain feedback on student learning. Having a
carefully constructed lesson plan for each 3-hour
lesson allows you to enter the classroom with more
confidence and maximizes your chance of having a
meaningful learning experience with your students.

LESSON PLAN
A successful lesson plan addresses and integrates
three key components:
-Learning Objectives-
-Learning activities
-Assessment to check for student understanding
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LESSON PLAN
A lesson plan provides you with a general
outline of your teaching goals, learning
objectives, and means to accomplish them, and
is by no means exhaustive. A productive lesson
is not one in which everything goes exactly as
planned, but one in which both students and
instructor learn from each other.
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BEFORE CLASS:
6 STEPS FOR PREPARING A LESSON PLAN
1. IDENTIFY THE LEARNING OBJECTIVES
Before you plan your lesson, you will first need to
identify the learning objectives for the lesson. A learning
objective describes what the learner will know or be able
to do after the learning experience rather than what the
learner will be exposed to during the instruction (i.e.
topics). Typically, it is written in a language that is easily
understood by students and clearly related to the
program learning outcomes.
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CHARACTERISTICS OF CLEAR LEARNING
OBJECTIVES
:
Characteristic Description
Clearly stated tasks Free from jargon and complex vocabulary; describe specific
and achievable tasks (such as ‘describe’, ‘analyse’ or
‘evaluate’) NOT vague tasks (like ‘appreciate’, ‘understand’
or ‘explore’).
Important learning goals Describe the essential (rather than trivial) learning in the
course which a student must achieve.
Achievable Can be achieved within the given period and sufficient
resources are available.
Demonstrable and measurable Can be demonstrated in a tangible way; are assessable;
achievement and quality of achievement can be observed.
Fair and equitable All students, including those with disabilities or constraints,
have a fair chance of achieving them.
Linked to course and program
objectives
Consider the broader goals - i.e. course, program and
institutional goals.
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2
.
PLAN THE SPECIFIC LEARNING
ACTIVITIES
When planning learning activities you should consider
the types of activities students will need to engage in,
in order to develop the skills and knowledge required
to demonstrate effective learning in the course.
Learning activities should be directly related to the
learning objectives of the course, and provide
experiences that will enable students to engage in,
practice, and gain feedback on specific progress
towards those objectives.
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As you plan your learning activities, estimate how much
time you will spend on each. Build in time for
extended explanation or discussion, but also be
prepared to move on quickly to different applications
or problems, and to identify strategies that check for
understanding. Some questions to think about as you
design the learning activities you will use are
:
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PLAN THE SPECIFIC CONT

PLAN THE SPECIFIC CONT
What will I do to explain the topic? What will I do to
illustrate the topic in a different way
?
How can I engage students in the topic? What are some
relevant real-life examples, analogies, or situations that can
help students understand the topic? What will students need
to do to help them understand the topic better?
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3
.
PLAN TO ASSESS STUDENT
UNDERSTANDING
Assessments (e.g., tests, papers, problem sets, performances)
provide opportunities for students to demonstrate and practice
the knowledge and skills articulated in the learning objectives,
and for instructors to offer targeted feedback that can guide
further learning.
Planning for assessment allows you to find out whether your
students are learning.
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PLAN TO ASSESS STUDENT CONT
The number and type of assessment tasks that will best
enable students to demonstrate learning objectives
for the lesson.
Examples of different assessments
Formative and/or summative
The criteria and standards that will be used to make
assessment judgements.
Rubrics
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Student roles in the assessment process
 Self-assessment
 Peer assessment
The weighting of individual assessment tasks and the method by which
individual task judgements will be combined into a final grade for the
course.
 Information about how various tasks are to be weighted and combined into an
overall grade must be provided to students.
The provision of feedback
 Giving feedback to students on how to improve their learning, as well as
giving feedback to instructors how to refine their teaching.
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PLAN TO ASSESS CONT

4
.
PLAN TO SEQUENCE THE LESSON IN AN
ENGAGING AND MEANINGFUL MANNER
Robert Gagne proposed a nine-step process called the
events of instruction, which is useful for planning the
sequence of your lesson. Using Gagne’s 9 events in
conjunction with Bloom’s Revised Taxonomy of
Educational Objectives aids in designing engaging and
meaningful instruction.
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EVENTS OF INSTRUCTION(SEQUENCE)
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CONT
1.Gain attention: Obtain students’ attention so that they will
watch and listen while the instructor presents the learning
content.
Present a story or a problem to be solved.
Utilize ice breaker activities, current news and events, case
studies, YouTube videos, and so on. The objective is to quickly
grab student attention and interest in the topic.
Utilize technologies such as clickers, and surveys to ask leading
questions prior to lecture, survey opinion, or gain a response to
a controversial question.
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CONT
2. Inform learner of the objectives: Allow students to
organize their thoughts regarding what they are about to
see, hear, and/or do.
Include learning objectives in lecture slides, the syllabus,
and in instructions for activities, projects and papers.
Describe required performance.
Describe criteria for standard performance.
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CONT
3. Present new content: Utilise a variety of methods
including lecture, readings, activities, projects,
multimedia, and others.
Sequence and chunk the information to avoid cognitive
overload.
Blend the information to aid in information recall.
Bloom's Revised Taxonomy can be used to help sequence
the lesson by helping you chunk them into levels of
difficulty.
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CONT
4. Provide guidance: Advise students of strategies to aid them in
learning content and of resources available. With learning guidance,
the rate of learning increases because students are less likely to lose
time or become frustrated by basing performance on incorrect facts
or poorly understood concepts.
 Provide instructional support as needed – as scaffolds (cues, hints,
prompts) which can be removed after the student learns the task or
content.
 Model varied learning strategies – mnemonics, concept mapping, role
playing, visualizing.
 Use examples and non-examples.
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CONT
5. Practice: Allow students to apply knowledge and skills learned.
 Allow students to apply knowledge in group or individual
activities.
 Ask deep-learning questions, make reference to what students
already know or have students collaborate with their peers.
 Ask students to recite, revisit, or reiterate information they have
learned.
 Facilitate student elaborations – ask students to elaborate or
explain details and provide more complexity to their responses.
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CONT
6. Stimulate recall of prior knowledge:
Help students make sense of new information by relating
it to something they already know or something they have
already experienced.
Recall events from previous lecture, integrate results of
activities into the current topic, and/or relate previous
information to the current topic.
Ask students about their understanding of previous
concepts.
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CONT
7. Provide feedback: Provide immediate feedback of
students’ performance to assess and facilitate learning.
Consider using group / class level feedback (highlighting
common errors, give examples or models of target
performance, show students what you do not want).
Consider implementing peer feedback.
Require students to specify how they used feedback in
subsequent works.
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CONT
8.Assess performance: To evaluate the effectiveness of the
instructional events, test to see if the expected learning
outcomes have been achieved. Performance should be
based on previously stated objectives.
Utilise a variety of assessment methods including
exams/quizzes, written assignments, projects, and so on.
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CONT
9. Enhance retention and transfer: Allow students to
apply information to personal contexts. This increases
retention by personalising information.
Provide opportunities for students to relate course work to
their personal experiences.
Provide additional practice.
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5
.
CREATE A REALISTIC TIMELINE
A list of ten learning objectives is not realistic, so narrow
down your list to the two or three key concepts, ideas, or
skills you want students to learn in the lesson. Your list of
prioritized learning objectives will help you make decisions
on the spot and adjust your lesson plan as needed. Here are
some strategies for creating a realistic timeline:
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CREATE A REALISTIC CONT
-Estimate how much time each of the activities will take, then plan
some extra time for each.
-When you prepare your lesson plan, next to each activity indicate how
much time you expect it will take.
-Plan a few minutes at the end of class to answer any remaining
questions and to sum up key points.
-Plan an extra activity or discussion question in case you have time
left.
-Be flexible – be ready to adjust your lesson plan to students’ needs
and focus on what seems to be more productive rather than sticking
to your original plan.
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6
.
PLAN FOR A LESSON CLOSURE
Lesson closure provides an opportunity to solidify student learning.
Lesson closure is useful for both instructors and students.
You can use closure to:
Check for student understanding and inform subsequent instruction
(adjust your teaching accordingly)
Emphasize key information
Tie up loose ends
Correct students’ misunderstandings
Preview upcoming topics
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DURING THE CLASS: PRESENTING YOUR
LESSON PLAN
Letting your students know what they will be learning
and doing in class will help keep them more engaged
and on track. Providing a meaningful organisation of the
class time can help students not only remember better,
but also follow your presentation and understand the
rationale behind the planned learning activities. You can
share your lesson plan by writing a brief agenda on the
whiteboard or telling students explicitly what they will
be learning and doing in class.
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AFTER THE CLASS: REFLECTING ON YOUR
LESSON PLAN
Take a few minutes after each class to reflect on what
worked well and why, and what you could have done
differently. Identifying successful and less successful
organization of class time and activities would make it
easier to adjust to the contingencies of the classroom. If
needed, revise the lesson plan.
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LINK TO YOU TUBE VIDEO
https://www.youtube.com/watch?v=EEzRxEnC0ZI
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curiculum, syllabus, and lesson plan.pptx

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curiculum, syllabus, and lesson plan.pptx