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.2Decide on the types and sources of input.3Decide on activities and ways of getting participants involved.4Plan the evaluation of the workshop.In the next and final chapter we will survey what has been covered in this book by underlining how the parts of the curriculum design process apply to the daily work of teachers.TasksTask 1 Principles for in-service coursesList five principles that are the most important for short in-service courses.You will have to think of most of these principles yourself.You might find it easier to do this by completing this sentence five times – “An in-service course will be successful if.”.Rank the principles if you can.12345Task 2 Designing an in-service courseYou are going to run an in-service course for teachers.There are some others to help you run it, but you have to design the course.1Decide:(a) the subject of the in-service course(b) the length of the course(c) the number of participants.2How will you do a needs analysis?Planning an In-Service Course195What will your goals be?3Do an environment analysis.Rank the three most important constraints and their effects.(a)(b)(c)4Design the format of the course in the form of a timetable.Task 3 The conference workshopOne form of in-service training is the workshop offered at a conference.The conference workshop shares some features with the more traditional in-service training workshop discussed in this chapter, and is another way of introducing teachers to new ideas and activities, with the aim of contributing to improved teaching practice.Yet it also has some important differences including:• the exact number and background of participants are unknown• time is restricted by the conference programme• the workshop will be just one of several sessions participants will be attending over the course of the conference.You have been invited to present a workshop on fluency development at a conference in Cambodia.1You have asked the conference organisers what to expect.They have told you that many of the teachers at the conference will be from rural schools, but there will also be some expatriate teachers from schools in Phnom Penh, the capital city.They have also said that teachers typically teach from the textbook, and that there is little opportunity for teachers or students to use English outside the classroom.What effect will these constraints have on your workshop?2The workshop is scheduled for a 90-minute session.What will your goal/s be?3Identify the core content for your workshop, and then decide on the sequencing.Relate the content and sequencing to the goal/s, and reflect on the principles that underly the decisions you have made.4One week before the conference begins, the organisers email you again and ask if you could reduce the time from 90 to 45 minutes.How will you respond?196Planning an In-Service CourseCase Studies1Choose an account of a short in-service course and analyse it carefully using the framework of goals, input and involvement described in this chapter.Present a short description and evaluation of the course.If you were observing the course, what would you look for? For accounts of short in-service courses see Knight (1992), Taylor (1992), Nolasco and Arthur (1986), Lopriore (1998), Waters and Vilches (2005).2Survey the topics of published in-service courses to see the sorts of issues addressed in in-service courses.The journal English Teaching Forum (1987) surveyed its readers to see what they were interested in reading in the journal (“What our readers told us about themselves” English Teaching Forum 25, 2: 30–33).Here is their list which is ranked from most wanted to least wanted.Specific techniquesMethodologyGames and songsListening comprehensionLanguage analysisLiteratureESTBroad philosophical articles.Chapter 14Teaching andCurriculum DesignAfter working through this chapter you should be able to help teachers and learners get the best out of a course.Throughout this book the emphasis has been on seeing curriculum design as a process with a variety of starting points and with continual opportunity to return to parts of the curriculum design model to revise, reconsider and re-evaluate.It has also been shown that curriculum design does not need to be a large-scale operation.The whole curriculum design process can be applied to something as small as an activity in a lesson.Alternatively, attention can be focused on just one part of the curriculum design process.It should be clear from this that curriculum design is not the exclusive possession of full-time curriculum designers.Teachers need to make decisions relating to curriculum design in every lesson:•Is this item worth spending time on?•How will I present this material?•What should I test?These questions require curriculum design decisions and teachers need to develop an awareness of the parts of the curriculum design process, the range of options that are available, and the principles that can guide the application of the process and the choice of options.As a way of reviewing the model of curriculum design described in this book, we will look at how the parts of the curriculum design model apply to the daily work of teachers in language classes.The reason for doing this is to show that even decisions which just relate to part of a lesson could be improved by an understanding of the wider curriculum design process.Environment AnalysisEvery day teachers have to consider questions like the following:•Will this activity be interesting enough for my learners?•Do I have enough time to do this activity?198Teaching and Curriculum Design•Will this activity be too noisy?•Do the learners know how to do this kind of activity or will I have to explain it to them?•Will this activity create a lot of marking for me to do?All of these questions relate to environment analysis.They look at the practicality of doing such an activity in the situation in which the teacher is working
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