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    Task CA Nanda

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    Ananda Utari
    This document contains notes from a student named Ananda Utari on tasks related to analyzing constraints for curriculum design. It lists potential constraints to consider, such as learner interest and abilities. It also discusses examining the teaching environment by listing key constraints and their effects. The student identifies learner motivation as the most important constraint, and suggests accounting for it in the syllabus by focusing on learner needs, styles, time limitations, and clear objectives.

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    Task CA Nanda

    Uploaded by

    Ananda Utari
    21 views3 pages
    This document contains notes from a student named Ananda Utari on tasks related to analyzing constraints for curriculum design. It lists potential constraints to consider, such as learner interest and abilities. It also discusses examining the teaching environment by listing key constraints and their effects. The student identifies learner motivation as the most important constraint, and suggests accounting for it in the syllabus by focusing on learner needs, styles, time limitations, and clear objectives.

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    This document contains notes from a student named Ananda Utari on tasks related to analyzing constraints for curriculum design. It lists potential constraints to consider, such as learner interest and abilities. It also discusses examining the teaching environment by listing key constraints and their effects. The student identifies learner motivation as the most important constraint, and suggests accounting for it in the syllabus by focusing on learner needs, styles, time limitations, and clear objectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views3 pages

    Task CA Nanda

    Uploaded by

    Ananda Utari
    This document contains notes from a student named Ananda Utari on tasks related to analyzing constraints for curriculum design. It lists potential constraints to consider, such as learner interest and abilities. It also discusses examining the teaching environment by listing key constraints and their effects. The student identifies learner motivation as the most important constraint, and suggests accounting for it in the syllabus by focusing on learner needs, styles, time limitations, and clear objectives.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Name: Ananda Utari

    NIM: E1D020024
    Class: 4A/English Department
    Course: Curriculum Analysis
    Tasks
    Task 1 The range of constraints
    Brainstorm to create a list of constraints that may significantly affect the
    design of courses.
     Are the learners interested in all kinds of topics?
     Can the learners do all kinds of learning activities?
     Are the intended learning outcomes reasonable given the contextual issues?
     How well do my content and methods work to ensure that students can achieve the learning
    outcomes? What could I change to improve the fit?
     What learning outcomes outside of course content do I have (i.e., writing skills, presentation
    skills)? Are my outcomes theory-based and/or skill-based?
     Are the learning outcomes specific, attainable, and measurable?

    Task 2 Examining your teaching environment


    1. List five important constraints facing you in your teaching situation. Use
    Table 2.1 at the beginning of this chapter to help you. Rank your
    constraints according to the strength of the effect that they will have on
    your course.
    No General Constrains Particular Constrains Effects on curriculum design
    1. Are the learners interested in
    all kinds of topics?
    2. Can the learners do all kinds
    of learning activities?
    3. How well do my content and
    methods work to ensure that
    students can achieve the
    learning outcomes? What
    could I change to improve
    the fit?
    4. Are the learning outcomes
    specific, attainable, and
    measurable?
    5. Are the intended learning
    outcomes reasonable given
    the contextual issues?

    2. Very briefly describe the most important constraint or strength and say
    why it is important.
    The most important constraint in my opinion is the motivation of learners. Because of that
    motivation and interest from learners, they will not have the opportunity to feel bored or give up
    on learning.
    3. What do you know or need to know about the constraint or strength?
    You may wish to know about the present situation and previous research.

    Constraints force you to rethink how you're going to allocate time, talent, and input. Constraints
    force you to look for new ways of management and resource allocation or learn new skills in
    order to create a positive outcome. The tighter the focus, the greater the opportunity. The aim of
    this part of the curriculum design process is to find the situational factors that will strongly affect
    the course.

    4. How can you take account of the constraint or strength in your syllabus?
    (What parts of the syllabus will it most affect?)
    1) The needs, wants, and interests of the students.
    2) The learners’ learning styles.
    3) The time available and other stakeholders.
    4) Setting out achievable objectives, which should provide a clear focus for the course and
    be laid out in achievable steps.
    5) Having a clear idea/statement of global goals, i.e., why the course is being run and what
    the end goals are.
    6) The physical constraints of the environment you’ll be teaching in.
    5. Which of the solutions listed above do you most favor? Why?

    Task 3 Comparing teaching environments


    Discuss the second/foreign language teaching environments in two or more
    different countries. To what extent can the differences be explained in terms
    of Dubin and Olshtain’s depiction of the situation (Figure 2.2)?

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