Faculty of Education and Psychology

Introduction to Curriculum (11-6005) Credits: 3 Total number of hours: 45 II Cuatrimestre, 2009 Course Description
The bimodal course gives students a comprehensive treatment of the field: curriculum foundations as well as the principles and procedures for conceptualizing, developing, implementing, and evaluating curriculum. It analyzes the philosophical, historical, psychological, and social foundations of curriculum. It places curriculum within the dynamic social context, both present and emerging, and presents a balanced treatment of the various issues confronting the field. It includes the most current thinking in curriculum, engaging students in its discussion of both technical and non-technical models of curriculum development.

English Language Proficiency Level Pre-requisite: C1 (CEFR); Advanced (ACTFL)

Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Competencies of the ULACIT Graduate

I Competence: The Complete Professional The graduates of ULACIT use their human (intellectual, moral, emotional, and social) capacities to the fullest. Therefore: they communicate adroitly both orally and through writing in English as well as in Spanish; they employ appropriate information and critical thinking skills in problem-solving and decision-making; they make capable use of the equipment, tools, and systems of information technology; they have effective interpersonal skills; they demonstrate eloquence in self-expression and response; they recognize their ethical responsibilities; and their actions reflect a clear sense of selfconcept and self-discipline. Performance Indicator Result Indicator The Graduate has the core competencies The Graduate demonstrates abstract problem-solving offered by the liberal arts orientation of behavior, exemplified by analytic, creative, and post-secondary education consistent with evaluative thinking; the mission of this University. the Graduate functions effectively under conditions of ambiguity, uncertainty, and conflict; the Graduate is an independent learner, with an active, consistent, and life-long orientation toward learning; the Graduate employs effective interpersonal and intragroup behavior in a variety of situations. II Competence: Linguistic Independence

The Graduate of ULACIT is able to function academically, professionally, and personally with linguistic independence and fluency in the English language. Performance Indicator Result Indicator The Graduate can interact through various The graduate communicates in English with specialists,

11-6005 Intruduction to Curriculum IICO-2009 disciplines and acquire, through English, information that reinforces professional and academic competence, and personal interests; classmates, teachers, and others to share information and exchange ideas about professional and personal matters; the Graduate consults English language resources to further professional and personal knowledge; the Graduate generates and presents professional and academic research in English; the Graduate constructively compares and contrasts the Costa Rican, Hispanic, and Anglo-Saxon cultures

the Graduate is able to comprehend and critically analyze points of view originating from or effected by other cultures

Course Competencies
Performance Indicator The student is able to demonstrate cognitive mastery of the course content as demonstrated by the ability to synthesize and evaluate the topics presented in lecture and reading assignments; Result Indicator The student will be able to compare and contrast the different models of curriculum design; the student will be able to identify and evaluate goals and objectives in curriculum development and discuss how they guide their teaching practice; the student will demonstrate sufficient cognitive mastery of the material presented in lecture and reading assignments to be able to succeed in three formal, written examinations; the student will be able to apply different teaching methods that respond to different curricular goals and objectives; the student will be able to design a model course or curriculum, and explain and defend his or her decisions for that model course or curriculum; the student will be able to enhance the ability to conduct instructional programs that provide a more intellectual and emotional climate for learning; the student will be able to increase competence in a variety of teaching methods and in the utilization of materials and content; interpret and evaluate educational literature and research; the student will choose one approach to curriculum development to embrace as the students own, and describe and explain that approach in a detailed written format; the student will be able to defend, explain, and compare and contrast his or her personal approach to curriculum development with other approaches; the student will be able to describe and evaluate major issues and current trends in instructional curriculum practice and development.

the student will be able to apply theoretical information presented in class lecture, class activities and reading assignments to real situational experiences in an educational setting;

the student will develop, evaluate, master, and embrace a personal approach to curricular development utilizing information learned throughout the course.

Methodology of the Learning and Teaching Process

11-6005 Intruduction to Curriculum IICO-2009 Constructivism is the methodology used in the course, in combination with the task-based approach. Because of this, the activities carried out in class are participative and communicative. Students take an active role as the center of the teaching-learning process. The Professor facilitates the Students access to learning, their engagement in the process, and their constructive interactions with their peers. Tasks and activities focus on speaking and listening skills, and are enriched by the production of wellconceived and presented audiovisual aids.

On-line Learning Experience

Students further develop language proficiency through the use of the Blackboard Learning Platform. They participate in forums, access documents and Web-links, and receive important announcements regarding the progress of the course, as well as complete and submit assignments.

Audiovisual Content
Through audiovisual exercises, Students develop their comprehension and inferential skills that facilitate analysis and criticism. At the same time, they expand their knowledge in relation to the language skills they must possess.

Dialogues, Discussions and Debates

During class, Students participate actively in discussions related to the topics studied. They use strategies such as role-play, question-development, problem-solving, brainstorming, debates, and cooperative learning. Through these strategies Students analyze and evaluate the topics studied, and they express their own opinions while considering different points of view. Also, they analyze interviews, movies and TV programs related to the contents of the course.

Cooperative Learning Activities

Besides representing a highly significant learning opportunity within the course material, interaction with other course participants generates respect for the opinions of others, critical evaluation of ideas, and self- and peer-evaluation to improve skills in debating, negotiation, and cooperation.

Independent Learning
Outside the classroom, Students research and prepare oral presentations and written reactions. Also, they use the Blackboard Learning Platform to review articles related to course topics, find additional information, participate in discussions, and interact with their classmates.

Research
The Students have the opportunity to perform research to complete course assignments. They develop strategies to evaluate, select, and integrate bibliographic references in their academic work. To support this, they have access to the EBSCO database to find the quality of sources required for their research.

Learning Experience
The teaching-learning process develops according to the needs, interests and characteristics of the group and the individuals who comprise it. The course encourages practical learning situations as well as theoretical ones, offering Students the experience of learning by doing.

Educational Resources
ULACIT has the audiovisual, bibliographical and computer resources that Students require to fulfill the demands of the course, along with the guidance that the Professor provides during the term. Additional 3

11-6005 Intruduction to Curriculum IICO-2009 technology and activities through Blackboard are available, as is the EBSCO database - an internationally recognized source in academia for reliable and up-to-date information.

Co-curricular English (CcE) Program Activities

Co-curricular activities are programmed at intervals throughout the cuatrimestre, for your academic and personal enrichment. Your attendance is strongly encouraged. Moreover, 20% of these programs are in or about English to offer you valuable opportunities for the further use and contextualization of your English language skills; your attention to these CcE programs will be recognized in your course grade. Your professor will assign you a graded task based on your attendance at least one of these CcE programs. If your class schedule coincides with the day and hour of a CcE program, the entire group will attend (one program) and, subsequently, complete the assignment. The following is the provisional schedule of CcE programs for IICO-2009. Further details and updates will be posted on Blackboard. Tuesday, June 16th, 10am to 8pm Friday, July 24th, evening (hour to be announced) Tuesday, August 11th, 7pm English language Film Festival: Its a Crime Conference: Environmental Responsibility What it Means to Us, What it Means to Me Roundtable: Instituciones de Educacin Superior: Reflejo de un Pueblo

Instructor
Professor Giselle Herrera Gmez holds a Bachelor degree in English from Universidad Internacional de las Amricas as well as two masters, one in Curriculum and the other in Adminstracin Educativa from ULatina. She has been an English teacher for twenty four years. She has ample experience in teaching all levels from secondary school to higher education. Currently, she is principal at a private secondary school. You can contact her at her e-mail: gisellehg@gmail.com; cell phone: 8893-8130.

Course Contents
Week I Completed before class meeting In-class activities Topic: INTRODUCTION TO CURRICULUM Blackboard Forum course information Read Article 1 Introductory Activities Article 1: The Role of the Teacher (Class discussion) Foundations of Curriculum & Curriculum Development: The Concept of Curriculum The Evolution of Curriculum The Sources of Curriculum Fundaments of Curriculum The Elements of Curriculum Students select essay topics to present (written form) and chapters from the book: Curriculum Development in Language Teaching, Richards, Jack C. to present (oral and written) Amount of members of groups will be assigned according to students population in class All students have to read articles assigned ahead of time for class discussion and participation Blackboard forum

Extra-class activities

11-6005 Intruduction to Curriculum IICO-2009 Research Week II Topic: SYLLABUS DESIGNING Completed before Homework: class meeting Read Article 2 ESSAY 1: Relationship between Education and Curriculum Read / preview contents to be seen in class In-class activities Article 2: What the Good Language Learner can teach us (Class discussion) Discussion of Essay 1 The Syllabus Designing a Learning Centered Syllabus (guided project) Extra-class activities Blackboard forum Research Week III Topic: SYLLABUS DESIGNING Completed before Homework class meeting PRESENTATION 1: From syllabus design to curriculum development - Chapter 2, Richards, Jack Read / preview contents to be seen in class In-class activities Presentation 1 Components of a Learning Centered Syllabus Integrating Students Learning Objectives into Syllabus Three Approaches to Curriculum: Traditional Approach Learner-Driven Approach Critical Approach Blackboard forum = Publish your opinion about which one of the three approaches you would prefer to work with. Support your ideas. Research 1: From the three approaches studied in class, search for the characteristics, advantages and disadvantages of each one. Week IV Topic: LANGUAGES TEACHING APPROACHES Completed before Homework class meeting Collect and discuss about your research founding Read Article 3 Presentation 2: Need and Analysis - Chapter 3, Richards, Jack C. Read / preview contents to be seen in class In-class activities Article 3: Language Teaching Approaches (Class discussion) Presentation 2 Extra-class activities Blackboard forum Research Week V Topic: LESSON PLAN Completed before Homework class meeting Read Article 4 Read / preview contents to be seen in class In-class activities Article 4: Learning by Doing (Class Discussion) Extra-class activities

11-6005 Intruduction to Curriculum IICO-2009 Lesson Planning, Lesson Plan Formats and Lesson Plan Ideas Structuring a Lesson Plan Blooms Taxonomy Blackboard forum = Publish your ideas for class discussion Research 2: How can school community influence on teacher planning? Topic: Cooperative Learning Homework Read Article 5 Read / preview contents to be seen in class Article 5: Cooperative Learning in the EFL Classroom (Class discussion) Cooperative Learning: More then just small groups Blackboard forum Research Topic: CLASSROOM ENVIRONMENT Homework Read Article 6 Presentation 3: Situation Analysis - Chapter 4, Richards, Jack C. Read / preview contents to be seen in class Article 6: Classroom: Forum or Arena (Class discussion) Presentation 3 Blackboard forum Research Topic: [identify] Homework Presentation 4: Planning Goals and Learning Outcomes - Chapter 5, Richards, Jack C. Read / preview contents to be seen in class Presentation 4 Categories of Curriculum Design Classroom Curriculum Design Blackboard forum Research Topic: FINAL PROJECT CLASSWORK Homework Read / preview contents to be seen in class Groups will work in final project Teacher will answer questions or clarify doubts Blackboard forum Research Topic: LANGUAGE LEARNING

Extra-class activities Week VI Completed before class meeting In-class activities Extra-class activities Week VII Completed before class meeting

In-class activities Extra-class activities Week VIII Completed before class meeting

In-class activities

Extra-class activities Week IX Completed before class meeting In-class activities Extra-class activities Week X

11-6005 Intruduction to Curriculum IICO-2009 Completed before Homework class meeting Read Article 7 Presentation 5: Course Planning and Syllabus Design - Chapter 6, Richards, Jack C. Read / preview contents to be seen in class In-class activities Article 7: Language Learning: Myths and Facts (Class Discussion) Presentation 5 Extra-class activities Blackboard forum Research Week XI Topic: [identify] Completed before Homework class meeting Essay 2: What is required for a teacher to become a facilitator? Support your opinion with facts and information given throughout the course. Presentation 6: Providing for Effective Teaching Chapter 7, Richards, Jack C. Read / preview contents to be seen in class In-class activities Presentation 6 Essay 2: Present written form Students defend their position based on accurate information Extra-class activities Blackboard forum Research Cuestionario de Evaluacin del Curso por parte del Alumno, CEPA Week XII Topic: [identify] Completed before Homework class meeting Read Article 8 Presentation 7: The Role and Design of Instructional Materials Chapter 8, Richards, Jack C. Read / preview contents to be seen in class In-class activities Presentation 7 Article 8: Technology in Todays Classroom Extra-class activities Blackboard forum Research Week XIII Topic: [identify] Completed before Homework class meeting Essay 3: Do social and cultural values affect planning? Support your opinion with facts and information collect throughout the course. Read Article 9 Read / preview contents to be seen in class In-class activities Article 9: Towards a Methodology of Motivation Essay 3: Present written form Students defend their position based on accurate information Extra-class activities Blackboard forum Research

11-6005 Intruduction to Curriculum IICO-2009 Week XIV Topic: [identify] Completed before Homework class meeting Read Article 10 Read / preview contents to be seen in class In-class activities Article 10: Using Humour in the Second Language Classroom Extra-class activities Blackboard forum Research Week XV Topic: FINAL PROJECT Completed before Homework class meeting Read / preview contents to be seen in class In-class activities Students present Final Project Oral and Written Presentation Class Activity Extra-class activities Blackboard forum

Course Evaluation
General Assessment will focus on the development of: cognitive and socio-affective skills; cooperative learning and self-learning abilities; critical and creative thinking; and the understanding and demonstration of language skills (reading, writing, speaking, and listening). Specific In-class participation ( 20% ) -Discussion about articles information -Discussion about essays -General active class participation Research 1 & 2 (on Blackboard) (10%) Book Chapter Presentation (10%) Essay (10%) Syllabus project-oral presentation (15%) Syllabus project-written presentation (10%) Participation in Blackboard Learning Platform course forums ( 15% ) Co-curricular English (CcE) Program Participation and Response ( 5% ) Cuestionario de Evaluacin del Curso por parte del Alumno, CEPA ( 5% ) As the principal participants in the teaching-learning process, Students have the obligation to take an active role in the evaluation of each course. In completing the CEPA the Students academic awareness is enriched through their reflection on individual accomplishments as well as the quality and

11-6005 Intruduction to Curriculum IICO-2009 effectiveness of the opportunities for achievement offered to them. This evaluation will be accomplished on-line, through the Blackboard Learning Platform, only during Weeks 11 and 12.

Attendance and Regulations

Attendance is mandatory. Thus, Students who register a total of three unjustified or justified absences will fail the course. If the Student leaves the classroom for more than 15 minutes it counts as an absence. Three late arrivals count as one absence. A late arrival is counted within the first 10 minutes of class; after 10 minutes the Student is counted as absent. Cell phones must be turned off or silenced before entering the class and must not be used at any time during the lesson. Food is not allowed in the classroom.

Academic Honesty Policy

ULACIT promotes the highest ideals and most rigorous standards for academic pursuit, as well as individual learning achievement. This is why Students of this institution are expected to conduct themselves honorably inside and outside of the classroom, and strictly avoid any misconduct such as fraud or plagiarism. Committing fraud includes: obtaining information of previously applied examinations from other Students; allowing someone else to copy from another exam or work; making up information; forging bibliography; using written copying aids or unauthorized references; using designs or projects drafted by other people; or obtaining unauthorized assistance in qualified assignments or having someone else do the work for you (including having someone take a test or any other academic activity for you). Plagiarism includes: literally copying phrases, sentences, paragraphs or entire pieces of text extracted, whether from written material, internet and other sources, without quoting the author properly; paraphrasing without quoting the source; or using a piece of work or a project for two or more assignments. These are not exhaustive lists, and Students must refer to the Rgimen del Reglamento Estudiantil. Holidays and Professor Absences: This course is designed for 30 hours of classroom participation. Consensus must be reached between the Students and the Professor, with all possible anticipation, to reschedule or otherwise make up class meetings that are lost due to holidays or the absence of the course professor. This agreement-by-consensus is documented by the corresponding Boleta Reposicin Lecciones provided by the Monitor.

Bibliography
Required Text This textbook will be used during the course. The use of photocopies is prohibited according to law 6683 of intellectual property and authors rights. Richards, Jack. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. 2001 Supplemental Texts Burford, Anna; Arnold, Vivian. The Hidden Curriculum. Virginia: National Busines Education Association. 1992. Dubin, Fraida and Elite Olshtain. Course Design: Developing Programs and Materials for Language Learning. New York: Cambridge University press. 1996.

11-6005 Intruduction to Curriculum IICO-2009 Hernndez Q. Gilberto. Curriculum in ELT. An online publication available at www.ulacitcurriculum.8k.com www.ulacitcurriculum.blogspot.com Halpern, Diane. Critical Thinking across th curriculum: A brief edition of thought and knowledge. New Jersey: Laurence Erlbaum Associates. 1997. FORUM MAGAZINE. English Teaching Forum. United States Department of State for teachers of English. 2004. Kral, Thomas. Teacher Development: Making the Right Moves. Selected Articles from the ENGLISH TEACHING FORUM. United States Information Agency. Pennington, Martha, Ed. Building Better English Language Programs. NAFSA: Association of International Educators. 1995.

Queen, Allen. Curriculum Practice in the Elementary and Middle School. Ohio: Merrill. 1999. Course-specific Internet Resources for Consultation http://712educators.about.com/cs/integratingcurr/a/integrating.htm http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ART2083 www.teach-nology.com/edleadership/curriculum_development/ - 26k General Internet Resources for Consultation
http://english.baladre.org http://www.1-language.com http://www.college.hmco.com/esl http://www.icrc.org/web/eng http://www.nonstopenglish.com http://www.valenciaenglish.netfirms.com http://www.yourdictionary.com/ www.dictionary.com www.english-at-home.com www.englishtown.com www.learnenglish.org.uk www.netgrammar.le.ucr.ac.cr www.wordreference.com http://englishpage.com http://www.agendaweb.org http://www.eslgold.com/grammar http://www.learnenglishfeelgood.com http://www.refdesk.com/factgram.html http://www.webgrammar.com www.dailygrammar.com www.eltjournal.com www.englishclub.com www.eslcafe.com www.mansioningles.com www.theInternettesljournal http://www.castlt.org/research/esllinks1_4.htm

http://careerplanning.about.com/od/jobinterviews/a/job_interview.htm http://encarta.msn.com/column/grammarbonus.asp http://encarta.msn.com/column/grammarironic.asp http://encarta.msn.com/column/grammarmain.asp http://papyr.com/hypertextbook/eng_126/clark.htm

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http://smccd.net/accounts/sevas/esl/gramcheck http://userpages.umbc.edu/~kpokoy1/grammar1.htm http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/caus.htm http://www.alri.org/harness/harnessgrammar.html http://www.humanities.mcmaster.ca/~hcomm/centre/commwww.htm http://www.lib.ucdavis.ed/hss/linguistic/ling_web.html http://www.longman.com/ae/northstar2e/books/rw_adv http://www.thenation.com/doc/20060508/richards

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