Syllabus Design Rationale

 Documents

 3 views
of 8
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Description
Syllabus Design: The Chilean Context 8th Grade Level: 3rd Quarter Textbook: Travelers 8° Unit 3: Different Lives Vanessa Armand & Aarika Floyd March 27, 2012 In keeping with our research of the Chilean EFL context and our knowledge of the Chilean Ministry of Education guidelines for all schools nationwide, this syllabus follows the mandated curriculum framework for the 8th grade level. This framework focuses on the language skills that students need in preparation for their English language
Share
Tags
Transcript
  Syllabus Design: The Chilean Context  8th Grade Level: 3rd QuarterTextbook  : Travelers 8°   Unit 3: Different Lives Vanessa Armand & Aarika FloydMarch 27, 2012  In keeping with our research of the Chilean EFL context and our knowledge of theChilean Ministry of Education guidelines for all schools nationwide, this syllabus follows themandated curriculum framework for the 8th grade level. This framework focuses on thelanguage skills that students need in preparation for their English language studies at the 1° Medio level (1st year high school). Goals for the 8th grade are a combination of learningabilities and the expected outcome for students at this level. These goals are in line with theMinistry guidelines, and as expressed in the nationally implemented textbook, Travelers 8°. Wecreated the following diagram for our selected unit with these overarching goals in mind tocreate our syllabus design.  The learning activities for our unit syllabus were selected based on Unit 3 of  Travelers8° , and were constructed in three ways: (1) as they appear in the textbook, (2) as adapted fromthe textbook, and (3) as created/adapted from realia collected to fit the theme of the lesson.This syllabus design aligns with the third quarter of the Chilean scholastic calendar (July30-October 5). We chose this quarter as the focus for our syllabus design because this quarterexplicitly introduces students to foreign perspectives on universal issues and to the use of English as a tool for international communication. The quarter is ten weeks long, and includesone week for the national holiday celebration of the Fiestas Patrias including Día de las Gloriasdel Ejército (the Chilean government independence celebration and Armed Forces Day).   For thepurposes of this assignment, we integrated the fact that this current academic year also coincidesas an Olympic year for the Summer Games. We believe this syllabus could be easily adapted tofit a non-Olympic season context, as the activities used are more largely focused on Englishlanguage use in the study and presentation of student-chosen target countries.The unit for this quarter, as dictated in Travelers 8 , is theme-based and comprised of fivelessons: Experiences in a Foreign Country, International English, Jokes & Humor, Festivalsaround the World, and Study Habits. The nationwide curriculum framework utilizes this text andduring the creation of this syllabus, we did not allow it specifically to dictate all the content wefeatured during this unit. The textbook was also needed to correlate with the cooperatingChilean school ’ s content so the pen-pal activity email discussions focused on the same contentand language focuses between schools, as well as being a needs assessment strategy for students.Supporting our decision for textbook utilization with our own modification is this statement byKathleen Graves (2000) stating, “ when you teach with [a textbook], you can make changes in  how you use it. The changes stem from your beliefs and understandings, your goals and objectives, your students’ needs, and t he requirements of your context ” (p. 173).We decided to spread these lessons equally over the 10-week quarter, amounting toroughly two weeks per lesson. There is a slight shortening and overlapping of lessons four andfive due to the weeklong school hiatus for Fiestas Patrias and for the final week of school, whichfunctions as time for review, final assessment, and student feedback. Meeting only for an hourthree days a week, we tried to create cohesion with the weekly design by having each daycontain activities correlating with the day of the week. We have “ Manic Mondays ” thatcomprise of review the previous week material to refresh the students ’ memories or introducingnew grammar and language points. Many times these days utilize the textbook more thanWednesdays or Fridays. A majority of the Wednesdays throughout the unit take place in acomputer lab. With this planned, students are able to meet the Ministry of Education ’ s guidelineof technology use for this content area. For Fridays, we planned seemingly “ fun ” activities for “ Fun Fridays ” so that students are able to practice and review content in a fun way or learningwith other means than with the textbook or on a computer. These days allow the teachers tocreate their own applicable activities for a change of pace to student learning. The layout of thissyllabus is by no means definitive, and we acknowledge that the pacing of lessons needs to belargely contingent on learner needs and grasp of the presented unit material.The “attitudes” featured in our goal diagram reflect the overarching attitudes by theMinistry and attitudes specifically for Unit 3. These attitudes are for learners to (1) learn aboutand respect life in other countries, and (2) learn about and reflect on the importance of Englisharound the world and in their own lives. The overarching goals of the nationwide curriculum,and thus of  this syllabus, are most easily identified in the “ Attitudes ” section of  each unit in
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks