The coherent curriculum putting principles into practice for
![The coherent curriculum: putting principles into practice for a sustainable learning experience Maxine Gillway The coherent curriculum: putting principles into practice for a sustainable learning experience Maxine Gillway](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-1.jpg)
![Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The coherent curriculum: Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The coherent curriculum:](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-2.jpg)
![Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The (common elements/issues Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The (common elements/issues](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-3.jpg)
![Constructive alignment (Biggs, 1999) Teaching and learning activities Assessment activities Intended Learning Outcomes A Constructive alignment (Biggs, 1999) Teaching and learning activities Assessment activities Intended Learning Outcomes A](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-4.jpg)
![Where do we start? Teaching and learning activities Intended Learning Outcomes Assessment activities A Where do we start? Teaching and learning activities Intended Learning Outcomes Assessment activities A](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-5.jpg)
![Ahead of the game! ‘it is important that, in the planning implementation, and evaluation Ahead of the game! ‘it is important that, in the planning implementation, and evaluation](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-6.jpg)
![Are any ingredients missing? Teaching and learning activities Teacher and student expectations Directly Assessed Are any ingredients missing? Teaching and learning activities Teacher and student expectations Directly Assessed](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-7.jpg)
![Issues = common ‘the issues which face anyone concerned with developing and introducing a Issues = common ‘the issues which face anyone concerned with developing and introducing a](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-8.jpg)
![In the interest of transparency… What? Mission Vision Why? Goal Aim Outcome Objective How? In the interest of transparency… What? Mission Vision Why? Goal Aim Outcome Objective How?](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-9.jpg)
![Choice = voice ‘A syllabus publicly declares what the teacher regards as important to Choice = voice ‘A syllabus publicly declares what the teacher regards as important to](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-10.jpg)
![What is your definition of EAP? ‘The teaching of English with the specific aim What is your definition of EAP? ‘The teaching of English with the specific aim](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-11.jpg)
![Is it just about teaching? ‘The term English for academic purposes (EAP) covers language Is it just about teaching? ‘The term English for academic purposes (EAP) covers language](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-12.jpg)
![Remedial or developmental? Goal = ‘to enable students to develop a complex integration of Remedial or developmental? Goal = ‘to enable students to develop a complex integration of](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-13.jpg)
![General or specific? ENGLISH GENERAL SPECIFIC OCCUPATIONAL SOCIAL ACADEMIC EGAP EMDAP ESAP General or specific? ENGLISH GENERAL SPECIFIC OCCUPATIONAL SOCIAL ACADEMIC EGAP EMDAP ESAP](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-14.jpg)
![EMDAP: What? Who? How? Why? ‘EAP is an extra layer of the English language EMDAP: What? Who? How? Why? ‘EAP is an extra layer of the English language](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-15.jpg)
![What are your principles? Concept Gloss Authenticity Classroom texts and tasks should be as What are your principles? Concept Gloss Authenticity Classroom texts and tasks should be as](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-16.jpg)
![Audience and purpose • Content – What is their particular purpose? Do they know? Audience and purpose • Content – What is their particular purpose? Do they know?](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-17.jpg)
![What are your building blocks? genres grammar functions And your mortar? lexis notions skills What are your building blocks? genres grammar functions And your mortar? lexis notions skills](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-18.jpg)
![Means-ends= rational planning ‘The Global Scale of English represents the most significant advance in Means-ends= rational planning ‘The Global Scale of English represents the most significant advance in](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-19.jpg)
![Product-oriented or process-oriented? Nunan, 1988 • White, 1988 chapter 4 The ELT Curriculum Type Product-oriented or process-oriented? Nunan, 1988 • White, 1988 chapter 4 The ELT Curriculum Type](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-20.jpg)
![How do you deliver them? ‘It is good to have an end to journey How do you deliver them? ‘It is good to have an end to journey](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-21.jpg)
![Andragogy (Knowles, 1984) • 5 assumptions • 4 principles • 4 applications – Need Andragogy (Knowles, 1984) • 5 assumptions • 4 principles • 4 applications – Need](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-22.jpg)
![What is your 4 -word pedagogy? ‘Helping others help themselves’ What are you guiding What is your 4 -word pedagogy? ‘Helping others help themselves’ What are you guiding](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-23.jpg)
- Slides: 23
![The coherent curriculum putting principles into practice for a sustainable learning experience Maxine Gillway The coherent curriculum: putting principles into practice for a sustainable learning experience Maxine Gillway](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-1.jpg)
The coherent curriculum: putting principles into practice for a sustainable learning experience Maxine Gillway EAP in Ireland Dublin, March 2018
![Analyse the title 1 2 3 4 5 6 7 8 The coherent curriculum Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The coherent curriculum:](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-2.jpg)
Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The coherent curriculum: putting principles into practice for a sustainable learning experience Why has she used ‘the’ not ‘a’? Is there one unique coherent curriculum? Probably not but there may be common elements or issues we all need to consider?
![Analyse the title 1 2 3 4 5 6 7 8 The common elementsissues Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The (common elements/issues](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-3.jpg)
Analyse the title 1. 2. 3. 4. 5. 6. 7. 8. The (common elements/issues across contexts) coherent (vertical, horizontal, constructive alignment) curriculum: (vs syllabus, scheme of work, course outline) putting principles (vs approach, beliefs, theory, philosophy) into practice (dealing with constraints of context) for a sustainable (transferable, transformational) learning (not teaching) experience (not bits of knowledge but activities)
![Constructive alignment Biggs 1999 Teaching and learning activities Assessment activities Intended Learning Outcomes A Constructive alignment (Biggs, 1999) Teaching and learning activities Assessment activities Intended Learning Outcomes A](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-4.jpg)
Constructive alignment (Biggs, 1999) Teaching and learning activities Assessment activities Intended Learning Outcomes A COHERENT CURRICULUM?
![Where do we start Teaching and learning activities Intended Learning Outcomes Assessment activities A Where do we start? Teaching and learning activities Intended Learning Outcomes Assessment activities A](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-5.jpg)
Where do we start? Teaching and learning activities Intended Learning Outcomes Assessment activities A COHERENT CURRICULUM?
![Ahead of the game it is important that in the planning implementation and evaluation Ahead of the game! ‘it is important that, in the planning implementation, and evaluation](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-6.jpg)
Ahead of the game! ‘it is important that, in the planning implementation, and evaluation of a given curriculum, all elements be integrated, so that decisions made at one level are not in conflict with those made at another. ’ Nunan, 1988: 4
![Are any ingredients missing Teaching and learning activities Teacher and student expectations Directly Assessed Are any ingredients missing? Teaching and learning activities Teacher and student expectations Directly Assessed](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-7.jpg)
Are any ingredients missing? Teaching and learning activities Teacher and student expectations Directly Assessed ILOs CPD TRANSPARENCY A COHERENT CURRICULUM
![Issues common the issues which face anyone concerned with developing and introducing a Issues = common ‘the issues which face anyone concerned with developing and introducing a](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-8.jpg)
Issues = common ‘the issues which face anyone concerned with developing and introducing a new language syllabus are not only – or even primarily – questions of content’ White, 1988: 1
![In the interest of transparency What Mission Vision Why Goal Aim Outcome Objective How In the interest of transparency… What? Mission Vision Why? Goal Aim Outcome Objective How?](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-9.jpg)
In the interest of transparency… What? Mission Vision Why? Goal Aim Outcome Objective How? When?
![Choice voice A syllabus publicly declares what the teacher regards as important to Choice = voice ‘A syllabus publicly declares what the teacher regards as important to](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-10.jpg)
Choice = voice ‘A syllabus publicly declares what the teacher regards as important to the students and so reflects a philosophy of teaching, including beliefs about language and learning’ Hyland, 2006: 282
![What is your definition of EAP The teaching of English with the specific aim What is your definition of EAP? ‘The teaching of English with the specific aim](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-11.jpg)
What is your definition of EAP? ‘The teaching of English with the specific aim of helping learners to study, conduct research or teach in that language’ Flowerdew & Peacock, 2001: 8
![Is it just about teaching The term English for academic purposes EAP covers language Is it just about teaching? ‘The term English for academic purposes (EAP) covers language](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-12.jpg)
Is it just about teaching? ‘The term English for academic purposes (EAP) covers language research and instruction that focuses on the communicative needs of individuals working in academic contexts. ’ Hyland & Shaw, 2016: 1
![Remedial or developmental Goal to enable students to develop a complex integration of Remedial or developmental? Goal = ‘to enable students to develop a complex integration of](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-13.jpg)
Remedial or developmental? Goal = ‘to enable students to develop a complex integration of knowledge and skills in order to communicate and participate effectively in HE and, in some cases, to be able to carry out and report research’ Ding & Bruce, 2018 : 5
![General or specific ENGLISH GENERAL SPECIFIC OCCUPATIONAL SOCIAL ACADEMIC EGAP EMDAP ESAP General or specific? ENGLISH GENERAL SPECIFIC OCCUPATIONAL SOCIAL ACADEMIC EGAP EMDAP ESAP](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-14.jpg)
General or specific? ENGLISH GENERAL SPECIFIC OCCUPATIONAL SOCIAL ACADEMIC EGAP EMDAP ESAP
![EMDAP What Who How Why EAP is an extra layer of the English language EMDAP: What? Who? How? Why? ‘EAP is an extra layer of the English language](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-15.jpg)
EMDAP: What? Who? How? Why? ‘EAP is an extra layer of the English language that anyone studying at university level can develop through noticing the choices of content, organisation and language made by specific discourse communities in order to achieve a particular purpose with a given audience. ’ (Gillway 2018)
![What are your principles Concept Gloss Authenticity Classroom texts and tasks should be as What are your principles? Concept Gloss Authenticity Classroom texts and tasks should be as](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-16.jpg)
What are your principles? Concept Gloss Authenticity Classroom texts and tasks should be as close to the real academic word as possible Groundedness A commitment to link pedagogy and research. A research base underlies materials and instructional practices. Interdisciplinarity EAP is not itself a theory or a methodology but employs an eclectic range of theories and methods. Relevance Linguistic and contextual relevance is ensured through needs analysis. Four main principles of EAP Hyland Shaw, 2016: 3
![Audience and purpose Content What is their particular purpose Do they know Audience and purpose • Content – What is their particular purpose? Do they know?](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-17.jpg)
Audience and purpose • Content – What is their particular purpose? Do they know? – What message is coming from departments? – Where else can you look? Professional bodies, ex students • Organisation – How can you scaffold the main task? (Vgotsky, Wood et al 1976) – What moves are necessary? (Swales 1981, 1990) – Are there any helical themes? (Bruner 1960 spiral curriculum) • Language – What are the mechanics of grammar, lexis that create the ‘academic style’ needed?
![What are your building blocks genres grammar functions And your mortar lexis notions skills What are your building blocks? genres grammar functions And your mortar? lexis notions skills](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-18.jpg)
What are your building blocks? genres grammar functions And your mortar? lexis notions skills
![Meansends rational planning The Global Scale of English represents the most significant advance in Means-ends= rational planning ‘The Global Scale of English represents the most significant advance in](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-19.jpg)
Means-ends= rational planning ‘The Global Scale of English represents the most significant advance in performance-based approaches to language learning, teaching and assessment since the development of the Common European Framework of Reference. ’ David Nunan Ph. D, Professor Emeritus of Applied Linguistics, University of Hong Kong
![Productoriented or processoriented Nunan 1988 White 1988 chapter 4 The ELT Curriculum Type Product-oriented or process-oriented? Nunan, 1988 • White, 1988 chapter 4 The ELT Curriculum Type](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-20.jpg)
Product-oriented or process-oriented? Nunan, 1988 • White, 1988 chapter 4 The ELT Curriculum Type A: What? Type B: How? Reconstructionism Progressivism Transmission of content Problem posing Mastering graded objectives Praxis & dialogue incremental transformational Doing things to Doing things with Rational planning Responding to emerging needs ‘It is important to be aware that different models of curriculum represent the expression of different value systems and, consequently, of quite divergent views on education. ’ White 1988: 24
![How do you deliver them It is good to have an end to journey How do you deliver them? ‘It is good to have an end to journey](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-21.jpg)
How do you deliver them? ‘It is good to have an end to journey toward, but it is the journey that matters in the end. ’ Ursula K. Le Guin 1929 -2018
![Andragogy Knowles 1984 5 assumptions 4 principles 4 applications Need Andragogy (Knowles, 1984) • 5 assumptions • 4 principles • 4 applications – Need](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-22.jpg)
Andragogy (Knowles, 1984) • 5 assumptions • 4 principles • 4 applications – Need to be involved in planning and evaluation – Different Previous Learning Experiences – Desire for immediate relevance – Problem-centred tasks not content-oriented memorisation
![What is your 4 word pedagogy Helping others help themselves What are you guiding What is your 4 -word pedagogy? ‘Helping others help themselves’ What are you guiding](https://slidetodoc.com/presentation_image_h/8d8d5b1ce6e673f379c1b9629f8b71ee/image-23.jpg)
What is your 4 -word pedagogy? ‘Helping others help themselves’ What are you guiding principles? autonomy
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