Curriculum Design Test

What does the shift from nouns to verbs in the framework of course design emphasize?

• The importance of collaboration.

• Verbs are the parts of speech that better represent a fixed framework.

• That course design is an active thinking process.

• The need for standardization.

Why is course design described as a “system”?

• Because it always follows a strict, linear sequence.

• Because each component influences and is influenced by others.

• Because it has a predetermined set of outcomes.

• Because it is based on Academic Systems Engineering.

What is meant by “designing a course is a work in progress”?

• Teachers should avoid making long-term plans.

• A course plan can always be perfected before teaching.

• Teaching and course design change over time and adapt to context.

• Course design is always created as teachers are teaching lessons.

Which of the following is considered a product of course design?

• Assessing needs

• Organizing the course

• Developing materials

• A syllabus

A clearer understanding of the course context helps teachers be (a)   about what can be accomplished.

Problematizing helps teachers decide where to (a)   and what to focus on in course planning.

In the architect analogy, you need to know the site, features, budget, and (a)   before designing the house.

In defining context, teachers should consider whether the course is mandatory or based on (a)   enrollment.

Match the following

• Teacher recalls negative experiences

• Belief in student choice within a curriculum

• Students compare cultural values

• Belief that language learning involves sociocultural awareness

• A class of students negotiates meaning

• Belief that language is socially constructed

• Teacher conducts feedback sessions

• Belief in student responsibility and choice

• Students are allowed to select themes

• Belief that choral drills are mechanical and unproductive

Match the following

• Learning as discovery or application

• View of learning and learners

• Includes sociolinguistic dimensions

• View of teaching

• Teaching as transmission of knowledge

• View of social context

• Language seen as rule-governed

• View of language