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 _________ about what can be accomplished.

Problematizing helps teachers decide where to _____ and what to focus on in course planning.

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

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

Match the following

• Teacher conducts feedback sessions

• Belief in student responsibility and choice

• A class of students negotiates meaning

• Belief that choral drills are mechanical and unproductive

• Teacher recalls negative experiences

• Belief that language is socially constructed

• Students compare cultural values

• Belief that language learning involves sociocultural awareness

• Students are allowed to select themes

• Belief in student choice within a curriculum

Match the following

• Teaching as transmission of knowledge

• View of learning and learners

• Includes sociolinguistic dimensions

• View of language

• Learning as discovery or application

• View of social context

• Language seen as rule-governed

• View of teaching