Designing a Learning Programme
Designing a Learning Programme
“The ultimate validation of a curriculum lies in its results; that is, did it help students achieve the desired outcomes?” Grant Wiggins and Jay McTighe, Schooling by Design (2007)
The Learning Programme has been designed in line with R. W. Tyler’s four classic tenets “Basic Principles of Curriculum and Instructions.”
The 1st of the 4 principles requires defining the purposes of the Learning Programme:
[a] justify what is taught
[b] delineate what is taught
[c] define the relevance of the material to current purposes of the preceding Diploma in Teaching English & Literature & succeeding Higher Diploma in Teaching English & Literature)
[a] Justify what is taught: No student of literature is expected to disavow studying Shakespeare. In the British education system, the 1990 National Curriculum in English lists Shakespeare as the only author that all British schoolchildren, over the age of 13, must study.
As such the teachers of English language & Literature ought to be competent & confident in teaching Shakespeare to the school children. This Learning Programme leading to the “Higher Diploma in Teaching English & Literature” is an extension of the module of Literature studied in this institute in the one year diploma course titled “Diploma in Teaching English Language & Literature”
[b] Delineate what is taught The Learning Programme is designed for the Teachers of English Literature & language with modes of teaching/learning and activities that can fulfil following requirements of the of grade 10 students sitting for Cambridge OL/ISCGE
Primary objective
Show detailed knowledge of the content of literary texts
Awareness of ideas and attitudes and their contexts
We learn Shakespeare basically for the literary purposes: to enjoy the story.
Get to the meaning of the literary work, in your case, “Merchant of Venice”
What was the author’s idea behind the work?
Why did he write it?
What was he trying to say?
Identifying & explaining themes: what really, aside from questions of plot or story
is the work about?
What is the central, the major idea or ideas?
Under the guise of the story, what messages are we meant to receive?
Secondary objective
Recognize and appreciate ways in which writers achieve their effects (e.g. structure, plot, characterization, dramatic tension, imagery, rhythm, setting and mood)
Tertiary objective
Breaking the code of Shakespeare. Recognize and appreciate ways in which Shakespeare use language
[c] Define the relevance of the material: explained in the content of the following advertisement: Objective of the Learning programme
Following is an advertisement on a short study course
Following is an advertisement on a short study course
Have you studied Shakespeare?
Then GET COMPETENT IN TEACHING SHAKESPEARE
Teaching Shakespeare
Teaching Shakespeare is an independent Learning Programme [Credit Transfer Module] that could also be used to earn credits for the “Skanda Higher Diploma in Teaching English & English Literature”. Furthering your studies with the successful completion of incoming 11 modules within a maximum of 2 year period would fulfil the requirement to be rewarded with “Skanda Higher Diploma in Teaching English & English Literature”.
Teaching Shakespeare is an independent Learning Programme [Credit Transfer Module] that could also be used to earn credits for the “Skanda Higher Diploma in Teaching English & English Literature”. Furthering your studies with the successful completion of incoming 11 modules within a maximum of 2 year period would fulfil the requirement to be rewarded with “Skanda Higher Diploma in Teaching English & English Literature”.
For whom:
[a] Those who have obtained a Diploma in Teaching English & English Literature at Skanda Technology & Business
[b] For those who have obtained an equivalent one year diploma in English Language or
English Literature
[c] For English teachers who have a minimum of 3 years experience in teaching English
language or English Literature.
Aptitude test
Since the Leaning Programme constitute a module of the Higher Diploma in Teaching English Language & Literature, the prospective students shortlisted would be subjected to an aptitude test in the form of a written examination on a drama by Shakespeare.
Objective of the Learning programme
To make the teachers of English Language & Literature, who have already read Shakespeare, absolutely competent & confident in Teaching Shakespeare to the school children of grade 6 to grade 10.
To make the teachers of English Language & Literature, who have already read Shakespeare, absolutely competent & confident in Teaching Shakespeare to the school children of grade 6 to grade 10.
Free Books worth of GBP 100 specially imported from United Kingdom: Romeo and Juliet (Folger Shakespeare Library) The Norton Shakespeare
Shakespeare’s words: A Glossary & Language Companion:
Shakespeare’s words: A Glossary & Language Companion:
Venue: Skanda Institute
Duration: 1 month Days: weekdays only
Date of commencement: 1st August 2200
Fees: LKR 50,000
Duration: 1 month Days: weekdays only
Date of commencement: 1st August 2200
Fees: LKR 50,000
A short response letter to prospective student
Dear ………………………..,
Thank you for your interest about the module we have designed for Teachers of English Language and Literature. We are pleased to give you the details of the study course.
The module titled “Teaching Shakespeare” is the first of the 12 modules we have developed for the teachers of English Literature.
We will be advertising of the remaining modules in the time to come. Furthermore, we will be e-mailing notification on upcoming modules to those who participated in this first module.
Those who have completed the Leeds Diploma in Teaching English Language are eligible to join this module. Furthermore, practicing teachers of English language & Literature teachers are eligible to join the module too.
We will be advertising of the remaining modules in the time to come. Furthermore, we will be e-mailing notification on upcoming modules to those who participated in this first module.
Those who have completed the Leeds Diploma in Teaching English Language are eligible to join this module. Furthermore, practicing teachers of English language & Literature teachers are eligible to join the module too.
Our New module: Teaching Shakespeare for Literary Purposes
Content: Romeo & Juliet
Our Main Objectives:
[a] To make the learners capable in analysing of Shakespearean drama
[b] To make the learners conversant in Shakespearean language.
[a] To make the learners capable in analysing of Shakespearean drama
[b] To make the learners conversant in Shakespearean language.
At the end of the module, all learners will be able
[a] analyse the dramas
[b] decode/decipher Shakespearean language & translate Shakespearean language to modern English in any of the Shakespearean drams.
[a] analyse the dramas
[b] decode/decipher Shakespearean language & translate Shakespearean language to modern English in any of the Shakespearean drams.
At the end of the module all learners will become conversant in
[a] Picking up the literary devices used by Shakespeare
[b] The Shakespearean words still being used but with different meanings
[c] The Shakespearean words used in a single sentence in two occasions with contrasting meanings
Sorting out the misplaced word arrangements done by the Master for the sake of rhythm
[a] Picking up the literary devices used by Shakespeare
[b] The Shakespearean words still being used but with different meanings
[c] The Shakespearean words used in a single sentence in two occasions with contrasting meanings
Sorting out the misplaced word arrangements done by the Master for the sake of rhythm
At the end of the module, the learners will have developed the following competencies
[a] Knowledge: Knowledge of Shakespeare’ dramas
[b] Understanding: being able to explain the plot
[c] Application: developing ability to connect the dramas to other Works of
Literature/Real Life Incidents /English Life & History of the Elizabethan era
[d] Analysis: Developing skills in dissecting the plot of the drama in elaborating the
characters
[e] Synthesis: converting the tragedy of Romeo & Juliet to a comedy
[a] Knowledge: Knowledge of Shakespeare’ dramas
[b] Understanding: being able to explain the plot
[c] Application: developing ability to connect the dramas to other Works of
Literature/Real Life Incidents /English Life & History of the Elizabethan era
[d] Analysis: Developing skills in dissecting the plot of the drama in elaborating the
characters
[e] Synthesis: converting the tragedy of Romeo & Juliet to a comedy
Registration: You may register to the module by e-mailing the completed application and scanned copies of your academic & professional qualifications. You are required to produce the originals of your certificates and make the full payment of LKR 20,000 on or before 15th July at our College.
Should you have further queries, please don’t hesitate to contact us at your earliest
Should you have further queries, please don’t hesitate to contact us at your earliest
Many thanks
Yours truly
Yours truly
Resources
For implementation of the programme, several types of resources are needed;
For implementation of the programme, several types of resources are needed;
Human Resources;
Technical staff: a significant part of the lesson on each day being based on ICT, a team of technical staff members in will be at hands of the learners & teachers throughout each & every hour, every day.
Teachers: the module is carried out by a team of teachers who are well qualified with post graduate degrees in English language & literature.
Support staff: cleaners; canteen staff
Teachers: the module is carried out by a team of teachers who are well qualified with post graduate degrees in English language & literature.
Support staff: cleaners; canteen staff
Physical Resources: Equipment: Computers, Multimedia projectors, Printers
Financial Resources:
Fixed cost: rent of the premises; computer hardware, multimedia projector
Variable cost: labour, payments to teachers, technical & support staff, electricity bills, publication costs, cost of the imported books given out free of charge
Fixed cost: rent of the premises; computer hardware, multimedia projector
Variable cost: labour, payments to teachers, technical & support staff, electricity bills, publication costs, cost of the imported books given out free of charge
2. The following short response letter explicate how the second of the “Basic Principles of Curriculum and Instructions” [R. W.Tyler’s four classic tenets] is fulfilled: The educational experiences related to the purposes.
The content, processes, and methods that will be used to deliver instruction and information that perpetuate the purposes of the Learning Programme
The content, processes, and methods that will be used to deliver instruction and information that perpetuate the purposes of the Learning Programme
A short response letter to prospective students telling them how they will learn & how & when they will be assessed.
Dear students
Learning how to teach Shakespeare is a skill that cannot be left without being fully developed! Unlike other literary works, in Shakespearean works of literature, we are confronted with the challenge of decoding his language.
Learning how to teach Shakespeare is a skill that cannot be left without being fully developed! Unlike other literary works, in Shakespearean works of literature, we are confronted with the challenge of decoding his language.
[P2.1] Our methodology in teaching is based upon the “New Approaches from the Folger Shakespeare Library”. Folger Shakespeare library is the ultimate authority in Shakespearean literary works. Though the approaches are new, those are still measured against Benjamin Bloom’s taxonomy of Educational objectives.
Approaches: learner-centered [75%] & teacher centered [25%]
Method: Skill based- Engage, Study & Activate
Strategies:
[a] Learner –centered: discussions, pair work, group work, digital presentations & dramatizing
[b] teacher centered: lectures
Method: Skill based- Engage, Study & Activate
Strategies:
[a] Learner –centered: discussions, pair work, group work, digital presentations & dramatizing
[b] teacher centered: lectures
The module is designed to develop knowledge, skills & attitude.
The learners will have developed the following competencies
Knowledge: Knowledge of Shakespeare’ dramas
Understanding: explain the plot
Application: developing ability to connect the dramas to other Works of Literature/Real Life Incidents /English Life & History of the Elizabethan era
Analysis: being able to pick up the themes, Developing skills in dissecting the plot of the drama in elaborating the characters
Synthesis: converting the tragedy of Romeo & Juliet to a comedy
Knowledge: Knowledge of Shakespeare’ dramas
Understanding: explain the plot
Application: developing ability to connect the dramas to other Works of Literature/Real Life Incidents /English Life & History of the Elizabethan era
Analysis: being able to pick up the themes, Developing skills in dissecting the plot of the drama in elaborating the characters
Synthesis: converting the tragedy of Romeo & Juliet to a comedy
Assessment: Pass mark is 65%.
Output by the learners Marks allocated
[a] Contribution to regular classroom discussion : 05%
[b] Weekly written assignments : 25%
[c] Weekly digital/oral presentation : 15%
[d] End of the module examination : 55%
_______________________________________________
100%
_______________________________________________
Should you have further queries, please don’t hesitate to contact us at your earliest.
Many thanks
Yours truly
Output by the learners Marks allocated
[a] Contribution to regular classroom discussion : 05%
[b] Weekly written assignments : 25%
[c] Weekly digital/oral presentation : 15%
[d] End of the module examination : 55%
_______________________________________________
100%
_______________________________________________
Should you have further queries, please don’t hesitate to contact us at your earliest.
Many thanks
Yours truly
With following Scheme of Work the Learning Programme establish itself with the third of “Basic Principles of Curriculum and Instructions” [R. W.Tyler’s four classic tenets]: the organizational methods which will be used in relation to those purposes.
(Again, in the contexts of your educational purposes, how can you best organize your information, presentations, and learning events so that they are most effective?)
Scheme of Work
Duration: 1 month Days: Saturdays hours: 8am to 5 pm
(Again, in the contexts of your educational purposes, how can you best organize your information, presentations, and learning events so that they are most effective?)
Scheme of Work
Duration: 1 month Days: Saturdays hours: 8am to 5 pm
|
week
|
Learning events
|
Objective
|
|
1
|
Classroom discussion/dramatizing
on plot, themes, moral, imagery, vocabulary |
Knowledge
|
|
2
|
Group work Digital presentation for bringing
in links/connection with real world/other works of literature |
Understanding/
Application |
|
3
|
Group work/discussion
for bringing in links/connection with real world/other works of literature lecture on Decoding Shakespearean language: The Shakespearean words still being used but with a different meanings Picking up the PUNS Same word used in two occasions with contrasting meanings Sorting out the misplaced word arrangements done by the master for the sake of rhythm |
Analysis
|
|
4
|
Group Pair work & dramatization
for different ending to the drama |
Synthesis
|
Scheme of Work that justifies the requirements against the students needs
Knowledge: Knowledge of Shakespeare’ dramas
Understanding: being able to explain the plot
Application: developing ability to connect the dramas to other Works of Literature/Real Life Incidents /English Life & History of the Elizabethan era Shakespeare for all cosmos, all times
Analysis: Developing skills in dissecting the plot of the drama in elaborating the characters
Synthesis: another adaptation: converting the tragedy of Romeo & Juliet to a comedy
sources of information, evaluation, analyse the Learning Programme
Process Based Evaluation
Formative Evaluation: carried out while the Learning Programme is going on – Oral
Summative Evaluation: carried out once Learning Programme is completed- Examination
Outcome based Evaluation
Internal evaluation: Learners –Feedback
External evaluation: the practical teaching session
Gathering data & information, analysing same to evaluate & improve learning
With this effort, the Learning Programme establishes itself with the fourth of the Tyler’s four classic tenets. The “Basic Principles of Curriculum and Instructions” [R. W.Tyler’s four classic tenets]: the modes of evaluation of the purposes, tasks & results.
[How do you know your learning events, information, and processes were taught successfully — what evidence will you collect]
[How do you know your learning events, information, and processes were taught successfully — what evidence will you collect]
Information on the learners prior to the module will be gathered in the following means.
[1] Aptitude test: learner styles are identified [visual, auditory, kinaesthetic] – Data will
be recorded
[2] Interview: learner is asked to narrate the plot of any work of literature he has read
to identify his literary bent – Data recorded
[3] Diagnosis test: student’s prior knowledge on Shakespearean works of literature-
Data recorded
[1] Aptitude test: learner styles are identified [visual, auditory, kinaesthetic] – Data will
be recorded
[2] Interview: learner is asked to narrate the plot of any work of literature he has read
to identify his literary bent – Data recorded
[3] Diagnosis test: student’s prior knowledge on Shakespearean works of literature-
Data recorded
Information on the learners during to the module will be gathered as follows;
[a] Weekly discussions, group activities: the participation of the learners is monitored,
evaluated & recorded in marks & comments in a preformatted document designed
for subjective assessment
[b] Weekly digital/oral presentation: the substance, the quality & reasoning power of the learner is measured subjectively in a normative scale of 1 to 10 scale & duly recorded.
[c] In the end of the module in the 4th week, an examination is held & marks are recorded.[0-55 range]
[d] Attendance data is compared against the overall marks of the learners. In case of a disparity in marks as in a case of student who has failed to attend all hours of the all four days of module ending with high marks, the student will be interviewed to determine his cause of success.
[e] Feedback from the learners is collected in a pre formatted questioners so that it could be determined whether modifications to the module is required.
[a] Weekly discussions, group activities: the participation of the learners is monitored,
evaluated & recorded in marks & comments in a preformatted document designed
for subjective assessment
[b] Weekly digital/oral presentation: the substance, the quality & reasoning power of the learner is measured subjectively in a normative scale of 1 to 10 scale & duly recorded.
[c] In the end of the module in the 4th week, an examination is held & marks are recorded.[0-55 range]
[d] Attendance data is compared against the overall marks of the learners. In case of a disparity in marks as in a case of student who has failed to attend all hours of the all four days of module ending with high marks, the student will be interviewed to determine his cause of success.
[e] Feedback from the learners is collected in a pre formatted questioners so that it could be determined whether modifications to the module is required.
Data Analysis to evaluate of learning programmes to improve the Learning Programme
Purpose of the evaluation:
To determine whether the objective of the learning Programme is achieved
To determine whether the objective of the learning Programme is achieved
Mode of Evaluation:
Primarily by analysis of the performances of the students
On a secondary footing: by the feedback on the Learning Programme by the students
Primarily by analysis of the performances of the students
On a secondary footing: by the feedback on the Learning Programme by the students
Reports
[a] End of the day report on the Learning Programme [process-based]
[b] End of the programme on the Learning Programme [outcome-based]
Data base of performances of the learners; feedback from learners
[i] by learner [ii] by date [iv] by instructor [outcome-based]
Collection of data
[a] Worksheets done by the students [process-based]
[b] Documented evidence of the Feedback of the learning Programme in the
form of feedbacks- blank questionnaires are completed by the stake
holders. [outcome-based] [model feedback forms as shown above]
[a] End of the day report on the Learning Programme [process-based]
[b] End of the programme on the Learning Programme [outcome-based]
Data base of performances of the learners; feedback from learners
[i] by learner [ii] by date [iv] by instructor [outcome-based]
Collection of data
[a] Worksheets done by the students [process-based]
[b] Documented evidence of the Feedback of the learning Programme in the
form of feedbacks- blank questionnaires are completed by the stake
holders. [outcome-based] [model feedback forms as shown above]
Based upon the performances of
[a] the class work [process-based]
[b] homework [process-based]
[c] individual written test in the end of the programme [outcome-based]
[a] the class work [process-based]
[b] homework [process-based]
[c] individual written test in the end of the programme [outcome-based]
|
Evaluation of Learners & Learning programme
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By Achievements by the learners
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By the feedback on Learning Programme
|
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Learner
|
Daily marks by activity
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Total Marks
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Total marks by the end of the Learning Programme
|
Performances Baseline marks
[Objective] |
Variation
|
Qualitative evaluation as per the feedback
|
Qualitative evaluation
as per the expectations [objective] |
Variation
|
Data is analysed & compared with the objective so that the deductions can be used in the improvement of the Learning Programme
REFERENCES
Second Principle, The Instructional Design/Curriculum Development Processhttp://thesecondprinciple.com/instructional-design/instructional-design-process/[Accessed on 16 August 2014]
Post Graduate Certificate in Tertiary –Level Teaching Robert Gordon University, Aberdeen, Centre for the Enhancement of Learning & Teaching
http://www2.rgu.ac.uk/celt/pgcerttlt/evaluating/eval1.htm
[Accessed on 23 May 2014]
http://www2.rgu.ac.uk/celt/pgcerttlt/evaluating/eval1.htm
[Accessed on 23 May 2014]
What is Evaluation? [2014] International Centre for Alcohol Policies, Washington http://www.icap.org/PolicyTools/Toolkits/EvaluationToolkit/2WhatIsEvaluation/tabid/441/Default.aspx
[Accessed on 30 May 2014]
