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BACHELOR OF EDUCATIONSPECIALIZATION: Secondary, English Language and Literature COURSE NAME :Planning and Interpreting the Language Arts ProgrammeYEAR:3COURSE CODE:LA301SEBNUMBER OF CREDITS: 3NUMBER OF HOURS: 45 PREREQUISITES: Language Learning and Teaching Grammar Skills and ContentCOURSE DESCRIPTION: This course should enable student-teachers to understand the language arts curricula for the secondary level (grades seven to eleven) and therefore prepare them for their effective implementation in the schools. In addition, the course offers a more in-depth analysis of lesson and unit planning. By doing this course, student-teachers should be prepared to identify, classify, and streamline prescribed topics for weekly delivery in the schools. Also, students should become familiar with the rationale, objectives, and design of the National Curriculum (formerly, the ROSE programme) as well as the CSEC English A and B syllabus. The course also attempts to explore strategies for assessment and evaluation.LEARNING OUTCOMES: This course will develop student-teachers’ understanding of and response to: the rationale, goals, objectives, content and evaluation strategies for the National Curriculum as well as the CSEC English A and B syllabus factors that affect unit and lesson planning the interrelatedness of curriculum, syllabus, and unit and lesson planFacilitation of various learning styles and levels within the language arts classroomways in which they may maximize the use of available human and material resourcesevaluation and monitoring of the teaching/learning situationCOURSE CONTENTUNIT 1 :THE IMPORTANCE OF PLANNING AND FACTORS AFFECTING PLANNINGNo. of Hours: 3Course Content: The Importance of Planning – national and international standards, content and methodology, sequencing, impact on educational progressFactors Affecting Planning – students, content, time, school culture, resources, environment, teacher and technical considerations The Needs of Stakeholders – parents, prospective employers, the Ministry of Education, the school, etc.UNIT 2: OVERVIEW OF THE NATIONAL CURRICULUM No. of Hours: 4Course Content: The RationaleContent and ObjectivesRecommended Approaches and StrategiesUNIT 3: OVERVIEW OF THE CSEC SYLLABUSNo. of Hours: 6Instructional Objectives: Course Content: Understanding the SyllabusThe RationaleAims and Objectives (understanding and expression)ContentActivitiesUnderstanding Students’ ProfilesUnderstanding the Mark SchemeIntegration of English A and B (aspects of English B found in English A –poetry, drama, prose fiction) Examiners’ ReportsRecurring WeaknessesStrategies for Addressing these WeaknessesExpectations of the CSEC studentsTheir Application to the Preparation of Students for the examinations Examining Past PapersCorrelation between the examination and the syllabusStructure of Examination PapersUnderstanding Key Terms used in Questions (identifying key verb, object, and limit)UNIT 4: ASSESSMENT AND EVALUATIONNo. of Hours: 6Course Content What is evaluation/assessment?Purposes/UsesTypes (eg. formative, summative, school-based, diagnostic, traditional and non-traditional/alternative)Tools (eg. analytic, holistic, anecdotal records, norm referenced, criterion referenced etc.)Assessing Student mastery of objectivesWho and what should be assessed? (students, teacher, resources etc.)UNIT 5: UNIT AND LESSON PLANNINGNo. of Hours: 12Course Content Unit versus Lesson PlansElements of Unit and Lesson PlansTopics and Sub-topicsGeneral and Specific Objectives (Understanding the differences and relating them to the Revised Bloom’s Taxonomy)Previous KnowledgeSummary of ContentResource and Instructional MaterialsActivities/Teaching StrategiesEvaluation of Lesson, Teacher, StudentsScope and Sequence of Topics and Sub-topics INSTRUCTIONAL METHODS: Class DiscussionsResearch and PresentationsReflections InterviewsSeminar PresentationsLecturesDeveloping and Critiquing Unit and Lesson PlansViewing and Critiquing Model LessonsCase StudiesMicro Teaching and Reflections (on Micro Teaching)ASSESSMENT STRATEGIESCourse Work (60 %)An Essay on the National Curriculum/CSEC Syllabus - 20 %Micro Teaching (Including Unit and Lesson Plans) - 30 %Journal Reflections on Learning Experiences in the Course – 10 %Examination (40%)Two Essays, one with a theoretical orientation and the other with a practical orientationREQUIRED READINGRECOMMENDED TEXTS AND Arends, Richard (2000). Learning to Teach. McGraw HillGurian, Michael & Ballew, Arlette (2003). The Boys and Girls Learn Differently: Action Guide for Teachers. Jossey-Bass. Jacobsen, David & Eggen, Paul (2006). Methods for Teaching: Promoting Student Learning in K – 12 Classroom. Pearson. Maxwell, Rhoda & Meiser, Mary (2005). Teaching English in Middle and Secondary Schools. Pearson. The Ministry of Education (1998). Government of Jamaica/World Bank: Reform of Secondary Education Curriculum Guide Grades 7 - 9. Ministry of Education and Culture.The Ministry of Education (1980). Government of Jamaica/world Bank: Reform of secondary Education Teachers’ Guide Grades 7 – 9. Ministry of Education and Culture.The Ministry of Education (2000). Government of Jamaica/World Bank: Reform of Secondary Education Teachers’ Manual Grades 7 -9. Ministry of Education and Culture. Orlich, Donald & Harder, Robert et al. (2010). Teaching Strategies: A Guide to Effective Instruction. Wadsworth. Tompkins, Gail (2004). Teaching Writing: Balancing Process and Product. Pearson. ................
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