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    Conference Slide

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    NUR IZZATI BINTI KHAIRUDDIN / UPM
    The document discusses personalizing lesson plans within a prescribed national curriculum. It outlines some pros and cons of a prescribed curriculum, such as assisting teacher development but suppressing creativity. It presents two approaches to personalization: employing multimodal teaching and modeling risk-taking. While a prescribed curriculum provides structure and support, it also comes with constraints on teacher autonomy and a one-size-fits-all approach. The conclusion questions whether a framework like CEFR could be successfully implemented in Malaysia given these constraints, and whether it would promote student engagement.

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    Conference Slide

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    NUR IZZATI BINTI KHAIRUDDIN / UPM
    15 views8 pages
    The document discusses personalizing lesson plans within a prescribed national curriculum. It outlines some pros and cons of a prescribed curriculum, such as assisting teacher development but suppressing creativity. It presents two approaches to personalization: employing multimodal teaching and modeling risk-taking. While a prescribed curriculum provides structure and support, it also comes with constraints on teacher autonomy and a one-size-fits-all approach. The conclusion questions whether a framework like CEFR could be successfully implemented in Malaysia given these constraints, and whether it would promote student engagement.

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    The document discusses personalizing lesson plans within a prescribed national curriculum. It outlines some pros and cons of a prescribed curriculum, such as assisting teacher development but suppressing creativity. It presents two approaches to personalization: employing multimodal teaching and modeling risk-taking. While a prescribed curriculum provides structure and support, it also comes with constraints on teacher autonomy and a one-size-fits-all approach. The conclusion questions whether a framework like CEFR could be successfully implemented in Malaysia given these constraints, and whether it would promote student engagement.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    15 views8 pages

    Conference Slide

    Uploaded by

    NUR IZZATI BINTI KHAIRUDDIN / UPM
    The document discusses personalizing lesson plans within a prescribed national curriculum. It outlines some pros and cons of a prescribed curriculum, such as assisting teacher development but suppressing creativity. It presents two approaches to personalization: employing multimodal teaching and modeling risk-taking. While a prescribed curriculum provides structure and support, it also comes with constraints on teacher autonomy and a one-size-fits-all approach. The conclusion questions whether a framework like CEFR could be successfully implemented in Malaysia given these constraints, and whether it would promote student engagement.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    of 8

    Personalising Lesson Plans Within

    The National Prescribed Curriculum:


    Constraints And Possibilities

    NUR IZZATI BINTI KHAIRUDDIN


    INTRODUCTION:
    What is Prescribed Curriculum?

    “…what ‘ought’ to happen…”


    “…take form of a plan, an “…all planned learning outcomes
    intended program, or some kind of for which the school is
    expert opinion about what needs responsible…”
    to take place in the course of
    study.” (Popham & Baker, 1970)
    (Ellis, 2004, p. 4)

    Vs DESCRIBED CURRICULUM
    PRESCRIBED CURRICULUM
    PROS CONS

    • Assist in teacher’s professional • Teacher’s creativity and autonomy are


    development (Reeves, 2010) suppressed (Crocco & Costigan,
    2007; Smagorinsky, Lakly & Johnson,
    • Avoid unnecessary interference 2002)
    (Reeves, 2010)
    • One-size-fits-all, neglecting diversity
    • Provide fast results (Fullan, 2008) (Goodwyn, 2012)

    • Provide support for new teachers


    (Grossman, 2008; Kaufmann et al.,
    2002)
    Common European Framework Of
    Reference For Languages (CEFR)

    Prescriptive curriculum CEFR Descriptive curriculum


    “…the aim is ‘not to prescribe or even
    recommend a particular method, but to
    present options…” (Council of Europe, 2001)
    PERSONALISATION #1
    Employ multi modal teaching approaches
    (Grainger & Barnes, 2006)

    “…use of at least two sensory modalities by which students


    receive information.”
    (Anastopoulou, Baber & Sharples, 2001)

    Interactive Cater to different Longer info


    learning learning styles retainment
    (Maier, n.d.)

    Example: Bringing actual food to lesson about food


    PERSONALISATION #2
    Model risk-taking & enable children to take risks too
    (Grainger & Barnes, 2006)

    “…creative teachers…combine subject and pedagogical


    knowledge…[and] also leave space for uncertainty and the
    unknown.”
    (Claxton, 1998)

    Tolerance for ambiguity is proven to be helpful in acquiring


    second language and promoting creativity.
    (Stoycheva, 2010; Ehrman, 1999)

    Example: Get students to decide topic for their next class


    CONCLUSION

    Would CEFR survive in Malaysia?

    Will the teachers be given enough freedom


    to practice creativity & autonomy?

    Will CEFR help in promoting students’ engagement


    in language class?
    THANK YOU

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