The teacher and the learners working together to make decisions at different parts of the curriculum design process.
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25
When are negotiated syllabuses unavoidable? Mention at least three cases.
See chapter 10 "Negotiated Syllabuses" p. 171.
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25
What does the word "process" in "process syllabus" stand for?
The focus on "how" the syllabus is made and not what is in it.
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20
When teachers choose a negotiated syllabus, what is it that they are prioritizing?
The leaners' needs.
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20
Explain some ways in which teachers can divide/negotiate a syllabus.
See chapter 10 "Negotiated Syllabuses" p. 176.
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15
What's another name for "negotiated syllabuses"?
Process syllabuses
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10
Mention one advantage of negotiated syllabuses.
1. Strong effect on motivation, satisfaction, and commitment. 2. Students' course not the teacher's. 3. Learners' awareness of the course goals: better learners
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20
Where do negotiated syllabi come in handy?
1. Learner-centered humanistic methodologies. 2. After a needs analysis that call for a focus on the learner. 3. Where there's a focus on learner autonomy.
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boom
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15
Mention one disadvantage of negotiated syllabi.
1. Reluctant learners due to lack of knowledge or experience. 2. Reluctant teachers due to loss of power and status. 3. Requires considerable time and skill.
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lifesaver
Give 25 points!
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25
What aspects of the syllabus could be negotiated in a negotiated syllabus? Mention at least two.
See chapter 10 "Negotiated Syllabuses" p. 172.
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What steps should teachers follow when negotiating a syllabus?
See chapter 10 "Negotiated Syllabuses" p. 172.
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15
Do all items and procedures in a negotiated syllabus need to be negotiated?
No, some items can be non-negotiable and other items and procedures could be negotiable.
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20
How do assessment and evaluation affect students?
They have direct effects on goals and the ways in which students achieve these goals.
