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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.

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NUR IZZATI BINTI KHAIRUDDIN / UPM
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46 views8 pages

Conference Slide

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.

Uploaded by

NUR IZZATI BINTI KHAIRUDDIN / UPM
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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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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