NAME : MARTA CHRISTINA SARAGIH
NIM : 2213321040
CLASS : DIK 2021 E
SUBJECT : MANAGEMENT OF ENGLISH BASED INSTITUITION Question
1. Explain 5 significances of developing curiculum policy in an english course 2. Elaborate 5 stages principles on developing English Course
3. Define concept of monitoring school works based on your understanding and supported by theory
4. Explain 3 aspects to be monitored in school works and give the example for each concretely
Answers:
1. 5 significances of developing curriculum policy in an English course
❖ Standardized Learning Objectives: By establishing clear learning objectives in the curriculum policy, educators ensure that students across different classes or schools receive consistent guidance on what they should achieve. For instance, specifying that students must master grammar rules, develop critical analysis skills for literature, and improve their communication abilities sets a standard benchmark for English proficiency.
❖ Adaptation to Student Needs: A well-designed curriculum policy allows for adjustments to cater to the diverse needs of students. For example, it may incorporate provisions for differentiated instruction, such as providing extra support for English language learners or offering enrichment opportunities for advanced students. This adaptability ensures that every learner has the opportunity to succeed.
❖ Assessment Alignment: The curriculum policy serves as a basis for designing assessments that accurately measure student progress towards the stated learning objectives. For instance, if the curriculum emphasizes the importance of writing skills, assessments may include essays, creative writing tasks, and grammar quizzes to evaluate students' proficiency in various aspects of English language and composition.
❖ Integration of Relevant Content: Through curriculum policy, educators can integrate diverse and relevant content into the English course. This may include literary works from different cultures, historical contexts, and contemporary issues, fostering students' appreciation for the richness and diversity of English language and literature.
❖ Professional Development Guidance: Curriculum policy provides a framework for professional development initiatives aimed at enhancing teachers' instructional practices.
For instance, it may recommend specific teaching strategies, instructional resources, or professional learning communities focused on improving English language instruction.
This guidance supports educators in staying abreast of best practices and continuously improving their teaching effectiveness.
2. 5 stages principles on developing English Course
❖ Needs Assessment and Goal Setting:
Stage: Begin by conducting a thorough needs assessment to understand the specific requirements and objectives of the English course. This may involve analyzing the language proficiency levels of the target student population, identifying their learning needs and preferences, and considering any external factors such as curriculum standards or language proficiency exams.
Principles:
1) Gather input from stakeholders, including students, teachers, parents, and administrators, to ensure the course addresses their needs and expectations.
2) Set clear and achievable learning goals that align with the overall educational objectives and standards.
3) Consider the linguistic and cultural diversity of the student body when setting goals and designing the course content.
❖ Curriculum Design and Content Development:
Stage: Develop a comprehensive curriculum framework that outlines the scope and sequence of the English course. This includes selecting appropriate instructional materials, designing learning activities, and integrating relevant content and skills.
Principles:
1) Incorporate a balanced mix of language skills (listening, speaking, reading, writing) and language components (grammar, vocabulary, pronunciation) into the curriculum.
2) Choose authentic and culturally relevant materials, such as literature, multimedia resources, and real-world texts, to engage students and promote language acquisition.
3) Align the curriculum with established language proficiency frameworks or standards, such as the Common European Framework of Reference for Languages (CEFR) or state/national standards.
❖ Instructional Delivery and Differentiation:
Stage: Implement effective teaching strategies and instructional methods to deliver the course content and engage students in meaningful learning experiences.
Principles:
1) Utilize a variety of instructional techniques, such as direct instruction, cooperative learning, project-based learning, and technology-enhanced activities, to cater to different learning styles and preferences.
2) Provide scaffolding and support for English language learners (ELLs) by adapting instructional materials, offering language support resources, and promoting peer collaboration.
3) Foster a communicative and interactive classroom environment where students have opportunities to practice and apply English language skills in authentic contexts.
❖ Assessment and Feedback:
Stage: Develop a comprehensive assessment plan to measure student learning outcomes and provide timely feedback on their progress.
Principles:
1) Design varied and authentic assessment tasks that align with the learning objectives and reflect real-world language use, such as performance tasks, portfolios, presentations, and language proficiency exams.
2) Implement formative assessment strategies, such as quizzes, peer review, and self-assessment, to monitor student progress and provide ongoing feedback for improvement.
3) Use summative assessments, such as standardized tests or culminating projects, to evaluate students' overall proficiency and achievement of course objectives.
❖ Reflection and Continuous Improvement:
Stage: Reflect on the effectiveness of the English course and make adjustments based on feedback, evaluation data, and emerging educational trends.
Principles:
1) Encourage regular reflection among teachers, students, and stakeholders to assess the strengths and weaknesses of the course and identify areas for improvement.
2) Use data-driven decision-making processes to analyze assessment results, student performance data, and teacher feedback to inform instructional revisions and curriculum enhancements.
3) Stay abreast of research-based best practices in English language teaching and integrate innovative approaches and technologies to enhance teaching and learning experiences.
3. Monitoring school work involves the systematic observation, assessment, and oversight of various aspects of a school's operations, activities, and outcomes to ensure alignment with educational goals, standards, and expectations. This process draws upon educational theories and frameworks to inform its practice. For instance, Systems Theory (Bertalanffy, 1968) conceptualizes a school as a complex system of interconnected components, necessitating the examination of interactions within the system to identify areas for improvement. Constructivism (Piaget, 1950; Vygotsky, 1978) underscores the importance of active student engagement and inquiry-based learning experiences, guiding the assessment of student learning and interaction within the school environment. Effective Schools Theory (Edmonds, 1979) highlights characteristics of successful schools, such as strong instructional leadership and high expectations, which serve as benchmarks for evaluating school performance. Assessment for Learning (Wiliam & Black, 1998) advocates for ongoing formative assessment practices to inform teaching and learning, supporting the monitoring of student progress and instructional adjustments. Finally,
principles of quality assurance and accountability in education management underscore the importance of data-driven decision-making processes to ensure schools meet established benchmarks and serve all students effectively (Datnow et al., 2002). By integrating these theoretical perspectives, monitoring school work becomes a comprehensive process that promotes continuous improvement and enhances student learning outcomes while fostering accountability within the school community.
4. Monitoring school works involves keeping track of various aspects to ensure the effectiveness and efficiency of educational processes. Here are three key aspects to monitor, along with concrete examples for each:
Student Progress and Achievement:
Example: Regularly tracking individual student academic performance through formative and summative assessments, such as quizzes, tests, and projects. For instance, in a mathematics class, monitoring student progress may involve analyzing weekly quiz scores to identify areas of strength and weakness, providing targeted interventions for struggling students, and recognizing exceptional achievement through awards or incentives.
Additionally, tracking graduation rates, standardized test scores, and college acceptance rates over time provides insights into the overall academic achievement of the student body.
Teaching and Instructional Practices:
Example: Observing classroom instruction and providing feedback to teachers on their pedagogical approaches and instructional strategies. For example, a principal or instructional coach may conduct regular classroom walkthroughs to observe teacher- student interactions, instructional delivery methods, and classroom management techniques. Based on these observations, specific areas for improvement, such as incorporating more hands-on activities in science lessons or implementing differentiated instruction to meet diverse learning needs, can be identified and addressed through professional development opportunities.
School Climate and Culture:
Example: Assessing the overall school environment, including factors such as student engagement, behavior, and school safety. This can be done through student surveys, staff evaluations, and observations of student interactions in common areas like the cafeteria and playground. For instance, monitoring student discipline data can reveal patterns of behavior that may indicate underlying issues with school climate, such as bullying or lack of respect for school rules. Addressing these issues proactively through initiatives like restorative justice practices or social-emotional learning programs can help improve the overall culture and atmosphere of the school.
