3)b Paradigm Shift in Instructional Planning Flashcards
old paradigm: CONTENT / CULTURE limited to bits and pieces of cultural information in textbook; connections to other disciplines absent.
new paradigm: CONTENT / CULTURE – there are interdisciplinary and cultural connections; integration of cultural and academic content; culture explored by means of products, practices and perspectives
old paradigm: OBJECTIVES stated in terms of grammatical knowledge as provided in textbook
new paradigm: OBJECTIVES stated in terms of what learners should know and be able to do with the language
old paradigm: SKILLS consist of the practice of individual skills: listening, speaking, reading, and writing
new paradigm: SKILLS are an integrated practice of three modes of communication, which build on one another; tasks are situated w/in larger communicative goals or topics
old paradigm: THE LEARNER is mostly passive and learns the material presented by the teacher
new paradigm: THE LEARNER is actively engaged in learning and constructing meaning; interacts with others who speak the TL; has opportunities to explore his/her own interests
old paradigm: THE TEACHER is the center of instruction and the audience for learners; students work to impress the teacher
new paradigm: THE TEACHER facilitates instruction and guides student learning; designs opportunities for interactive learning; provides feedback and assistance; not only audience for student work (includes peers and community also).
old paradigm: MATERIALS – textbook is primary material
new paradigm: MATERIALS – textbook is just one of many tools; others include authentic materials (tape recordings, videos, magazines, short stories, folklore), World Wide Web, visuals, realia
old paradigm: ASSESSMENT – purpose to evaluate student achievement; focus on discrete-point grammar items, often out of context; primarily paper-and-pencil testing; learners provide one right answer
new paradigm: ASSESSMENT – purpose to assess progress in meeting standards, provide feedback to students, and improve instruction; assessments include open-ended formats; assessment strategies include integration of modes for meaningful purposes, exploration of content, completion of real-world tasks, self-assessment by learners
