Ortega Hellen Investigation Project Terminado 1

Curriculum Development 1
Investigation Project
Curriculum Development

Hellen Ortega

Teaching Techniques
Marielena lvarez
April 26
th
2014


Index
Introduction............................. 3
Curriculum Development......... 4
Selection of Content & Learning Experiences......5
Curriculum sample CNB...6-14
The Need for Curriculum Framework......................................................................................15-16
Cultural Values.....17
The Basic Education Curriculum and Secondary Education Development Program in
Guatemala addresses the learner and learning process.................................................18
Determinants of Learning in Guatemala...........19
Does exist Educational Development Project reveals that community and home variables
have greater impact on learning than school factors in Guatemala..20
In Guatemala, does CNB demonstrate inclusion of behaviorist psychological principles
through the use of behavioral objectives, drills, practices, and homework reinforces
learning....21
Historical Context
Timeline...22
John Dewey.23-25
Analyze CNB and if working on own English Curriculum and decide which of the models
is applied.........26
Evaluation Studies in Guatemala....27
Monitoring and Evaluation of CNB...28
Current Trends and Issues Bilingual Education (L3).....29
Conclusion..30
References......31

Comment [M1]: Careful on margins.

Introduction
In this investigation we find topics that are related or are part of the Curriculum Development. We can learn
that a curriculum is a way to increase the growth in spiritual and emotional maturity as well academic
excellence. In the curriculum we also integrate: competencies, content, methodology, evaluation and
learning experiences. And also look ways to learn by doing.


What is curriculum development?
Is a very important document in which is include the educational process, such as what students
should learn and what are able to do, why and how, in a specific time. The curriculum is mandatory in
every school because is the guide for the teacher. The teacher uses to see what kind of activities, worksheets
and rubrics use among other things. Its actually that the teacher decide how those activities should be made
and taught. There is not a concrete way to say what methodology is correct to use. But its also true that it
depends in which ways the topic is going to be taught, eventually the teacher teaches for the students can
apply the knowledge in real life. Thats why as teacher we need to make distinction between the official
curriculum, to the lesson plan and also projects.

The curriculum determines what principles must be achieved by the students. Is the best way to
decide which kinds of activities are adapted to reach the main objectives and is an effective way to evaluate
the learning process.

What was done at that conference was the creation of the structural theme that helped in the
development of the focal points of curricula. The basic structures, which were developed to help, in turn, in
the development of curricula in the aforementioned meeting, are comprised of vital ideas, like "supply and
demand" (economics), "conflict" (history), or energy (physics), as well as the relationships between them.
Such notions, when comprehended, make sure that students are able to be aware of many of the phenomena
in that regulation as well as other analogous phenomena that may have been tackled in other places.
1

In the year 1959, there gathered at Woods Hole on Cape Cod a group of 35 scientists, educators, and
scholars with the intention of conversing about how to improve science education, with the purpose of
"examining the fundamental procedure concerned in passing on to students a intellect of the matter and
technique of science" '(Bruner, 1960, p. xvii)' (taken from a Curriculum Development report done by Judith
Howard of the Department of Education in Elon University) They met for ten days, decided on themes and
ideas about education that would have major implications for both science education and also for education
in general.
2

1
(teAchnology: http://www.teach-nology.com/edleadership/curriculum_development/)

2
(Bruner, 1960, p. xvii)' (taken from a Curriculum Development report done by Judith Howard of the Department of Education
in Elon University)

Selection of Content & Learning Experiences
The selection of content and learning experiences should be consistent and lead by an achievement,
which means that the teacher needs to plan including experiences and situations in where the students can
participate in an active and dynamic way, and also they can interact with each other. Fomenting a good
behavior and a nice attitude.

The teacher needs to create a good environment according to the lesson because this result in a
modification in behavior of the learner. The content need to be meaningful for life, should be taught
understandable and in best way possible. That means that the content is not only for the moment but also
for life.

The selection of learning experience it also concern about the content of theoretical subject, thats
why should be planned as the necessity of the students, using simple and available resources.


CURRICULUM SAMPLE
CNB

SUBREA DE COMUNICACIN Y LENGUAJE
L3 INGLS
Descripcin de la subrea

El ingls es un idioma de comunicaciones internacionales usado en diferentes mbitos
tales como: mbito comercial, tcnico, cientfico y acadmico. Se ha convertido en un idioma de
acceso a los avances tecnolgicos y de comunicacin del siglo XXI, en un mundo globalizado.
Su aprendizaje facilita la comunicacin entre personas de diferentes sociedades y culturas. A la
vez, ese intercambio cultural va acompaado del desarrollo de pensamiento crtico. Contribuye a
valorar los elementos sociales, culturales, polticos y econmicos propios y a compararlos con los
de otras sociedades.

El manejo del ingls constituye una herramienta para ampliar opciones de desarrollo
personal y laboral, permite acceder a trabajos y puestos que requieren el conocimiento de este
idioma. Contribuye a una mejor preparacin acadmica para enfrentar los retos de la tecnologa
y la globalizacin, promueve el intercambio cultural, as como el enriquecimiento de informacin
para un mejor desenvolvimiento en cualquier rea de trabajo que elijan los y las estudiantes.

El aprendizaje del idioma ingls desarrolla cuatro habilidades bsicas de comunicacin,
que deben estar respaldadas por una slida competencia lingstica en el idioma materno:
escuchar, hablar, leer y escribir. El grado de dominio de cada una de ellas determina el nivel de
desempeo.

En este currculo el enfoque de ingls como idioma extranjero es tcnico y funcional.

Componentes de la subrea

Para su desarrollo, la subrea de ingls se integra con los siguientes componentes:

1. Comprensin y expresin oral: por tratarse de un tercer idioma y de una lengua
extranjera, es necesario partir de los resultados de evaluaciones diagnsticas, del nivel de
comunicacin de una persona. Escuchar y hablar son procesos constitutivos de una
comunicacin efectiva.

Escuchar atentamente consiste en que los y las estudiantes dominen herramientas tales
como: discriminacin de sonidos particulares del nuevo idioma, discriminacin del significado de
palabras homfonas por medio de claves de contexto, uso de entonacin, pronunciaciones
correctas, uso de curvas meldicas adecuadas al contexto y al interlocutor, comprensin de
nuevo vocabulario, as como el uso fluido de patrones gramaticales que se usan para interactuar
verbalmente con otras personas, en el nuevo idioma de aprendizaje.

Al desarrollar las habilidades orales, los y las estudiantes podrn participar en dilogos y
exposiciones que les permitan intercambiar informacin cada vez ms compleja, sobre temas
variados. El aprendizaje oral incluye tambin el conocimiento y prctica de expresiones, refranes,
vocativos, formas de saludo, y otras pautas verbales de uso comn en el contexto anglohablante.

2. Comprensin y expresin escrita: al igual que en el componente anterior, es
conveniente conocer primero los resultados de evaluaciones diagnsticas del nivel de
comunicacin de una persona. Leer es el proceso de decodificar cualquier tipo de
mensaje escrito; la lectura es un proceso complejo que incluye la interpretacin no
solamente de palabras y oraciones, sino de signos, conos, dibujos y otro tipo de recursos
que utilice un texto escrito y grfico. La escritura da la oportunidad de compartir ideas,
informacin y sentimientos utilizando los procesos y herramientas adquiridas para
plasmarlos en un texto coherente.

Tanto en la lectura como en la escritura del nuevo idioma, en este caso el ingls, el o la
estudiante utiliza estrategias cognitivas y meta cognitivas que ha alcanzado por el hecho de que
ya sabe leer y escribir en su idioma materno, solamente que en este nuevo caso, las aplica en
forma determinada por tratarse de un nuevo cdigo de comunicacin. Sin embargo, como
educadores y educadoras, se debe tener presente que una estrategia fundamental como la
lectura comprensiva, es una habilidad que debe trabajarse a lo largo de toda la formacin
escolar, sobre todo en los niveles pre primario, primario y en el ciclo bsico.

En el contexto de una metfora muy utilizada como lo es la referida a la escalera de
destrezas lectoras, se puede decir que los estadios o niveles de comprensin generalmente
parten de un nivel literal, pasando por un nivel de reorganizacin, uno inferencial, hasta llegar a
un nivel crtico. Conviene tener presente que se est trabajando el aprendizaje de un idioma
extranjero, que puede ser una segunda lengua o una tercera lengua de uso para muchos (as)
jvenes guatemaltecos (as) que ya dominan ms de uno de los idiomas nacionales.

La comprensin lectora va acompaada del uso de vocabulario tanto pasivo como activo, por
lo cual se ha diseado un componente ms especfico (el No. 3) para desarrollar este aspecto.
Cabe mencionar que la escritura corresponde a la etapa ms compleja del aprendizaje de un
segundo o tercer idioma en contacto, por lo que el o la docente deber estar presto a dar una
realimentacin constructiva y alentadora. Este componente incluye tambin el trabajo intelectual
y comunicativo relacionado con el conocimiento de las estructuras gramaticales y el orden
sintctico bsico propio del idioma ingls.

3. Desarrollo de vocabulario: tanto en forma oral como escrita, la adquisicin de
vocabulario y expresiones de uso comn constituyen el eje sobre el cual se construye un
bagaje de conocimientos que, usados adecuadamente, permiten interactuar con otras
personas. El dominio que un hablante muestra con respecto al vocabulario que maneja en
sus expresiones, es uno de los mejores indicadores del nivel de aprendizaje y de dominio
con que una persona maneja otro idioma de uso.


Mientras ms preciso, variado y profundo sea el vocabulario del hablante, mejor ser su nivel
de dominio y sus posibilidades de comunicacin, tanto en lo que desea expresar como en la
informacin que debe procesar e interpretar. El paso de un nivel a otro puede requerir varios
aos o ciclos de estudio. En un nivel elemental, el aprendiz puede intercambiar informaciones
sencillas con agilidad, dominando un lxico suficiente para entender y hacerse entender pero
slo en situaciones previsibles de la vida cotidiana; y puede mantener una conversacin en la
que l o ella es productora pero sobre todo receptora de los mensajes de su interlocutor o
interlocutora.

En un nivel avanzado en cambio, el o la estudiante, se expresa con claridad y con ideas y
opiniones sobre una amplia gama de temas, comprende e intercambia informacin de manera
fiable; y puede llegar a tener una comunicacin competente y autnoma en muchas situaciones
que van ms all del entorno escolar, esto es, situaciones comerciales, tcnicas y hasta de uso
de lenguaje literario y conceptual. La amplitud y capacidad de vocabulario es indispensable para
el pensamiento abstracto en todos los idiomas que utilice el estudiante, por lo que se debe
enfatizar en que amplen su vocabulario tanto en la L1 como en la L2 y en la lengua extranjera
que se est aprendiendo.

4. Cultura y sociedad: Al lograr algn grado de comprensin y comunicacin oral y escrita en
otro idioma, se logra conocer sobre otras culturas y a la vez se contrasta y valora la propia. En el
contexto de la enseanza y aprendizaje de idiomas, es bien sabido que la categorizacin que
ofrece cada idioma, dependiendo del uso de sus categoras gramaticales y lingsticas. Desde el
uso de formas de saludo, que muchas veces significan el portal de ingreso a esos otros mundos,
hasta el uso de metforas cada vez ms sofisticadas, el o la estudiante sabr reconocer que est
en contacto con otras tradiciones, otras alusiones y otras significaciones ligadas al contexto
cultural del mundo anglosajn, en este caso y de la rama germnica de la familia latina,
ampliamente extendida en el contexto mundial.

Competencias de la subrea

Las competencias de subrea son:

1. Utiliza vocabulario amplio y variado y estructura gramatical adecuada, en el intercambio de
informacin, conversaciones coloquiales y comunicaciones instrumentales.

2. Redacta narraciones simples, resmenes, noticias y otros textos, con base en lectura de
textos literarios o cientficos de divulgacin general, utilizando vocabulario preciso y variado y
estructura gramatical adecuada.

3. Utiliza vocabulario preciso y concreto al comunicarse en forma oral y escrita, con base en los
contextos regional e internacional.

4. Aprecia la diversidad cultural y lingstica de su pas, los pases anglohablantes y otros pases.



Apuntes metodolgicos

Es importante que la planificacin de actividades tome como punto de partida los
resultados de evaluaciones diagnsticas. Esto con la finalidad de establecer el nivel de las
habilidades ya desarrolladas por los y las estudiantes, as como para definir qu habilidades
necesitan ms prctica y reforzamiento. Adems, los y las docentes pueden tomar en cuenta las
siguientes sugerencias: mantener apertura en las discusiones, promover reflexiones referidas a
valores, realizar actividades que promuevan buenas relaciones humanas y proveer
oportunidades para el trabajo en grupo y la consecucin de metas.

Se recomienda el uso de las diferentes tcnicas y mtodos especializados, tales como:
The communicative lenguaje teaching (CLT), Suggestopedia, Total Physical Response and the
Natural Approach, entre otros. Tambin se recomienda desarrollar una serie de actividades
ldicas, reforzadas con recursos como afiches, dibujos, pintura, luces, msica, videos, sonidos y
otros que les permitan relajarse y a la vez establecer otras asociaciones que les ayuden a
interpretar el significado de las expresiones. Con el uso de estos recursos, los y las estudiantes
activan, en el hemisferio derecho del cerebro, la parte creativa mientras van aprendiendo; y no
solo la parte consciente del hemisferio izquierdo; ello les permite una actitud ms asertiva,
buscar y aceptar sus intuiciones y confiar en su potencial de aprendizaje.

El o la docente es el motor y el modelo en una clase de lengua extranjera; de su buen
desempeo depender el resultado positivo de los y las estudiantes, por ello cobran especial
importancia la entonacin de voz, los movimientos gestuales y corporales, la orientacin y la
creacin de ejercicios dinmicos y la previsin de recursos como los mencionados en el prrafo
anterior. Cualquier mtodo de enseanza del idioma ingls indica que para que el proceso de
aprendizaje sea eficaz, deben planificarse y ejecutarse experiencias positivas con la finalidad de
que el aprendizaje sea efectivo y las emociones, placenteras.

Al ensear otro idioma, es fundamental la participacin conjunta, desechar el miedo
escnico, la desconfianza y el temor de hacer algo mal o por castigo; por ello en las actividades
intra y extra-aula se tendr que reforzar las conductas positivas y la auto confianza de los y las
aprendices. La eleccin y realizacin de actividades deben de ser de carcter interdisciplinario y
motivador.
El trabajo sobre la gramtica se puede realizar mediante la introduccin de movimientos fsicos,
cambio de voz, tarjetas divertidas, palmeado, globos de colores, panderetas, luces, colores,
juegos de mesa y otros recursos, los cuales estimulan el rea del subconsciente de la memoria.
Se sugiere observar los siguientes principios para organizar el aula de aprendizaje de idiomas:
Respetar los mecanismos de interaccin verbal y escrita: cooperacin, negociacin, informacin
nueva, coherencia, pertinencia, nfasis, reiteracin, recapitulacin. Cumplir el propsito
comunicativo: qu se hace con lo que se lee, se escucha y se escribe.

Se ensea slo en la lengua que se est aprendiendo. Se desarrollan activamente las
destrezas de compresin, discriminacin auditiva, pronunciacin y produccin oral. Se ensea
gramtica inductivamente; es decir, que las reglas no se ensean explcitamente sino que los

alumnos llegan por s mismos a conclusiones sobre las articulaciones gramaticales de la lengua
en estudio.

El vocabulario concreto se ensea por medio de demostraciones, objetos y dibujos; el
vocabulario abstracto se ensea por medio de asociaciones de ideas. La motivacin se inicia con
una ancdota breve o dilogos en la nueva lengua, usando frecuentemente un estilo moderno y
coloquial. El material se presenta primero en forma oral con acciones o ilustraciones. Se disean
pequeos dilogos y ejercicios basados en preguntas que se hacen en la lengua de aprendizaje
tomando los temas de la motivacin. A la par de la lengua se ensea sobre la cultura asociada
en forma inductiva. Se pone el acento en el aspecto creativo de la lengua. No se trata de repetir
unas frases (competencia lingstica). Se responde a las necesidades comunicativas de los y las
estudiantes (para qu aprender la lengua, qu necesita, qu le interesa).

Provocar la necesidad de comunicarse en esa lengua, en situaciones concretas
relacionadas con los propios intereses. Favorecer el descubrimiento, interiorizacin y
conceptualizacin progresiva de los recursos lingsticos necesarios y suficientes para
comunicarse. Posibilitar la interaccin ensayo, primero de una forma controlada y luego ms
libre, en situaciones de comunicacin verosmiles. Los errores son necesarios para aprender. La
correccin nunca debe inhibir el proceso comunicativo en el que se construyen las hiptesis
sobre cmo funciona la lengua; no se considera conveniente estar corrigiendo la pronunciacin a
menos que se presenten los siguientes casos: si estigmatiza al o la estudiante, si causa disgusto
y confusin a quien escucha, si es recurrente, si causa un error de comunicacin como en el
caso de palabra homfonas-; en la expresin oral, las expresiones correctas son tiles para una
comunicacin exitosa. Las situaciones didcticas deben favorecer la comunicacin y adaptarse a
la tarea que se propone -individual, parejas, pequeo grupo, todo el grupo- y el o la docente
cumplir sobre todo el papel de motivar a la comunicacin y al aprendizaje de los y las
estudiantes.

Derivado de los resultados de las evaluaciones diagnsticas y despus de las primeras
semanas de trabajo en el ciclo escolar, es posible que se presente la necesidad de reorganizar
los grupos, involucrando incluso a estudiantes de varias secciones y de varios grados para
formar grupos que en alguna medida respondan a los intereses y habilidades de estudiantes
principiantes, intermedios y avanzados, o bien con otros matices.

Actividades sugeridas

1. Organizacin de parejas para el desarrollo de dilogos cortos sobre asuntos del contexto
escolar y comunitario.

2. Recrear el ambiente del aula para el aprendizaje de nuevo vocabulario en diferentes
contextos.

3. Visitas reales y simuladas a otros ambientes de aprendizaje como teatros, museos,
estaciones radiofnicas, talleres artesanales, mercados, ferias, sitios tursticos.


4. Organizacin de grupos corales para entonar canciones y tonadas en el nuevo idioma de
uso de la lengua en estudio.

5. Organizacin de mini bibliotecas de aula, con diccionarios, revistas y otros materiales
grficos en el idioma ingls.

6. Uso de juegos de roles para interpretar pasajes de pequeas obras u otras
representaciones escnicas.

7. Organizar eventos de seguimiento de instrucciones en el nuevo idioma, por ejemplo
preparar una receta de cocina, instalar una bocina o un micrfono en clase, reparar un
aparato daado; seleccionar la dosis adecuada de un medicamento o de vitaminas para
casos hipotticos, ejecutar un baile, otros.

8. Diseo y aplicacin de pautas de observacin para la interaccin verbal que tanto el o la
docente como los propios alumnos o alumnas le apliquen a sus compaeros y
compaeras.

9. Diseo y aplicacin de pautas de revisin para textos escritos y borradores; las pautas
podran ser aplicadas por quien ha redactado y por su docente o alguno de sus
compaeros y compaeras.

Criterios de evaluacin

Los criterios de evaluacin son enunciados que tienen como funcin principal orientar a
los y las docentes hacia aspectos que se deben tener en cuenta al determinar el tipo y nivel de
aprendizajes alcanzado por los y las estudiantes en cada uno de los momentos del proceso
educativo segn las competencias establecidas en el Currculo. Desde este punto de vista,
puede decirse que funcionan como reguladores de las estrategias de enseanza.

Para esta rea del Currculo, se sugieren los siguientes Criterios de Evaluacin:

1. Participa activamente en pequeas interacciones orales, realizando gestos y ademanes
que indican a su interlocutor inters, comprensin y seguimiento de la conversacin,
mantenindose dentro del tema tratado, con la entonacin y pronunciacin adecuadas.

2. Sigue instrucciones dadas en forma oral o escrita. Sigue los pasos o etapas necesarias,
para la realizacin de la tarea o las tareas asignadas, asumiendo el rol que le corresponde
en un equipo de trabajo.

3. Lee comprensivamente pequeas narraciones con vocabulario bsico y estructuras
gramaticales adecuadas, interpretando el uso figurado de vocablos, giros y metforas
utilizadas en un texto escrito, discriminando la informacin relevante de la informacin

secundaria en un relato escrito, intuyendo la intencin del autor y los puntos
controversiales del texto.

4. Muestra comprensin de nuevo vocabulario relacionndolo con situaciones previamente
conocidas asociado a campos semnticos. Reflexiona sobre los mecanismos morfolgicos
del idioma ingls para formar nuevas palabras.

5. Prepara prrafos y pequeos textos expositivos y narrativos escogiendo la estructura
correcta para el texto escrito. Elabora borradores preliminares, editando sus propios
borradores y manteniendo una actitud abierta y reflexiva para la revisin de sus propios
escritos, para que sean practicados por otros compaeros o compaeras y por el o la
docente.

6. Demuestra respeto y curiosidad por prcticas culturales propias y de otros contextos en
los cuales se utiliza el nuevo idioma de aprendizaje, mostrando inters por tradiciones,
historia, personajes clebres y costumbres de otros.

7. Comparte informacin sobre las tradiciones, costumbres e historia de su comunidad y de
otras comunidades, comparndolas con las de otras comunidades donde se habla ingls.


The Need for Curriculum Framework
What learning objectives should be included?
Encourage students self-steam and the desire to succeed.
Motivate them to experience their own knowledge.
Take into account their learning styles.
Have a balance between formative and summative procedures.
Provide opportunities to demonstrate their progress.
What will be the bases for the choice of objectives?
Provide opportunities to show their level of performance and encourage them to achieve their goals.
Guide them to reach their goals, and help them to achieve their objectives.
Give them a feedback to ensure the progress.
Keep the parents informed about they children progress and involved then to make decisions.
Evaluate students progress.
Will the choice be based on the learners needs and interests, or rather on the needs of the society?
In my point of view should be both because need to be based on students needs and interests because the
knowledge is going to be meaningful and also for the needs of the society because they are going to put all
the knowledge in action, according the society needs.
Will the selection depend on tradition, the nature of knowledge, or the learners characteristics?
Depend of the learners characteristics because each one is different, so probably the content that should be
taught, they already know. And also the content need to adequate for the learners because they have
different abilities and needs.
What philosophical and psychological theories regarding the nature of learners as well as the
learning process will underpin the organization of the content?
The behavior, represents psychology, is rooted in a corresponding philosophical speculation about
the nature of learning. It has particularly dominated psychology in the first half of the twentieth
century.


Educational philosophy can be derived from the roots of idealism, realism, pragmatism and
existentialism, a common approach is to provide a pattern of educational philosophies in the class.

Educational psychology deals with how people learn. By implication, it emphasizes the need to
recognize diversity among learners. However, it is also true that people share certain common
characteristics.

Among these are basic psychological needs which are necessary for individuals to lead a full and
happy life.
3

Will the choice of methodology be in line with accepted teaching-learning principles?
They are based on a fundamental belief in the worth of all persons, the importance of a cohesive and
inclusive society, recognition of the interdependence of all human beings and the environment, a healthy
democracy, a productive economy and a belief in the inherent value of all forms of life in nature.
Will the evaluation procedure be able to measure the learning that is taking place?
Yes, because that is the purpose of evaluation, is to reflect critically on the effectiveness of personal and
professional practice. It is to contribute to the development of good rather than correct practice.

33
philosophical-psychological-foundations-curriculum.html

Cultural Values
Visible Non-Visible
Rules
Is what is or not allowed in a specific situation.
Philosophy
Includes abstract actions or physical objects that
represent a degree of importance or worth.

Food
Is about the possibility to eat well despite the
scarcity or inconsistency of resources.
Beliefs
Are intrinsic feelings that could be true or not, it
depends of what the people want to believe and how
big is their faith.
Dress
This value affects the decisions that you make and
also influence in life, because the appearance
communicates your values.
Value System
Is about moral, ethic, preference, beliefs, norms and
visions that people has, and are unified through
principles as a group or a culture.
Language
Show people how you communicate in several
situations and also show the way that you think. It is
based on the way they process their thoughts.
Music
Is an experience that encourages musical behavior
and is highly relevant nowadays.
Dance
Is a cultural value that is meaningful for a group of
people that include: sharing the recreational value
doing for pleasure and enjoyment.
Means of Livelihood
Means have enough food, water, shelter and
clothing. Is defined as a group of main necessities
that people have. Those things need to be accessible
for have a sustainable basis with dignity.
Political Behavior
Define a point of view of a person that is influenced
by political ideology and levels of political
participation.
Family
Is the main unit in society, promotes values and
essential knowledge for life.
Community Norms
Are behaviors and attitudes that any community or
group have. They know what is or not allowed to
do.


The Basic Education Curriculum and Secondary Education Development Program in Guatemala
addresses the learner and learning process?
According of what I read the Education Development Program in Guatemala no addresses the
learner neither the learning process. Because:
First, children dont have an easy access to a secondary school; they are unable to assist because
they have to maintain their families.
Second, in Guatemala the 50 percent of the entire population faces hefty illiteracy problem. That
means that Guatemala isn't doing anything to improve the quality of education.
Third, Guatemala put resistance at the beginning to teach English, thats why this city doesnt have
enough professionals.

At the secondary level, students receive three years of general education, called Ciclo Prevocacional,
followed by two years of vocational training, called Ciclo Diversifacado, which allows students to
"specialize" in one of several professional areas such as education, agriculture, and business. Students who
complete the final three years of study receive a Bachillerato, the equivalent of a high school diploma, and
are eligible to be admitted to university. Instead of attending Ciclo Diversifcado, students may opt to devote
their following three years of study to specialized studies, resulting in a certificates in perito (certification)
in industria (industry), agricola (agriculture), or contador (law).

Guatemala implemented a requirement into the secondary education requirements for its senior students.
Before completing the curriculum necessary for receiving a diploma, secondary students are now required
to teach five people to read. This mandate, which went into effect in 2001, seeks to increase citizens'
awareness of the need to educate the populace, while simultaneously combating illiteracy. Although this
measure was met with some initial resistance by the schools, it has so far proven to be an effective means of
reducing the widespread effects of illiteracy in the country.
4

4
(Read more: Guatemala - Secondary Education - Students, Schools, Illiteracy, and School - StateUniversity.com)
Comment [M2]: Interesting
information.

Determinants of Learning in Guatemala
-Uses the language to communicate orally and in a written way, applying the basic form of the
communication.
- Read short and simple texts, related with knowledge, experiences and interests.
- Write short and simple texts related by familiar topics, following the basic grammar rules of the language.
- Appreciate the value of communication and use it to show comprehension and respect to their speakers.
- Use the prior knowledge and some experiences to facilitate the language and the meaningful strategies.

The area of communication and L 3 language integrates procedural, declarative and attitudinal around the
following components: oral and written communication and culture and society.
5

Also includes produce the receptive and productive skills. The language need to be exposed by real
situations into the class, increasing students participation.

The component of culture and society includes semiotic content, such as verbal patterns , gestures that
differ from those of the mother tongue. Also, include files that make up the sociolinguistic competence in a
third language to guide the production of messages that fit specific situations according to the conventions
and content that constitute the cultural background of the regions where the language is spoken.

5
(CNB of Guatemala)
Comment [M3]: What about
community environments etc. etc.?

Educational Development Project reveals that community and home variables have greater impact
on learning than school factors. Does this exist in Guatemala?
Here in Guatemala i think that exist a little bit of both, I mean are almost equals, because at home
we learn the most important things as values and moral actions that are things very important in real life.

And in schools we learn to socialize and interact with others, we are able to put into practice all our
abilities to communicate and exchange knowledge. And the best part, we learn concepts, grammar, and
topics that are very important to a apply in an oral and written way and that are meaningful for life.

If they have an impact?
Of course they have, not in the same way because everyone is different, different way to think, to act, to
handle situations, etc. Each one apply this, conscious or unconscious in their own way but they do it. We
have a balance between them.


In Guatemala, does CNB demonstrate inclusion of behaviorist psychological principles through the
use of behavioral objectives, drills, practices, and homework reinforces learning.
The CNB acknowledges that learning involves values and attitudes. The expectation is that the
influence of peers the support of parents and the community as well as students, help to motivate them
because those are main factors in the development of attitudes towards learning.
Also encourages positive towards all areas of learning. It seeks to provide opportunities for the
development of challenging learning activities which are relevant to students experiences and interests and
are appropriate to their levels of achievement. It promotes assessment methods and procedures which give
students frequent opportunities to demonstrate their level of performance and provide constructive feedback
about their progress.
The philosophical criteria focus on the theoretical, methodological and value positions of the
curriculum. A module should be a means to enhance the intellectual development of students, and not an
end in itself.

Comment [M4]: Under what basis you
define inclusion in Guatemala? You need to
cite or write resource where it convinced
you to think this way.

Guatemalas Historical Context.
Timeline

Educational reform starts
from the year 1,997 with the
purpose that the Ministry of
Education be consistent
with state policies and can
respond to real national and
international standards of
educational quality.
In 2,004 begins to
develop the
implementation of the
CNB in the early grades
of primary education and
nationally.
In 2,005 the CNB establish
that all students should
develop skills according to
the characteristics, needs
and interests. And also gave
national guidelines,
common elements and
general psycho-pedagogical
bases.
In 2,007 explains: "The
CNB as part of the
Education Reform is one
of the most important
events of the twentieth
century in the educational
and cultural policy.
The implementation of
the CNB started from
2,004 a year through
training workshops for
teachers in first and
second grade level
national.
Comment [M5]: Think you forgot to
include important information.

John Dewey
John Dewey was an American philosopher, psychologist, and educational reformer whose ideas
have been influential in education and social reform. Dewey is one of the primary figures associated with
philosophy of pragmatism and is considered one of the founders of functional psychology. A well-known
public intellectual, he was also a major voice of progressive education and liberalism. Although Dewey is
known best for his publications concerning education, he also wrote about many other topics, including
epistemology, metaphysics, aesthetics, art, logic, social theory, and ethics. Known for his advocacy of
democracy, Dewey considered two fundamental elementsschools and civil societyas being major
topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey
asserted that complete democracy was to be obtained not just by extending voting rights but also by
ensuring that there exists a fully formed public opinion, accomplished by effective communication among
citizens, experts, and politicians, with the latter being accountable for the policies they adopt.

October 20, 1959 marked the one-hundredth anniversary of John Deweys birthday. This eminent
thinker of the Progressive movement was the dominant figure in American education. His most valuable
and enduring contribution to our culture came from the ideas and methods he fathered in this field.
Dewey won a greater international following for his educational reforms than for his instrumentalist
philosophy. Between the two World Wars, where previously backward countries were obliged to catch up
quickly with the most modern methods, as in Turkey, Japan, China, the Soviet Union and Latin America,
the reshapes of the educational system turned toward Deweys innovations for guidance.
Most broadly considered, Deweys work consummated the trends in education below the university
level initiated by pioneer pedagogues animated by the impulses of the bourgeois-democratic revolution.
This was especially clear in his views on child education which built on ideas first brought forward by
Rousseau, Pestalozzi and Froebel in Western Europe and by kindred reformers in the United States.

In its course of development on a world scale the democratic movement forced consideration of the
needs and claims of one section of the oppressed after another. Out of the general cause of rights of the
people there sprouted specific demands voicing the grievances of peasants, wage workers, the religiously
persecuted, slaves, women, paupers, the aged, the disabled, prisoners, the insane, the racially oppressed.
The movement to reform child education must be viewed in this historical context. Children as such
are not usually included among the oppressed. Yet they necessarily compose one of the weakest, most
dependent and defenseless sections of the population. Each generation of children is not only helped but
hindered and hurt by the elders who exercise direct control over them.

Just as society may deny satisfaction to the physical, educational and cultural needs of the young, so
their parents and guardians may slight or ignore their rights. Most adults cannot be held individually
culpable for such misdeeds; they, too, have been shaped by the society around them and are goaded by its
necessities. Through them and others around them the rising generation suffers from the inadequacies of
their social inheritance and the evils of their surroundings. Growing children are normally unaware of the
remoter social causes of their misfortunes and miseries; even their elders may not know about them. So
they direct their resentments, as well as focus their affections, upon the members of their immediate circle.
The novels of the past 150 years provide plenty of pathetic tales and tragic descriptions of family conflicts
at all age levels.

Works about Dewey
Alexander, Thomas. John Dewey's Theory of Art, Experience, and Nature (1987) SUNY Press.
Bernstein, Richard J. John Dewey (1966) Washington Square Press.
Boisvert, Raymond. John Dewey: Rethinking Our Time. (1997) SUNY Press
Campbell, James. Understanding John Dewey: Nature and Cooperative Intelligence. (1995) Open
Court Publishing Company
Caspary, William R. Dewey on Democracy (2000). Cornell University Press.
Crick, Nathan. Democracy & Rhetoric: John Dewey on the Arts of Becoming (2010) University of
South Carolina Press.
Fishman, Stephen M. and Lucille McCarthy. John Dewey and the Philosophy and Practice of Hope
(2007). University of Illinois Press.
Garrison, Jim. Dewey and Eros: Wisdom and Desire in the Art of Teaching. Charlotte: Information
Age Publishing, 2010. Original published 1997 by Teachers College Press.
Good, James (2006). A Search for Unity in Diversity: The "Permanent Hegelian Deposit" in the
Philosophy of John Dewey. Lexington Books. ISBN 978-0-7391-1061-4.
Hickman, Larry A. John Dewey's Pragmatic Technology. (1992) Indiana University Press.
Hook, S. John Dewey: An Intellectual Portrait (1939)

Kannegiesser, H. J. "Knowledge and Science" (1977) The Macmillan Company of Australia PTY
Ltd
Martin, Jay. The Education of John Dewey. (2003) Columbia University Press
Morse, Donald J. Faith in Life: John Dewey's Early Philosophy. (2011) Fordham University Press
Pappas, Gregory. John Dewey's Ethics: Democracy as Experience. (2008) Indiana University Press.
Pring, Richard (2007). John Dewey: Continuum Library of Educational Thought. Continuum. ISBN
0-8264-8403-4.
Popkewitz, Thomas S. (ed). Inventing the Modern Self and John Dewey: Modernities and the
Traveling of Pragmatism in Education. (2005) New York: Palgrave Macmillan.
Putnam, Hilary. "Dewey's Logic: Epistemology as Hypothesis". In Words and Life, ed. James
Conant. Cambridge, MA: Harvard University Press, 1994.
Richardson, Henry S (1998). Canadian Journal of Philosophy, special issue - supplementary volume
24: Pragmatism (Taylor and Francis) 28 (s1): 109147. (online)
Rockefeller, Stephen. John Dewey: Religious Faith and Democratic Humanism. (1994) Columbia
University Press
Rogers, Melvin. The Undiscovered Dewey: Religion, Morality, and the Ethos of Democracy (2008).
Columbia University Press.
Roth, Robert J. John Dewey and Self-Realization. (1962). Prentice Hall
Rorty, Richard. "Dewey's Metaphysics". In The Consequences of Pragmatism: Essays 1972-1980.
Minneapolis: University of Minnesota Press, 1982.
Rud, A. G., Garrison, Jim, and Stone, Lynda (eds.) John Dewey at 150: Reflections for a New
Century. West Lafayette: Purdue University Press, 2009.
Ryan, Alan. John Dewey and the High Tide of American Liberalism. (1995) W.W. Norton.
Seigfried, Charlene Haddock, (ed.). Feminist Interpretations of John Dewey (2001) Pennsylvania
State University Press
Shook, John. Dewey's Empirical Theory of Knowledge and Reality. (2000) The Vanderbilt Library
of American Philosophy
Sleeper, R.W. The Necessity of Pragmatism: John Dewey's Conception of Philosophy. Introduction
by Tom Burke. (2001) University of Illinois Press.
Talisse, Robert B. A Pragmatist Philosophy of Democracy (2007) Routledge
Westbrook, Robert B. John Dewey and American Democracy. (1991) Cornell University Press.
online edition, the standard scholarly biography
White, Morton. The Origin of Dewey's Instrumentalism. (1943). Columbia University Press.

Source: International Socialist Review, Vol. 21, No. 1, Winter 1960.
HTML Markup: 2005 by David Walters

Analyze CNB and if working on own English Curriculum and decide which of the models is applied.
In my case I applied the curriculum of my job, because I need to follow the requirements that my
superiors ask for.
The planning is a technical tool for making educational decisions that allows organize the elements
that guide the learning. Refers to all actions that allow me organizing and developing step-by-step learning
process for the student, which includes the following:
What will the student learn and what will I teach?
How will the student learn and how Im going to facilitate it?
When or at what time he/she will learn and how Im going to convey it?
By what methods, techniques or strategies will the student learn and will I teach it to him/her in order to
achieve the meaningful learning?
How I will verify and demonstrate what the student has learned and how I will assess or provide with
feedback for your teaching process.

The methodology allow to develop activities based on performance indicators, to guide student
learning, which must be included in the planning process.
According to the CNB, assessment criteria are statements that have as main function, to guide
teachers towards the aspects to be taken into account at the end of the type and level of learning achieved
by students in each of the stages of the process education according to the competences set out in the
curriculum.

As teachers we can choose the most suitable way for your students group, their academic needs and
for life, in an educational context and the particular characteristics of your school.

Comment [M6]: You did not mention
models used according to ppt.

Evaluation Studies in Guatemala
In Guatemala the evaluation criteria are statements whose main function guides the teachers on
aspects that must be taken into account in determining the type and learning levels achieved by the students
in each of the time the educational process according to the powers set out in the Curriculum. From this
point of view, one can say that function as regulators of strategies education.

For this area of the curriculum, the following evaluation criteria are suggested:
1. Participates actively in small oral interactions, making gestures that tell your partner interest,
understanding and monitoring the conversation, remaining within the subject matter, with appropriate
intonation and pronunciation.
2. Follow instructions in oral or written form. Follow the steps or stages necessary to perform the task or
assignments, assuming the role that corresponds to a team.
3. Narratives Lee comprehensively small basic vocabulary and structures appropriate grammar, interpreting
the figurative use of words , turns and metaphors I used in a written text, distinguishing relevant
information from information secondary in a written account , intuiting the intention of the author and the
points controversial text .
4. Shows understanding of new vocabulary relating it to situations previously semantic fields associated
known. Reflect on the mechanisms Morphological English language to form new words.
5. Prepare small paragraphs and expository and narrative structure by choosing correct for the written text.
Prepares preliminary drafts, editing their own drafts and maintaining an open and reflective attitude to
review their own writings, to be practiced by other colleagues or partners and the or teacher.
6. Show respect and curiosity about their own and other cultural practices in contexts which learning the
new language is used, showing interest in traditions, history, famous people and customs of others.
7. Shares information about the traditions, customs and history of their community and other communities
compared with those of other communities where you talk English.

Comment [M7]: These are achievement
indicators does not refer on studies done in
Guatemala about evaluation or what
evaluations have done to improve the CNB

Monitoring and Evaluation of CNB
The CNB, have been constructed by a specialized team. The only thing the teacher has to do is to
prioritize them, and not necessarily use them in the order they appear. Even the competences seem to be
similar, the teacher must be conscious of increasing the difficulty level accordingly to the grade. For
example if the student was engaged in conversations, now in the competence says: generate conversations.
There is a little difference, but now the teacher can think in deeper and larger conversations where he/she
issues them.
In the assessment of Learning (MINEDUC 2010), the strategies of evaluation are defined as the set
of activities that a teacher performs in order to:
Explore the level of preparation, interests and expectations from the students.
Inform and guide the students about the teaching-learning process works.
Provide feedback to the students of what has been learned in order to determine whether they have
acquired the foreseen skills in function to the competences.
The function of the evaluation and its strategies depend on the moment of their application.


CURRENT TRENDS AND ISSUES
Bilingual Education (L3)
In Guatemala we have tons of issues for learn English. One of the most common is that the
institution fail to achieve the expected results. The fact pay large sums of money and spending a lot of
hours in the classroom does not guarantee language learning even if one feels he knows more and has
acquired knowledge associated with communication in English.
But not only is this problem, here we have more like:

- The level of English is bad: Sometimes the pronunciation in the classroom is not the best. May be
because of the lack of preparation of teachers. Remember that language is naturally learned through
listening and repeating and pronunciation is a fundamental part of learning English.

- Low production class: For a class we only have one to two hours and is composed of 20 to 30 students.
Thus, there is no time to talk. If one can say more than 5 sentences per class must be satisfied. But this is
not enough and one needs to improve practice.

- Dependence of book (student books): While the English books provide us a curriculum and help us to
developing a strategy to cover various points , they can also get to stunt learning English . Human beings
always look for patterns. We always find how to do the simplest things and cut roads to avoid double work.
When the teacher book focuses too students then students feel they do not have to prepare or practice since
everything is in the books.

- Focus on grammar too: Knowing grammar does not mean you are going to speak English. There are too
many rules, if you stop to think about the many rules couldn't speak spontaneously.

Comment [M8]: ItS important to
document your research on the question.

Conclusion
As a conclusion the curriculum development organized preparation of what should be taught to students at a
given time in a given year. The idea is try to follow the certified documents, as guides to teachers, and
made mandatory. The teacher designs, enriches and modifies the curriculum to suit the learners
characteristics.


References
- (Bruner, 1960, p. xvii)' (taken from a Curriculum Development report done by Judith Howard of the
Department of Education in Elon University)
- (CNB comunicacin y lenguaje nivel secundario)
- Ministerio de Educacin, 2013. Evidencias de aplicacin del CNB en los centros educativos. Modalidad
presencial. DIGECUR. 2013.
- Ministerio de Educacin-DIGECUR-2012. (2012). Communication and Language Manual L3 English,
Bachillerato en Ciencias y Letras con orientacin en Educacin. DIGECUR. 2012. Guatemala.
- Source: International Socialist Review, Vol. 21, No. 1, Winter 1960. HTML Markup: 2005 by David
Walters.
- USAID Reforma Educativa en el aula, 2. (2006). Herramientas de evaluacin en el aula. DIGECUR.2010.
e-Graphy:
-(teAchnology: http://www.teach-nology.com/edleadership/curriculum_development/)
-Philosophical-psychological-foundations-curriculum.html.
- (Read more: Guatemala - Secondary Education - Students, Schools, Illiteracy, and School -
StateUniversity.com)
Links of Websites for your consult:
http://education.stateuniversity.com/pages/569/Guatemala-SECONDARY-
EDUCATION.html#ixzz2zjDBd4uG
http://www.merriam-webster.com/dictionary/
http://www.organicguide.com/organic/food/preserving-the-cultural-value-of-food/
http://cnbguatemala.org/index.php?title=Tabla_de_contenidos_-_Metodolog%C3%ADa_del_aprendizaje
http://cnbguatemala.org/index.php?title=Tabla_de_contenidos_-_Evaluaci%C3%B3n_de_los_aprendizajes
http://www.inglestotal.com/problemas-al-aprender-ingles-estudiar-aula/
http://cnbguatemala.org/index.php?title=Sub%C3%A1rea_de_Comunicaci%C3%B3n_y_Lenguaje_L_3_In
gl%C3%A9s_-_B%C3%A1sico


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