COURSE DESIGN.ppt

8/10/2019 COURSE DESIGN.ppt

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From curriculum to syllabusdesign: The diferent stages to

design a programme


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Do you plan your (course) teachingprogram?

Why?

What do you consider when planning acourse?

How?

Do you assess your teaching program?What aspects do you assess?


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A course according to Hutchinsonand Waters (1996) is

An integrated series of teaching learningexperiences whose ultimate aim is tolead the learners to a particular state of!nowledge"

sylla#us is the speci$cation and ordering of content

of a course or courses"


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%urriculum can #e de$ned

as an educational program which states&

a) 'he educational purpose of the program

(the ends) #) he content teaching procedures and

learning experience which will #e necessary toachiee this purpose (the means)

c) *ome means for assessing whether or notthe educational ends hae #een achieed"+


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approaches to coursedesign

APPROACHES A!S OF "EF#$#$% HAT THE ST&"E$TS $EE" TO 'EAR$

Classical approach Humanism: students need to read theclassics

%rammar(translation approach Students need to learn )itheconomy o* time and efort +,-..(,/..0

"irect approach Students need operant conditioning andbeha1ioural modi2cation to learn language +,-/.(,/3.0

Audio(lingual Emphasi4ed per*ect pronunciation andrepetition5 le6ical meaning )as not considered important+,/7.(,/8.0

Communicati1e approach Students must be able to e6presstheir intentions5 that is5 they must learn the meanings thatare important to them +,/8.(present0

+adapted *rom 9ro)n5 ,//7: 70 #t is commented that althoughthere has been a pre*erence *or particular methods


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Aims +&0 %oals +&S0 and $eedsAnalysis


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5.1 Aims

1)to proide a reason for the program

.) to proide guidelines for teachersand learners

0) to proide a focus for learning

) to descri#e important and reali2a#lechanges in learning (or in students)


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5.2 Objectives

3ichards (.//1) suggests they should#e&

a) consistent with the curriculum aim4

#) precise (not ague or am#iguous)and4

c) feasi#le (i"e" capa#le of #eingachieed at the end of the speci$edtime)"


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5.3 Needs analysis

any approach to course design shouldstart with some !ind of analysis of&target needs present situationlanguage etc" With the data o#tainedit will #e possi#le to formulate

5general aims and more 5speci$co#7ecties as intended outcomes"


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A classic example of an o#7ectie approach to needs

analysis is the 8un#y (19:) model containing nineelements&

1" ;articipant4

." ;urposie domain4

0" *etting4 " nglish)4

" arget leel (or pro$ciency re,uired) :" %ommunicatie eent (s!ills needed)

9" %ommunicatie !ey (concerned with leels of formalityand attitudes)


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he next framewor! consisting of thefollowing ,uestions is suggested&

Why are the learners ta!ing thecourse? (%ompulsory optional)

How will the language #e used?(8edium channel type of text)"

What will #e the content areas? (*u#7ectand leel e"g" school uniersity


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hat stages are *ollo)ed indesigning a course;

Selecting the Shape of theSyllabus

Organiing the course


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Selecting the Shape of theSyllabus

Documents

COURSE DESIGN.ppt