Course Design Chapter 10, Tricia Hedge“Teaching and Learning in the Language Classroom”(2004) Prof. Estela Braun (2012)
Reflect: 1. Which roles might teachers play in course design? 2. What contextual factors do we need to consider? 3. How can we establish goals and objectives? 4. What options are there in choosing a syllabus?
And more… 5. What criteria might we use in choosing a textbook? 6. What is the role of projects in course design? 7. What is the role of negotiation in course design? 8. What procedures can be helpful in evaluating courses?
Models of Syllabus Design in ELT 1960’s/1970’s: The Structural Syllabus 1980’s: The Communicative Syllabus 1990’s: Task-based Sylabus 2010: Post-communicative syllabus Multi-dimensional Courses
STEPS IN COURSE DESIGN STEP 1: Consider the students : A)As individuals. B)As members of a learning group C)As learners in an educational system D)As memebers of a social group STEP 2: Consider the context.
More steps STEP 3: Establishing goals and objectives. STEP 4: Planning the syllabus. STEP 5: Designing the syllabus. STEP 6. Teaching the course. STEP 7: Summative evaluation of the course. TASK: In groups think of the kind of syllabus you would design for: A) A group of adults who want to travel abroad on holidays. B) A group of researchers who have to do presention of papers abroad; C)A group of young people, over 21 who have to pass English exams to finish High School.
The most efficient course design Consider: Class size. Time available. Teacher’s Kol of the language system and command of methods. Intercultural awareness: educational values, perceptions of teacher’s role,expectations of classroom procedures.
What students have to say 1. What sort of activity did you like best/least in your previous classes? 2. Which activity did you find most useful? 3. How much homework did you do? 4.How did you help yourself to learn English outside the classroom? 5. What do you think you are good at/weak at in English?
GOALS AND OBJECTIVES GOALS are broader in scope, eg: To develop the students’ability to read more comprehensibly and effectively. OBJECTIVES are more specific:eg, (a)to develop effective strategies for dealing with unknown words. (b)to be able to distinguish fact from opinion. (c)to build confidence in dealing with a wide range of texts (different genres)
How to specify language learning objectives:Wilkins, Nunan(1988),Van Ek(1975) 1. The situations in which the foreign language will be used (topics) 2.The language activities the learners will engage in. 3.The language functions which the learners will fulfill. 4.What the learners will be ab le to do with respect to each topic. 5. The general notions the learners will be able to handle.
6. The language forms they will be able to use. 7.The degree of skill with which they will be able to perform.
ASPECTS OF A COURSE TO DO RESEARCH ON: Student needs. Course content. Resources. Methodology. Teaching strategies. Learning strategies. Assessment.
What choices do teachers need to make in course design? Choosing a textbook. Taking a process approach. Designing tasks. Using projects. Negotiating with learners.
DESIGNING A COURSE UNIT/SYLLABUSTASKS:1. Following a model, prepare a syllabus for a Primary School Course.2. For next class, read aspects related toTaking a process approach and answer the questionnaire provided.