Chapter 10 course design


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Chapter 10 course design

  1. 1. Course Design Chapter 10, Tricia Hedge“Teaching and Learning in the Language Classroom”(2004) Prof. Estela Braun (2012)
  2. 2. 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?
  3. 3. 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?
  4. 4. 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
  5. 5. 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.
  6. 6. 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.
  7. 7. 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.
  8. 8. 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?
  9. 9. 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)
  10. 10. 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.
  11. 11.  6. The language forms they will be able to use. 7.The degree of skill with which they will be able to perform.
  12. 12. ASPECTS OF A COURSE TO DO RESEARCH ON: Student needs. Course content. Resources. Methodology. Teaching strategies. Learning strategies. Assessment.
  13. 13. METHODS OF EVALUATING COURSES Student feedback. Teacher self-report. Observation. Documents.
  14. 14. What choices do teachers need to make in course design? Choosing a textbook. Taking a process approach. Designing tasks. Using projects. Negotiating with learners.
  15. 15. 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.