Post on 01-Nov-2014
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COURSE PLANNING AND SYLLABUS
DESIGN
Group 3Nopriko Nanda Putra
Iin Widya Lestari Anisha Djuli Adha
WHAT WE ARE GOING TO DISCUSS??
Developing a course rationale Preparing
the scope and
sequence plan
Planning the course content
Sequencing course
content
Choosing course
content
Describing entry and exit levels
THE COURSE RATIONALE
There are some questions should be answered to seek course rationale:
Who is this course for?
What is the course about?
What kind of teaching and learning will take place in the course?
Course Rationale questions
Describing the beliefs, values and goals that underlie
the course.
The purpose of developing rationale :
Guiding planning of the various component s of the
course
Emphasizing the kinds of teaching and learning the course should exemplify
Providing a check on the consistency of the various
components in terms of the course values and goals.
EXAMPLE OF A COURSE RATIONALE
This course is designed for working adults who wish to improve their communication skills in English in order to improve their
employment prospects . It teaches the basic communication skills needed to
communicate in a variety of different work settings. The course seeks to enable participants to recognize their strengths and
needs in language learning them the confidence give them confidence to use
English more effectively to achieve their own goals. It also seeks to develop the participants' skills in independent learning outside of the classroom.
Course Planners should consider some aspects such as :
Goal of the course The kind of teaching and learning they
want the course to exemplify The role of teachers and learners in
the course Beliefs and principles the course will
reflect
DESCRIBING THE ENTRY AND EXIT LEVEL
Knowing students’ level is necessary before designing course. For instance elementary, intermediate and advanced level and etc.
We also can determine the level of students’ language skills from special tests such as TOEFL or IELTS.
By knowing students’ proficiency and language skills, of course it will be one of way to design certain programs and objective based on the student’s level.
CHOOSING COURSE CONTENT Course Content has to be appropriate with a set
of needs and to cover set of objectives. Planners need to decide appropriate course
contents to reflect about some aspects such as the nature of language, language use, language learning and etc.
For instance: in writing course content, planners perhaps can plan some contents such as : grammar, functions. Topics, skills and etc.
Besides choosing course content, planners also need to choose particular approach to the content selection based on subject matter knowledge, learner’s proficiency level and etc.
CHOOSING COURSE CONTENT
Additional Ideas/Sources of Content Selection from:Available literature on the topic Published material on the topicReview of similar courseReview test/exam in the areaAnalysis of students’ problemsConsultation with teachers and specialists
STEPS IN DESIGNING INTEGRATED COURSE DESIGN
DETERMINING THE SCOPE AND SEQUENCE
Scope Sequen
ce
PURPOSE OF THE SCOPE AND SEQUENCE
To serve as a guideline for teachers who want to integrate learning strategies instruction into their language and content curriculum
CRITERIA OF SEQUENCING:Simple to complex
Chronology
Need
Prerequisite learning
Whole to part or part to whole
Spiral sequencing
WHAT IS SYLLABUS DESIGN?
Syllabus design refers selection and organization of instructional content including suggested strategy for presenting content and evaluation (Brown, 1995)
Whereas, Curriculum is a broad description of general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning.
Syllabus is a detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.(quoted from W.Sundyana)
SYLLABUS COMPONENT
In general, the components of syllabus consist of :
1. Objectives2. Instructional contents3. Learning experiences4. Evaluation
PLANNING THE OURSE STRUCTURE
Selecting a syllsbus
framework
Developing instructional
blocks
In choosing a paricular syllabus framework for a course, planner are influenced by some factors
Knowledge and beliefsResearch and theoryCommon practicetrenda
SELECTING A SYLLABUS FRAME WORK
The syllabus planner seeks to solve the following problems
To select sufficient patterns to support the amout of teaching time available
To arrange items into a sequence that facilitates learning
To identify a productive range of grammatical items that will allow for the development of basic communicative skills
GRAMMATICAL (OR STRUCTURAL ) SYLLABUS
Critiziedskills They represent only a partial dimension of
language proficiency They do not reflect the aquisition sequences seen
in naturalistic second language aquisition They focus on the sentence rather than longer
unit of discourse The focus on form rather than meaning They do not address communicative
Typical vocabulary targets for general English course
Elementary level: 1000 words Intermediate level: an additional 2000 words Upper intermediate level: an additional 2000
words Advanced level: an additional 2000+ words
LEXICAL SYLLABUS
126 functions grouped into some categories Imparting and seeking factual information Expressing and finding out attitudes Deciding on course of action Socializing Structuring discourse Communication repair
FUCTIONAL SYLLABUS
Critized There are no clear criteria for selecting or grading functions They represent a simplistic view of communicative
competence and fail to address the process of communication
They represent an atomistic approach to language, that is, one that assumes that language ability can be broken down into dicrete components that can be taught separately
The often lead to a phrase-book approach to teaching that concentartes on teaching expressions and idioms used for different functions
Student learning from a fucntional course may have considerable gaps in their grammatical competence because some important grammatical structure may not be elicited by the function that are taight in the syllabus
A situation is a setting in which particular
communicative acts typically occur
SITUATIONAL SYLLABUS
Criticized Little is known about the language used in
different situation, so selection of teaching items is typically based on intuition
Language used in specific situations may not transfer to other situations
Situational syllabus often lead to a phrase-book approach
Grammer is dealt with incidentally, so a situtional syllabus may result in gaps in student’s grammatical knowledge
advantages They facilitates comprehension Content make linguistic form more
meaningful Content serves as the best basis for teaching
the skill areas They address students’ needs They motivate learners They allow for integration of the four skills They allow for use of authentic materials
TOPICAL OR CONTENT-BASED SYLLABUS
Based on a specification of the competencies learners are expected to master in relation to specific situation and activities
COMPETENCY-BASED SYLLABUS
Organized around the different underlying abilities that are involved in using a language for purposes such reading, writing, listening or speaking
SKILLS SYLLABUS
Claims made in support of skills-based syllabuses•They focus on behaviour or performance•They teach skills that can transfer to many other situation•They identify teachable and learnable units
Claims made for a task-based syllabus Tasks are activities that drive the second
language acquisition process Grammar teaching is not central with this
approach because learners will acquire grammar as a by-product of carrying;out tasks
Tasks are motivating for learners and engage them in meaningful communication
TASK-BASED SYLLABUS
In teaching from text-based syllabus a five-part cycle is proposed that involves
Bulding context for the text Modeling and deconstructing the text Joint construction of the text Independent construction of the text Linking related text
TEXT-BASED SYLLABUS
Decisions about a suitable syllabus framework for a course reflect different priorities in teaching
rather that absolute choices
AN INTEGRATED SYLLABUS
DEVELOPING INSTRUCTIONAL BLOCKS
modules
units
•Length•Development•Coherence•Pacing•outcomes