Course DesignCourse Design

Chapter 10, Tricia Hedge Chapter 10, Tricia Hedge ““Teaching and Learning in the Teaching and Learning in the Language Classroom”(2004)Language Classroom”(2004)

Prof. Estela Braun (2012)Prof. Estela Braun (2012)

Reflect:Reflect:

1. 1. Which roles might teachers play in Which roles might teachers play in course design?course design?

2. What contextual factors do we 2. What contextual factors do we need to consider?need to consider?

3. How can we establish goals and 3. How can we establish goals and objectives?objectives?

4. What options are there in choosing 4. What options are there in choosing a syllabus?a syllabus?

And more…And more…

5. What criteria might we use in 5. What criteria might we use in choosing a textbook?choosing a textbook?

6. What is the role of projects in 6. What is the role of projects in course design?course design?

7. What is the role of negotiation in 7. What is the role of negotiation in course design?course design?

8. What procedures can be helpful in 8. What procedures can be helpful in evaluating courses?evaluating courses?

Models of Syllabus Design in Models of Syllabus Design in ELTELT

1960’s/1970’s: 1960’s/1970’s: The Structural The Structural SyllabusSyllabus

1980’s: 1980’s: The Communicative SyllabusThe Communicative Syllabus 1990’s: Task-based Sylabus1990’s: Task-based Sylabus 2010: Post-communicative syllabus2010: Post-communicative syllabus Multi-dimensional CoursesMulti-dimensional Courses

STEPS IN COURSE DESIGNSTEPS IN COURSE DESIGN

STEP 1:STEP 1: Consider the studentsConsider the students:: A)As individuals.A)As individuals. B)As members of a learning groupB)As members of a learning group C)As learners in an educational C)As learners in an educational

systemsystem D)As memebers of a social groupD)As memebers of a social group

STEP 2: STEP 2: Consider the context.Consider the context.

More stepsMore steps STEP 3: STEP 3: Establishing goals and objectives.Establishing goals and objectives. STEP 4: Planning the syllabus.STEP 4: Planning the syllabus. STEP 5: Designing the syllabus.STEP 5: Designing the syllabus. STEP 6. Teaching the course.STEP 6. Teaching the course. STEP 7: Summative evaluation of the course.STEP 7: Summative evaluation of the course. TASK: TASK: In groups think of the kind of syllabus you In groups think of the kind of syllabus you

would design for: would design for: A) A group of adults who want to travel abroad on A) A group of adults who want to travel abroad on

holidays.holidays. B) A group of researchers who have to do B) A group of researchers who have to do

presention of papers abroad;presention of papers abroad; C)A group of young people, over 21 who have to C)A group of young people, over 21 who have to

pass English exams to finish High School.pass English exams to finish High School.

The most efficient course The most efficient course designdesign

Consider:Consider: Class size.Class size. Time available.Time available. Teacher’s Kol of the language system Teacher’s Kol of the language system

and command of methods. and command of methods. Intercultural awareness: Intercultural awareness: educational educational

values, perceptions of teacher’s values, perceptions of teacher’s role,expectations of classroom role,expectations of classroom procedures.procedures.

What students have to say What students have to say

1. 1. What sort of activity did you like What sort of activity did you like best/least in your previous classes?best/least in your previous classes?

2. Which activity did you find most 2. Which activity did you find most useful?useful?

3. How much homework did you do?3. How much homework did you do? 4.How did you help yourself to learn 4.How did you help yourself to learn

English outside the classroom?English outside the classroom? 5. What do you think you are good 5. What do you think you are good

at/weak at in English?at/weak at in English?

GOALS AND OBJECTIVESGOALS AND OBJECTIVES

GOALS are broader in scope, eg:GOALS are broader in scope, eg: To develop the students’ability to read more To develop the students’ability to read more

comprehensibly and effectively.comprehensibly and effectively. OBJECTIVES are more specific:eg,OBJECTIVES are more specific:eg, (a)(a)to develop effective strategies for dealing to develop effective strategies for dealing

with unknown words.with unknown words. (b)to be able to distinguish fact from (b)to be able to distinguish fact from

opinion.opinion. ((c)to build confidence in dealing with a wide c)to build confidence in dealing with a wide

range of texts (different genres)range of texts (different genres)

How to specify language How to specify language learning objectiveslearning objectives:Wilkins, :Wilkins,

Nunan(1988),Van Ek(1975)Nunan(1988),Van Ek(1975) 1. The situations in which the foreign 1. The situations in which the foreign

language will be used (topics)language will be used (topics) 2.The language activities the learners will 2.The language activities the learners will

engage in.engage in. 3.The language functions which the 3.The language functions which the

learners will fulfill.learners will fulfill. 4.What the learners will be ab le to do with 4.What the learners will be ab le to do with

respect to each topic.respect to each topic. 5. The general notions the learners will be 5. The general notions the learners will be

able to handle. able to handle.

6. The language forms they will be 6. The language forms they will be able to use.able to use.

7.The degree of skill with which they 7.The degree of skill with which they will be able to perform.will be able to perform.

ASPECTS OF A COURSE TO DO ASPECTS OF A COURSE TO DO RESEARCH ON:RESEARCH ON:

Student needs.Student needs. Course content.Course content. Resources.Resources. Methodology.Methodology. Teaching strategies.Teaching strategies. Learning strategies.Learning strategies. Assessment.Assessment.

METHODS OF EVALUATING METHODS OF EVALUATING COURSESCOURSES

Student feedback.Student feedback. Teacher self-report.Teacher self-report. Observation.Observation. Documents.Documents.

What choices do teachers need What choices do teachers need to make in course design?to make in course design?

Choosing a textbook.Choosing a textbook. Taking a process approach.Taking a process approach. Designing tasks.Designing tasks. Using projects.Using projects. Negotiating with learners.Negotiating with learners.

DESIGNING A COURSE UNIT/SYLLABUSDESIGNING A COURSE UNIT/SYLLABUS

TASKS:TASKS:

1.1.Following a model, prepare a Following a model, prepare a syllabus for a Primary School Course.syllabus for a Primary School Course.

2.2.For next class, read aspects related For next class, read aspects related toto

Taking a process approach and answer Taking a process approach and answer the questionnaire provided.the questionnaire provided.