TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
Chapter 10 course design
1. Course Design
Chapter 10, Tricia Hedge
“Teaching and Learning in the
Language Classroom”(2004)
Prof. Estela Braun (2012)
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. 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. 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. 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. 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. 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. 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. 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. 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. 6. The language forms they will be able to
use.
7.The degree of skill with which they will
be able to perform.
12. ASPECTS OF A COURSE TO DO
RESEARCH ON:
Student needs.
Course content.
Resources.
Methodology.
Teaching strategies.
Learning strategies.
Assessment.
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. DESIGNING A COURSE UNIT/SYLLABUS
TASKS:
1. Following a model, prepare a syllabus for
a Primary School Course.
2. For next class, read aspects related to
Taking a process approach and answer the
questionnaire provided.