Syllabus design and Curriculum development

Syllabus design and Curriculum development

1. Differences

   • Instructional design
     • "how" students will learn
     • Process forms
       • Linear
       • Iterative
       • Entire training
       • small segments within the training
       • Process factors
         • Training requirements
         • Client expectations
         • Development time
         • Flexibility and budget
         • Tools
   • Curriculum design
     • "what" the learner will learn

2. Importance of Curriculum development

   • Rarely given priority in university departments.
   • Central to teaching quality
   • Lack basic and applied skills to enter the workforce

3. Instructional design process

   • Sample instructional design process for developing online training courses
     • Deliver Training
     • Develop Training
     • Develop a Prototype
     • Create a Storyboard
     • Develop Design
     • Identify Learning Objectives
     • Analyze Requirements

4. Instructional design approaches

   • ADDIE
     • Textbooks
       • "Backward” approach
         • Conduct needs , Conceptualize the content, Add our goals, Organize unit content, and change assignments , Evaluate existing assignments based on students’ needs and institutional goals
       • Needs analysis, Setting goals and objectives, Course organization, Teaching materials, Evaluation
     • Analyze Design Develop Implement Evaluate

5. elements that support an education to be a good system and later result a good output

6. SYLLABUS

   • Covers the content of a course
   • Syllabus design
     • Process of developing a syllabus
     • Types of syllabuses
       • Grammatical
         • Rules
       • Lexical
         • Vocabulary
       • Skills
         • Reading, Writing, Listening Speaking
       • Functional-notional
         • Communicative functions
       • Content
         • Academic or school subjects
       • Task based
         • Tasks and activities that the learners will engage in class
       • Steps of syllabus design
         • 1. Determine
         • 2. Rank the syllabus types
         • 3. Evaluate available resources
         • 4. Rank the syllabi relative to available resources
         • 5. Compare the lists made
         • 6. Repeat the process
         • 7. Determine a final ranking
         • 8. Designate one or two syllabus types as dominant
         • 9. Review the question
         • 10. Translate decisions
   • Promise of teachers
   • Seventeen functions

7. CURRICULUM

   • Activities students do in school
   • Curriculum development
     • Processes used to determine the needs of learners
     • Stages
       • Planning and implementation processes
     • Two models
       • Tyler
         • Four fundamental questions that must be answered in developing any curriculum and plan of instruction
           • Questions reduced to the model of Nicholls and Nicholls
       • Nicholls and Nicholls
         • The careful examination, The development and trial use, The assessment, Feedback
   • Prescribed course of studies
   • Process, material, teachers training