Goals, Content and Sequencing

Goals, Content and Sequencing

1. The Units of Progression in the Course

   • It is important to mention this topic because the unit of progression allows to grade the progress of the course, contains an order of elements that are for pedagogical considerations and constraints, such as increasing the interest of the students, taking advantage of the available resources.
     • For example, the teacher must check the aspects of a course, such as whether the material is suitable for the students, or whether the vocabulary is according to the level of the students.
   • What Will the Progression be Used For?
     • Can be used to set clear objectives . To check the order of a course To report and monitor the progress and achievements of students in the course
       • Vocabulary
         • Vocabulary is an important unit of progression that students will benefit from knowing. For example, the teacher must ensure that students have a good grasp of vocabulary and above all that the teacher has the attention of the student to increase vocabulary in the course through dynamic activities such as reading.
       • Grammar
         • Grammar is a main unit of progression, where the teacher should focus on clear structures, e.g. the use of the neuter and habitual simple past, Verb+ to + stem.
       • Ideas
         • Ideas are essential to help language learning and are very useful for students
           • for example creating an innovative and fun environment with fun activities such as making them imagine traveling and knowing many places and then the students would give their ideas of what it would be like, or topics such as tourism, sports, life in the future where students are motivated to give their opinions or ideas.

2. Goals and Content

   • It focusses on language, ideas, skills, or discourse.
   • Activities should identify the language, ideas, skills or discourse that will focus on.
     • For example, in the area of language, the units may be based on vocabulary (as in Advanced English Vocabulary by Helen Barnard), verb forms and verb patterns (as in 101 Substitution Tables by H.V. George), sentence patterns, or language functions.
   • Some courses cover language items thought organizing lessons around topics.
   • You may also want to show them to your students may be interested there are some students who are wanting to learn language so they are going to be interested in gaining some knowledge within that field.

3. Sequencing the Content in a Course

   • There are two types of sequences, one considers the order of the contents at the time of teaching (linear sequence), while the other does not consider the order of contents since it is not relevant and learning is not affected by a modular arrangement)
     • Linear Approaches to Sequencing The vast majority of learning is based on the linear sequence, this can have certain disadvantages since it does not take into account learning speeds and it is often necessary to recycle the teaching material.
       • However, the spiral curriculum is an educational program in which a review is made of the knowledge already explained previously during the course. This review is done in an iterative way, that is to say, in class, the notions and topics previously seen are approached repeatedly. In the spiral curriculum, the aim is to consolidate knowledge by deepening it, inviting reflection and research.
   • A modular approach to sequencing
     • It is based on a sequence of steps where: 1 Describe the course objectives. 2 Decide on the unit of progression of the course. 3 Choose and sequence the course content. 4 Check the content against lists of other elements to ensure coverage. It should be taken into account that the activities take on great relevance.