The different stages to design a program material

The different stages to design a program material

1. definition

   • Curriculum
     • (Allen quoted in Nunan, 2000: 6)
       • to imply
         • philosophical
         • social processes
         • administrative factors
           • planning an educational program
     • (Richards, Platt and Platt 1993: 94)
       • educational program
         • which states:
           • The educational purpose
           • The content teaching procedures and the learning experience
           • means of evaluating
     • (Blanco, 1993: 19).
       • philosophy
         • main components
           • purposes
           • content
           • methodology
           • evaluation
           • process
           • implemented
           • evaluated

2. Course

   • integrated series
   • experiences
   • teaching-learning
   • The objective
     • particular knowledge
       • (Hutchinson and Waters 1996: 65)
   • The distinction between a curriculum
     • analysis of social needs
     • testing for placement purposes
     • evaluation of the entire program

3. Syllabuses

   • contain
     • teaching method
     • More detailed and operational statement
       • teaching
       • learning
     • based on accounts and records of what happens in the classroom
   • Selecting the Shape of the Syllabus
     • a syllabus must be finite
     • five possible types
       • The Linear Format
       • The Modular Format
       • The Cyclical Format
       • The Matrix Format
       • The story-line format

4. APPROACHES

   • Classical approach
   • Grammar-translation approach
   • Direct approach
   • Audio-lingual
   • Communicative approach
   • A classic example of an objective approach to needs analysis
     • Munby (1978) model
       • Participant
       • Purposive domain
       • Setting
       • Interaction
       • Instrumentality
       • Dialect
       • Target level
       • Communicative event
       • Communicative key

5. Objectives

   • They break down aims into smaller units of learning
   • Richards (2001) suggests they should be
     • consistent with the curriculum aim
     • precise (not vague or ambiguous)
     • feasible

6. What stages are followed in designing a course?

   • Articulating your beliefs and defining the context might be considered as the foundation for the processes to follow when organizing your syllabus.
   • Structural
   • Situational
   • Topical
   • Functional
   • Notional
   • Skills
   • Task

7. Organizing the course

   • Aspects of Organizing a Course
     • Determining the organizing principle
     • Sequencing the units
     • Organizing unit content
     • Determining unit content
     • units based on the organizing principle

8. Evaluation

   • Scrivener (1967, quoted by Beretta, 1992)
   • formative
     • as a matter of improving ongoing programmes
   • summative
     • as determining the effects of a programme that has come to an end
   • purposes of evaluation
     • Beretta (op. cit; 276)
     • To decide whether a programme has had the intended effect
     • To identify what effect a programme has had
     • To justify future courses of action
     • To identify areas for improvement in an ongoing programme