griffins 2

A framework of course development processes

Analysis: assigning valuoe to datas.

Assessment involves obtain data.

Needs Assessment

Determining goals and objectives

SYLLABUS GRILD

Selecting and developing material and activities

Organization of content and activities

Evaluation

OBJECTIVE NEEDS: Factual information about learners. Their use of lg in real life.

SUBJECTIVE NEEDS: The cognitive and affective needs of the learner in the learning situation derivable from the information about affective and cognitIive life factors (personality).

Conducted in stages: Planning, teaching and re-planing.

GOALS : General statements of overall, long-term purposes of the course.

OBJECTIVES: specific ways in which the goal will be acchieved.

GOALS FOR LG LEARNERS: Proficiency goals, cognitive goals, affective goals and transfer goals.

Objectives stated in terms of what students will do in the course:

Coverage objectives

Activity objectives

Involvement objectives

Mastery objectives

Critical thinking ojectives

Main issue is that many teacher do not formulate goals and objectives at all or do only after having thought about what they will teach and how.

GRAMMAR

PRONUNCIATION

VOCABULARY

FUNCTIONS

NOTIONS AND TOPICS

COMMUNICATIVE SITUATIONS

LISTENING

SPEAKING

READING

WRITING

CULTURE

TASK AND ACTIVITIES

COMPETENCES

PARTICIPATORY PROCESSES

LEARNING STRATEGIES

CONTENT

Teacher thinks about material they will use, they are flexible and can be used in a number of ways, depending o the target skills.

Complementary principles of secuencing are: BUILDING and RECYCLING

BUILDING: From the simple to the complex.

RECYCLING: Students encounter previous material in new ways in a new skill area.

CYCLE (MATRIX): Teacher works with a set of posible activities for a given time frame and decides which activities to work with.

Teacher evaluate rangin from formal test to informal assessments, the most important means is close observation of what students do in class and how they do.

Measure profiency, to diagnos specific strenghts and weaknesses, to place student in a course program and to assess their achievement in a course or program.

Formative evaluation: take place during the development and implementation.

Summative evaluation: takes place after the curriculum has been implemented.