A framework of course development processes

A framework of course development processes

1. Needs assessment

   • Find out what the learners know and whta they need to learn
     • Teacher role: interpreting and seeking information about students needs and work in partnership with their students
       • Objective needs
         • Factual information about students backgrounds
           • Education, culture, society, family, profession, age, students skills
         • Comunicative skills
       • Subjective needs
         • Information about students' attitudes in learning
           • Students' expectations of themselves and the course, student preferences and expectations
         • Congnitive and affective needs
       • Teacher creates activities of needs assessment for students to clarify and focus their own needs
         • Interview students - employers or teachers
   • It is influenced by the content of the course
   • It is an ongoing process

2. Determining goals and objectives

   • Purposes and outcomes of the course
     • Goals: Purposes for long-mid term (Destination of the course)
     • Objectives: specific ways in how the goals will be achieved
     • Goals for content knowledge course
       • "Students willl learn the...", "Student will know...", "Students will learn that..."
         • Goals for a skill content based course
           • "Students will be able to...", "Students will knopw how to...", "Students will develop the ability to..."
           • Goals for a attitude content based course
             • "Students will be aware that...", "Student will develop an awareness of...", "Students will develop an attitude of...", "Students will explore their attitudes toward..."
   • It is important to set goals and objectives in order to establish the direction of the course (planning content and activities
     • Provides an evaluation of the effectiveness
   • Teachers ask themselves: What do the students need to do to achieve those pruposes?

3. Conceptualizing content

   • Figure out which contents of language will be included "What will be the blackbone of the course"
     • What kind of content is appropiate for the course and how it will be integrated ?
       • Conceptualizing content for a course is not only take into account the language skills and information but also its appropiateness to the real-life.
         • The appropiateness of the language learning process is given by tasks and activities due to students are asked to use language out of classrooms, including the culture as the fifth dimension of language teaching, it gives the opportunity to students to mek everything useful and that everything makes senes.
           • any

4. Selecting and developing materials and activities

   • Selecting materials is part of the blackbone of the classs. IAppropiateness material includes student comfort and familiarity with the material, english level interest and relevance
     • Common things can be used as materials for activities of class in order to improve language skills. For example: reading a newspaper to improve reading skills, expanding vocabulary or discussing culture.
       • "The text is not the course; rather, what the teacher and students do with the text constitutes the course"
         • Course textbooks can be modified in order to create new activities that weill motivate students to learn

5. Organization of content and activities

   • Systems as a way for organazing the course
     • System can focus on the lesson level (content of every class) and fosus on the course level
       • The organization of the course will be determine and modified depending on the progress of the course group

6. Evaluation

   • Hughes (1989)
     • Purposes for testing
       • To measure proficiency
         • To diagnose specific strenghs and weakness
           • To place students in a course or programm
             • Assess their achivement in a course or program
   • Evaluation of the course itself
     • A course is evaluated according to its efectiveness in students outcomes
       • Everything in the course can be evaluated. Any idea or assumption of students, needs or backgrounds, goals or objectives, materials and activities
   • Two types of evaluation
     • Formative evaluation
       • Takes palce during the implementation of the curriculum, during the course
         • Here, something can be modified
     • Summative evaluation
       • Takes places after the implementation of the curriculum. It is at the end of the course
   • All the poeple who is involved in escholar system is evaluator. However, the teacher and students are the principal evaluators. They can evaluate everything, the course, the learning process of students, the teacher role...

7. Consideration of resourses and constraints

   • Teachers need to be aware of some problems a course can present. When preparing the clas, teacher must have into account how many constraints they would have in the classroom, such as so many students or lacking of participation. So, accordin to this, teachers need to have possible thought solutions
     • Here, it is seemed the experience, intelligence, capacibility of problem solving and background as well as the teacher manages the constraints
   • It is a process during all the course, teacher is in a costant asking role in order to improve averyday their class. No only at the end of teh class but during the class. Asking questions like "How can I keep my students motivated?"

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