The different stages to design a programme

The different stages to design a programme

1. CURRICULUM

   • INCLUDES
     • PHYLOSOPHY
       • WHOLE PROGRAM
     • PURPOSES
     • DESING
     • IMPLEMENTATION
   • DEFINED
     • EDUCATIONAL PROGRAM (Richards, Platt and Platt 1993)
       • STATES
         • THE ENDS (PORPOUSE)
         • THE CONTEN TEACHING (THE MEANS)
         • MEANS FOR ASSESSING
   • ENCOMPASSES
     • MAIN COMPONENTS (White, 1993)
       • PURPOSES
       • CONTENT
       • METHODOLOGY
       • EVALUATION
     • PHILOSOPHY
     • VALUE SYSTEMS
     • PROCESS
       • DEVELOPED
       • IMPLEMENTED
       • EVALUATED

2. COURSE

   • INTEGRATED SERIES
     • TEACHING LEARNING EXPERIENCIES
       • LEAD TO LEARNES
         • TO PARTICULAR STATE OF KNOWLEDGE

3. SYLLABUSES

   • STATEMENT
     • WHAT SHOULD BE TAUGHT
       • YEAR BY YEAR
   • CONTAINS POINTS
     • ABOUT
       • METHOD OF TEACHING
       • TIME TO BE TAKEN
   • ARE MORE LOCALIZATED
   • ARE BASED ON ACCOUNTS AND RECORDS
     • OF WHAT ACTUALLY HAPPENS
       • AT THE CLASSROOM LEVEL

4. APROACHES

   • CLASSICAL
     • Students need to read the classics
   • GRAMMAR -TRASLATION
     • Students need to learn with economy of time and effort
   • DIRECT
     • Students need operant conditioning and behavioural modification
       • to learn language
   • AUDIO-LINGUAL
     • Emphasized perfect pronunciation and repetition,
   • COMMUNICATIVE APROACH
     • Students must be able to express their intentions
     • They must learn the meanings that are important to them

5. TEACHER'S BELIEFS

   • THE BELIEFS
     • PLAY A ROLE
       • AT EACH STAGE OF COURSE DESIGN
     • UNDERLIE
       • THE DECISIONS YOU MAKE
     • KINDS OF POINTS
       • View
         • Of Language
         • Of the social context of language
         • Of learning and learners
         • Of teaching

6. DEFINING THE CONTEXTS

   • PART OF A PRE-COURSE NEEDS ASSESSMENT
     • PEOPLE
       • STUDENTS NUMBER
       • AGE
       • GENDER
     • PHYSICAL SETTINGS
       • LOCATION SCHOOL
       • CLASSROOM SIZE
     • NATURE OF COURSE AND INSTITUTIONS
       • TYPE
       • MANDATORY
     • TEACHING RESOURCES
       • MATERIALS
       • TEXTS
     • TIME

7. AIMS, GOALS AND NEED ANALYSYS

   • AIMS
     • REFLECT THE UNDERLYING IDEOLOGY OF CURRICULUM
       • To provide a reason for the program
       • To provide guidelines for teachers and learners
       • To provide a focus for learning
   • OBJECTIVES
     • Consistent
     • Precise
     • Feasible
   • NEED ANALYSIS
     • Collegting relevant information
       • For syllabus design purposes

8. STAGES IN DESINING A COURSE

   • TYPES OF SYLLABUS
     • STRUCTURAL
     • SITUACIONAL
     • TOPICAL
     • FUNCTIONAL
     • NOTIONAL
     • SKILLS
     • TASK
   • SHAPE OF THE SYLLABUS
     • THE LINEAR FORMANT
       • Cannot change the order of units or skip some
     • MODULAR FORMART
       • Courses which integrate thematic or situational contents
     • CYCLICAL FORMAT
       • Work with the same topic more than once, (more difficult)
     • MATRIX FORMART
       • Maximum flexibility to select topics
     • STORY LINE FORMAT
       • Is basically a narrative

9. ORGANIZING A COURSE

   • 1. Determining the organizing principle
   • 2. Identifying the course units
   • 3. Sequencing the units
   • 4. Determining unit content
   • 5. Organizing unit content

10. EVALUATION

    • SUMMATIVE
      • Matter of improving ongoing programmes
    • FORMATIVE
      • Determining the effects of a programme that has come to an end

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