Conceptualizing Content

Conceptualizing Content

1. What it means?

   • Thinking
   • Making desicions
   • Organizing content
     • Categories
       • Language
         • linguistic skills, situations, topics or themes, communicative functions, competencies, tasks, content, speaking, listening, reading, writing, and genre.
           • Linguistic skills
             • Pronunciation
               • Sound system of the language.
                 • Formal syllabus
             • Grammar
               • Classification of words and function.
             • Vocabulary
               • Words connection,formation, inflection, meaning
           • Situations
             • Context of the use of language
               • Situational syllabus
           • Topics/Themes
             • The language is used to talk about
               • Topical/Thematic syllabus
           • Communicative Functions
             • Purposes of the language
               • Functional syllabus
           • Competencies
             • Specify and teach the language behavior needed to perform in a given situation
               • Competency-based syllabi
           • Tasks
             • Interactions whose purpose is to get something done.
               • Task-bases syllabus
           • Content
             • Sunject matter
               • Content-based
           • Speaking, Listening, Reading, Writing
             • Skills of language
               • Skills-based syllabus
           • Genre
             • Communicative events accomplish certain purposes withing a social context
       • Learning and the learner
         • Affective goals, interpersonal skills, learning strategies.
           • Effective goals
             • Learners´attitude
               • Confident attitude
               • Take risks
               • Learn from mistakes
               • Positive attitude toward target language
           • Interpersonal skills
             • How interact with others to promote learning
               • Understanding
                 • Roles
               • Assuming
           • Learning strategies
             • How one learns
               • Help students be aware how they learn.
               • Help students develop ways to continue learning
       • Social content
         • Sociolinguistic skills, sociocultural skills and sociopolitical skills.
           • Sociolinguistics
             • Involve choosing and using the appropriate language and the extralinguistic behavior for the setting, the purpose, the role and relationship
           • Sociocultural
             • Involve understanding cultural aspects of identity, values, norms, and customs such as those underlying kinship relationships, expectations of men and women, or gift-giving.
           • Sociopolitical
             • Involve learning to think critically and take action for effective change in order to participate effectively in one's community.

2. Guidance questions

   • What do I want my students to learn in this course, given who they are, their needs, and the purpose of the course?
   • What are my options as to what they can learn?
   • What are the resources and constraints of my course that can help me ?
   • What are the relationships among the options I have selected?
   • How can I organize these options into a working plan or syllabus?
   • What is the driving force or organizing principle that will pull my syllabus together?

3. How does go about it for a course?

   • Mind maps
     • It is non-linear way of representing the content itself as well as factors affecting the content.
       • See the course as a whole
       • It can be the first step prior to drawing a chart or course sequece.
       • Forcing teachers to do things differently
       • Help teachers to solidify the direction of the course
       • Thoughts make sense
     • Construction
       • 1.Include what you want in the course
         • Use words, phrases and images in circle, arrows and question marks and prescribe the syllabus
         • Show a map to a colleague
       • 2.Classify the information into catefories
   • Flow Charts
     • Diagram of the sequence in an activity in the course
   • Grids
     • It is a way of laying out the content in an accesible and graphic form.