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SYLLABUS DESIGN

SYLLABUS DESIGN. EDU 402. GOALS AND INSTRUCTIONAL PLANS. TRANSLATING GOALS INTO SYLLABUS OBJECTIVES LANGUAGE CONTENT, PROCESS, AND PRODUCT SYLLABUS DESIGNS SELECTING THE SHAPE OF THE SYLLABUS PLACE OF METHOD. TRANSLATING GOALS INTO OBJECTIVES. FROM GOALS TO OBJECTIVES.

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SYLLABUS DESIGN

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  1. SYLLABUS DESIGN EDU 402

  2. GOALS AND INSTRUCTIONAL PLANS • TRANSLATING GOALS INTO SYLLABUS OBJECTIVES • LANGUAGE CONTENT, PROCESS, AND PRODUCT SYLLABUS DESIGNS • SELECTING THE SHAPE OF THE SYLLABUS • PLACE OF METHOD

  3. TRANSLATING GOALS INTO OBJECTIVES

  4. FROM GOALS TO OBJECTIVES

  5. FROM GOALS TO OBJECTIVES

  6. LANGUAGE CONTENT

  7. LANGUAGE CONTENT

  8. PROCESS DIMENSION

  9. PRODUCT DIMENSION • Specification of the expected outcomes • Linked to learners’ needs • Outcomes can be divided into : • Knowledge oriented • Skill oriented

  10. PRODUCT DIMENSION • CONTENT/KNOWLEDGE ORIENTED : 1. The statement of outcomes will answer what are the learners expected to know • Content can be specified as reading selections, linguistic structures, vocabulary, linguistic functions • Associated with accuracy • Learners are expected to become proficient in linguistic forms

  11. PRODUCT DIMENSION • SKILL ORIENTED • Related to actual use of the new language Eg: If the student plan to use the target language to read academic or technical material, the statement should reflect the specific reading skills they need to be proficient in – skimming, scanning, speed reading, etc.

  12. SHAPE OF SYLLABUS • THE LINEAR FORMAT • THE MODULAR FORMAT • THE CYCLICAL FORMAT • THE MATRIX FORMAT • THE STORY LINE FORMAT

  13. SHAPE OF SYLLABUS • 1. THE LINEAR FORMAT (pg 52) • For grammar and structures • Linguistic and pedagogical principles determine the order • Sequencing and grading are important • Teachers cannot change the order of units or skip any – careful grading will be affected

  14. SHAPE OF SYLLABUS • 2. THE MODULAR FORMAT (pg 53) • Integrates thematic with skills orientation • Objectives are flexible

  15. SHAPE OF SYLLABUS • 3. THE CYCLICAL FORMAT (pg 56) • Enables teachers and students to work with the same topic more than once • Level of difficulty/complexity increases • New subject matter should not be introduced then forgotten • New subject matter should be reintroduced

  16. SHAPE OF SYLLABUS • 4. THE MATRIX FORMAT (pgs 58,59,60) • Gives users maximum flexibility to select topics from a table of contents • Suited to situational content

  17. SHAPE OF SYLLABUS • 5. THE STORY-LINE FORMAT WILKINS (1976) “have the effect of ensuring thematic continuity and of helping resolve questions of the ordering of categories in relation to one another” a. Maintaining coherence for notional/functional syllabus

  18. THE PLACE OF METHOD • Where is the place of method? • A particular method as a focal element? • Techniques vs. Methods

  19. IN SUMMARY • TRANSLATING GENERAL GOALS TO SPECIFIC OBJECTIVES • LANGUAGE CONTENT, PROCESS AND PRODUCT • SHAPE OF SYLLABUS • PLACE OF METHOD

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