SYLLABUS DESIGN EDU 402 GOALS AND INSTRUCTIONAL PLANS

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 The nature of language Educationalcultural philosophy L 2 curriculum GENERAL GOALS The nature of language learning

FROM GOALS TO OBJECTIVES LANGUAGE CONTENT GENERAL GOALS PROCESS/MEANS PRODUCT/OUTCOMES

FROM GOALS TO OBJECTIVES LANGUAGE CONTENT • WHAT SHOULD BE SELECTED? • WHAT ORDER/SEQUENCE? • WHAT IS THE CRITERIA FOR SELECTING THE ORDER? PROCESS • HOW SHOULD LANGUAGE BE PRESENTED? • WHAT ARE THE ROLES OF TEACHERS AND LEARNERS? • HOW SHOULD MATERIALS CONTRIBUTE TO THE PROCESS OF LANGUAGE LEARNING? PRODUCT • WHAT KNOWLEDGE IS THE LEARNER EXPECTED TO ATTAIN? • WHAT SPECIFIC LANGUAGE SKILLS DO THEY NEED? • WHAT TECHNIQUES OF EVALUATION?

LANGUAGE CONTENT STRUCTURE/GRAMMATI CAL FORM LANGUAGE CONTENT THEMATIC SITUATIONAL

LANGUAGE CONTENT THEMATIC CONTENT • Topics of interest • Areas of subject knowledge SITUATIONAL CONTENT • Contexts in which theme and linguistic topics are presented • Structures and vocabulary will be selected

PROCESS DIMENSION ORGANIZATION • Depends on educational and linguistics assumptions • Viewed in 2 ways : • Relates to overall program – system of organization • Relates to presentation of new learning items – inductive or deductive? ROLES OF TEACHERS AND LEARNERS • Teachers’ roles depend on current trends and perceptions according to the approach • Learners’ roles have taken different dimensions during various periods. TYPES OF ACTIVITIES • An outcome resulting from the degree of control by teacher and textbooks

PRODUCT DIMENSION � Specification of the expected outcomes � Linked to learners’ needs � Outcomes can be divided into : 1. Knowledge oriented 2. Skill oriented

PRODUCT DIMENSION � CONTENT/KNOWLEDGE ORIENTED : 1. The statement of outcomes will answer what are the learners expected to know 2. Content can be specified as reading selections, linguistic structures, vocabulary, linguistic functions 3. Associated with accuracy 4. Learners are expected to become proficient in linguistic forms

PRODUCT DIMENSION � SKILL ORIENTED 1. 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.

SHAPE OF SYLLABUS 1. 2. 3. 4. 5. THE LINEAR FORMAT THE MODULAR FORMAT THE CYCLICAL FORMAT THE MATRIX FORMAT THE STORY LINE FORMAT

SHAPE OF SYLLABUS � 1. a. b. c. d. 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

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

SHAPE OF SYLLABUS � 3. a. b. c. d. 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

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

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