COURSE PLANNING AND SYLLABUS

DESIGN

Group 3Nopriko Nanda Putra

Iin Widya Lestari Anisha Djuli Adha

WHAT WE ARE GOING TO DISCUSS??

Developing a course rationale Preparing

the scope and

sequence plan

Planning the course content

Sequencing course

content

Choosing course

content

Describing entry and exit levels

THE COURSE RATIONALE

There are some questions should be answered to seek course rationale:

Who is this course for?

What is the course about?

What kind of teaching and learning will take place in the course?

Course Rationale questions

Describing the beliefs, values and goals that underlie

the course.

The purpose of developing rationale :

Guiding planning of the various component s of the

course

Emphasizing the kinds of teaching and learning the course should exemplify

Providing a check on the consistency of the various

components in terms of the course values and goals.

EXAMPLE OF A COURSE RATIONALE

This course is designed for working adults who wish to improve their communication skills in English in order to improve their

employment prospects . It teaches the basic communication skills needed to

communicate in a variety of different work settings. The course seeks to enable participants to recognize their strengths and

needs in language learning them the confidence give them confidence to use

English more effectively to achieve their own goals. It also seeks to develop the participants' skills in independent learning outside of the classroom.

Course Planners should consider some aspects such as :

Goal of the course The kind of teaching and learning they

want the course to exemplify The role of teachers and learners in

the course Beliefs and principles the course will

reflect

DESCRIBING THE ENTRY AND EXIT LEVEL

Knowing students’ level is necessary before designing course. For instance elementary, intermediate and advanced level and etc.

We also can determine the level of students’ language skills from special tests such as TOEFL or IELTS.

By knowing students’ proficiency and language skills, of course it will be one of way to design certain programs and objective based on the student’s level.

CHOOSING COURSE CONTENT Course Content has to be appropriate with a set

of needs and to cover set of objectives. Planners need to decide appropriate course

contents to reflect about some aspects such as the nature of language, language use, language learning and etc.

For instance: in writing course content, planners perhaps can plan some contents such as : grammar, functions. Topics, skills and etc.

Besides choosing course content, planners also need to choose particular approach to the content selection based on subject matter knowledge, learner’s proficiency level and etc.

CHOOSING COURSE CONTENT

Additional Ideas/Sources of Content Selection from:Available literature on the topic Published material on the topicReview of similar courseReview test/exam in the areaAnalysis of students’ problemsConsultation with teachers and specialists

STEPS IN DESIGNING INTEGRATED COURSE DESIGN

DETERMINING THE SCOPE AND SEQUENCE

Scope Sequen

ce

PURPOSE OF THE SCOPE AND SEQUENCE

To serve as a guideline for teachers who want to integrate learning strategies instruction into their language and content curriculum

CRITERIA OF SEQUENCING:Simple to complex

Chronology

Need

Prerequisite learning

Whole to part or part to whole

Spiral sequencing

WHAT IS SYLLABUS DESIGN?

Syllabus design refers selection and organization of instructional content including suggested strategy for presenting content and evaluation (Brown, 1995)

Whereas, Curriculum is a broad description of general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning.

Syllabus is a detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.(quoted from W.Sundyana)

SYLLABUS COMPONENT

In general, the components of syllabus consist of :

1. Objectives2. Instructional contents3. Learning experiences4. Evaluation

PLANNING THE OURSE STRUCTURE

Selecting a syllsbus

framework

Developing instructional

blocks

In choosing a paricular syllabus framework for a course, planner are influenced by some factors

Knowledge and beliefsResearch and theoryCommon practicetrenda

SELECTING A SYLLABUS FRAME WORK

The syllabus planner seeks to solve the following problems

To select sufficient patterns to support the amout of teaching time available

To arrange items into a sequence that facilitates learning

To identify a productive range of grammatical items that will allow for the development of basic communicative skills

GRAMMATICAL (OR STRUCTURAL ) SYLLABUS

Critiziedskills They represent only a partial dimension of

language proficiency They do not reflect the aquisition sequences seen

in naturalistic second language aquisition They focus on the sentence rather than longer

unit of discourse The focus on form rather than meaning They do not address communicative

Typical vocabulary targets for general English course

Elementary level: 1000 words Intermediate level: an additional 2000 words Upper intermediate level: an additional 2000

words Advanced level: an additional 2000+ words

LEXICAL SYLLABUS

126 functions grouped into some categories Imparting and seeking factual information Expressing and finding out attitudes Deciding on course of action Socializing Structuring discourse Communication repair

FUCTIONAL SYLLABUS

Critized There are no clear criteria for selecting or grading functions They represent a simplistic view of communicative

competence and fail to address the process of communication

They represent an atomistic approach to language, that is, one that assumes that language ability can be broken down into dicrete components that can be taught separately

The often lead to a phrase-book approach to teaching that concentartes on teaching expressions and idioms used for different functions

Student learning from a fucntional course may have considerable gaps in their grammatical competence because some important grammatical structure may not be elicited by the function that are taight in the syllabus

A situation is a setting in which particular

communicative acts typically occur

SITUATIONAL SYLLABUS

Criticized Little is known about the language used in

different situation, so selection of teaching items is typically based on intuition

Language used in specific situations may not transfer to other situations

Situational syllabus often lead to a phrase-book approach

Grammer is dealt with incidentally, so a situtional syllabus may result in gaps in student’s grammatical knowledge

advantages They facilitates comprehension Content make linguistic form more

meaningful Content serves as the best basis for teaching

the skill areas They address students’ needs They motivate learners They allow for integration of the four skills They allow for use of authentic materials

TOPICAL OR CONTENT-BASED SYLLABUS

Based on a specification of the competencies learners are expected to master in relation to specific situation and activities

COMPETENCY-BASED SYLLABUS

Organized around the different underlying abilities that are involved in using a language for purposes such reading, writing, listening or speaking

SKILLS SYLLABUS

Claims made in support of skills-based syllabuses•They focus on behaviour or performance•They teach skills that can transfer to many other situation•They identify teachable and learnable units

Claims made for a task-based syllabus Tasks are activities that drive the second

language acquisition process Grammar teaching is not central with this

approach because learners will acquire grammar as a by-product of carrying;out tasks

Tasks are motivating for learners and engage them in meaningful communication

TASK-BASED SYLLABUS

In teaching from text-based syllabus a five-part cycle is proposed that involves

Bulding context for the text Modeling and deconstructing the text Joint construction of the text Independent construction of the text Linking related text

TEXT-BASED SYLLABUS

Decisions about a suitable syllabus framework for a course reflect different priorities in teaching

rather that absolute choices

AN INTEGRATED SYLLABUS

DEVELOPING INSTRUCTIONAL BLOCKS

modules

units

•Length•Development•Coherence•Pacing•outcomes