A Framework of Course Development Processes English 6010 Week 4.

A Framework of A Framework of Course Course

Development Development ProcessesProcessesEnglish 6010English 6010

Week 4Week 4

Framework ComponentsFramework Components

Needs AssessmentNeeds Assessment Determining Goals and ObjectivesDetermining Goals and Objectives Conceptualizing ContextConceptualizing Context Selecting and Developing Materials Selecting and Developing Materials

and Activitiesand Activities EvaluationEvaluation Consideration of Resources and Consideration of Resources and

ConstraintsConstraints

Needs AssessmentNeeds Assessment

Objective needsObjective needs use of language in real-life communicationuse of language in real-life communication current proficiency levelcurrent proficiency level

Subjective needsSubjective needs cognitive and affective needs of the learner cognitive and affective needs of the learner

in the learning situation (personality, in the learning situation (personality, confidence, attitudes, expectations with confidence, attitudes, expectations with regard to the learning of English)regard to the learning of English)

individual cognitive style and learning individual cognitive style and learning strategiesstrategies

Assessing subjective Assessing subjective needsneeds

Student’s attitudes toward Student’s attitudes toward the target language and culturethe target language and culture LearningLearning themselves as learners themselves as learners purposes for studying the languagepurposes for studying the language preferences with respect to how they preferences with respect to how they

will learnwill learn If subjective needs are not taken into If subjective needs are not taken into

account, then objective needs may account, then objective needs may not be metnot be met

When does one conduct a When does one conduct a needs assessment?needs assessment?

Depending on the context, needs Depending on the context, needs assessment can be conducted in:assessment can be conducted in: Stage 1- the planning stageStage 1- the planning stage Stage 2- the teaching stageStage 2- the teaching stage Stage 3- the replanning stageStage 3- the replanning stage

How does one conduct a How does one conduct a needs assessment?needs assessment?

Questionnaires (common)Questionnaires (common) Interviews with students and others (I.e., Interviews with students and others (I.e.,

professors, administrators)professors, administrators) Observation and participation in Observation and participation in

situations in which the students will use situations in which the students will use EnglishEnglish

Tests and interviews that measure Tests and interviews that measure proficiency to determine what students proficiency to determine what students already know (diagnostic exam, Michigan already know (diagnostic exam, Michigan Test for example or your own diagnostic Test for example or your own diagnostic exam or pre-assessment technique)exam or pre-assessment technique)

Target and learning Target and learning needsneeds

Target needTarget need what the learner needs to do in the what the learner needs to do in the

target situation (participate in job target situation (participate in job interview)interview)

Learning needLearning need what the learner needs in order to learn what the learner needs in order to learn

(specific vocabulary, structure, (specific vocabulary, structure, knowledge of register) knowledge of register)

IssuesIssues

Needs assessment is not a value-free Needs assessment is not a value-free processprocess

It is influenced by It is influenced by the teacher’s view of what the course is aboutthe teacher’s view of what the course is about the institutional constraintsthe institutional constraints the students’ perception of what is being asked the students’ perception of what is being asked

of themof them Needs assessment should be evaluated and Needs assessment should be evaluated and

it should be viewed as an ongoing process, it should be viewed as an ongoing process, both in its development and in its useboth in its development and in its use

Determining Goals and Determining Goals and ObjectivesObjectives

Goals: overall, long-term purposes of the Goals: overall, long-term purposes of the course.course. destination of the coursedestination of the course purposes and intended outcomes of the course purposes and intended outcomes of the course

(backward design, thinking about outcome first)(backward design, thinking about outcome first) Objectives: express the specific ways in which Objectives: express the specific ways in which

goals will be achieved. goals will be achieved. represent the various points that chart the course represent the various points that chart the course

toward the destination (What will my students toward the destination (What will my students need to do in order to achieve these goals? For need to do in order to achieve these goals? For instance, “Students will be able to identify the instance, “Students will be able to identify the main idea”, “students will be able to write a thesis main idea”, “students will be able to write a thesis statement”)statement”)

How do we determine How do we determine goals?goals?

Students’ needs assessmentStudents’ needs assessment The policies of the institutionThe policies of the institution The way the teacher conceptualizes The way the teacher conceptualizes

the contextthe context Proficiency levelsProficiency levels Goals-cognitive (master of linguistic Goals-cognitive (master of linguistic

and cultural knowledge) affective and cultural knowledge) affective (motivation, positive attitude) transfer (motivation, positive attitude) transfer (learning how to learn and transfer to (learning how to learn and transfer to another context)another context)

Bloom’s Taxonomy for Bloom’s Taxonomy for Developing Clear ObjectivesDeveloping Clear Objectives

BLOOMtaxonomyBLOOMtaxonomy.doc.doc

Types of Objectives Types of Objectives according to Gravesaccording to Graves

Coverage objectivesCoverage objectives Activity objectivesActivity objectives Involvement objectivesInvolvement objectives Mastery objectivesMastery objectives Critical thinking objectivesCritical thinking objectives

IssuesIssues Many teachers do not formulate goals and Many teachers do not formulate goals and

objectives at all or do so only after having thought objectives at all or do so only after having thought about what they will teach and how.about what they will teach and how.

Although one may establish very clear goals and Although one may establish very clear goals and objectives, once we teach a course we revisit those objectives, once we teach a course we revisit those goals and objectives and then they may become goals and objectives and then they may become clear to us. (re-planning stage)clear to us. (re-planning stage)

Goals and objectives are a statement of intent, Goals and objectives are a statement of intent, subject to reexamination and change once the subject to reexamination and change once the course is under way. (maybe the strategies you course is under way. (maybe the strategies you plan to use are not working for your students and plan to use are not working for your students and you may need to reconsider half way through the you may need to reconsider half way through the course, this is part of the ongoing reflection course, this is part of the ongoing reflection process )process )

Types of Syllabus Types of Syllabus and Approaches to and Approaches to Syllabus design in Syllabus design in

ESLESL

Structural syllabusStructural syllabus Top down approach to develop a syllabusTop down approach to develop a syllabus the institution or you as a teacher has the institution or you as a teacher has

already determined what the learning already determined what the learning outcomes will be and the specific skills outcomes will be and the specific skills (writing, reading, speaking, listening) that (writing, reading, speaking, listening) that students are expected to master at the end students are expected to master at the end of the courseof the course

usually involves grammatical rules of the usually involves grammatical rules of the language being taught, for example nouns, language being taught, for example nouns, verbs, adjectives, statements, questions, verbs, adjectives, statements, questions, subordinate clauses (English 3101/3102)subordinate clauses (English 3101/3102)

Notional-functional Notional-functional syllabussyllabus

content of the language teaching is a content of the language teaching is a collection of the function being collection of the function being performed when the language is used, or performed when the language is used, or of the notions the language is used to of the notions the language is used to express.express.

Examples of functions include: Examples of functions include: informing, agreeing, apologizing, informing, agreeing, apologizing, requesting.requesting.

Examples of notion include: size, age, Examples of notion include: size, age, color, comparison, time, and so on.color, comparison, time, and so on.

A situational syllabusA situational syllabus The content of language teaching is a The content of language teaching is a

collection of real or imaginary situations in collection of real or imaginary situations in which language occurs or is used. A situation which language occurs or is used. A situation usually involves several participants who are usually involves several participants who are engaged in some activity in a specific setting. engaged in some activity in a specific setting. The language occurring in a situation involves The language occurring in a situation involves a number of functions, combined into a a number of functions, combined into a plausible segment of discourse. The purpose plausible segment of discourse. The purpose is to use the language that is used in a is to use the language that is used in a specific situation. For instance, seeing the specific situation. For instance, seeing the dentist, going to a restaurant, complaining to dentist, going to a restaurant, complaining to the landlord, and so on.the landlord, and so on.

A skill-based syllabusA skill-based syllabus

content of the language teaching is a content of the language teaching is a collection of specific abilities that may collection of specific abilities that may play a part in using language. This type play a part in using language. This type of syllabus group linguistic of syllabus group linguistic competences (pronunciation, competences (pronunciation, vocabulary, grammar, and discourse) vocabulary, grammar, and discourse) together into generalized types of together into generalized types of behavior, such as listening, to spoken behavior, such as listening, to spoken language for main idea, giving effective language for main idea, giving effective oral presentations, and so on.oral presentations, and so on.

A task-based syllabusA task-based syllabus The content of the teaching is a series of The content of the teaching is a series of

complex purposeful tasks that the complex purposeful tasks that the students want or need to perform with the students want or need to perform with the language they are learning. Task based language they are learning. Task based differs from situation-based teaching in differs from situation-based teaching in that while situational teaching has the that while situational teaching has the goal of teaching the specific language goal of teaching the specific language content that occurs in the situation, task-content that occurs in the situation, task-based has the goal of teaching students to based has the goal of teaching students to draw on resources to complete some draw on resources to complete some piece of work (applying for a job, getting piece of work (applying for a job, getting housing information over the phone) housing information over the phone)

A content-based syllabusA content-based syllabus

The subject matter is primary, and The subject matter is primary, and language learning occurs incidentally language learning occurs incidentally to the content learning. The content to the content learning. The content teaching is not organized around teaching is not organized around language learning, but vice-versa. An language learning, but vice-versa. An example is a science class taught in example is a science class taught in English in a Spanish speaking English in a Spanish speaking context (an immersion or bilingual context (an immersion or bilingual curriculum may use such syllabus)curriculum may use such syllabus)

Negotiated SyllabusNegotiated Syllabus

You may have ask your students to You may have ask your students to evaluate the syllabus and then ask evaluate the syllabus and then ask them if there is anything else that them if there is anything else that should be included based on their should be included based on their expectations of the courseexpectations of the course

You could also negotiate the readings You could also negotiate the readings depending on your constraintsdepending on your constraints

You could have students help design You could have students help design the syllabus or design it after the the syllabus or design it after the initial needs analysisinitial needs analysis

Syllabus cont’dSyllabus cont’d

Remember you need to provide also for Remember you need to provide also for students with disabilities and very students with disabilities and very specific guidelines and policies about specific guidelines and policies about homework, grading policy, attendance homework, grading policy, attendance policy, quizzes, and behavior policies as policy, quizzes, and behavior policies as wellwell

Provide a tentative schedule with Provide a tentative schedule with readings and dates. This may vary, but it readings and dates. This may vary, but it will give the students a clear idea of will give the students a clear idea of what to expect. what to expect.

Selecting and developing Selecting and developing materials and activitiesmaterials and activities

Organization of content and Organization of content and activities- two principles are activities- two principles are “building and recycling.” “building and recycling.”

Building from the simple to the Building from the simple to the complex, for instance to learn how to complex, for instance to learn how to write a narrative before writing an write a narrative before writing an argumentative essay. In a basic argumentative essay. In a basic course, learning main idea before course, learning main idea before providing an opinion or critique of a providing an opinion or critique of a reading. reading.

Recycling- students encounter Recycling- students encounter previous materials in new ways. For previous materials in new ways. For instance, an individual reading instance, an individual reading activity maybe recycled in a role activity maybe recycled in a role play activity with other students. play activity with other students.

Organization of Content Organization of Content and Activitiesand Activities

Two approaches to organize a course:Two approaches to organize a course: Cycle- for instance, you organize it by dividing Cycle- for instance, you organize it by dividing

the class into sections-discussion, group work, the class into sections-discussion, group work, writing (all thee activities may deal with writing (all thee activities may deal with reading comprehension) reading comprehension)

Matrix- compiling a list of possible activities Matrix- compiling a list of possible activities and then decide what to do depending on the and then decide what to do depending on the students needs and availability of materialsstudents needs and availability of materials

Both approaches suggest a collection of core Both approaches suggest a collection of core material to be learned and activities to be material to be learned and activities to be conducted within a specific time-frame.conducted within a specific time-frame.

EvaluationEvaluation

How will you assess what students have How will you assess what students have learned?learned? Have they learned what you taught? Have Have they learned what you taught? Have

they incidentally learned something else? they incidentally learned something else? (tests, self-reflections, student-teacher (tests, self-reflections, student-teacher conference)conference)

How will you assess the effectiveness of How will you assess the effectiveness of the course?the course? Was the course effective? Where did it fall Was the course effective? Where did it fall

short? (students’ evaluation of the course, short? (students’ evaluation of the course, teachers’ self-evaluation, peer-observation) teachers’ self-evaluation, peer-observation)

Consideration of Resources Consideration of Resources and Constraints and Constraints

Class-sizeClass-size TechnologyTechnology ClassroomsClassrooms MaterialsMaterials TimeTime Institutional philosophyInstitutional philosophy Language policiesLanguage policies curriculumcurriculum

A Cautionary Word on A Cautionary Word on Course DevelopmentCourse Development

The components discussed by The components discussed by Graves (1996) should Graves (1996) should notnot serve as a serve as a checklist for the teacher but rather checklist for the teacher but rather as a set of tools for understanding as a set of tools for understanding and directing the process of course and directing the process of course development.development.

Each component is one way of Each component is one way of working with the whole.working with the whole.

Categorizing techniquesCategorizing techniques From manipulation to communicationFrom manipulation to communication Mechanical, meaningful, and Mechanical, meaningful, and

communicative drillscommunicative drills Controlled to free techniquesControlled to free techniques For the difference between manipulative For the difference between manipulative

(controlled) and communicative (free) (controlled) and communicative (free) techniques see Brown (2001) page 133 techniques see Brown (2001) page 133

For a complete taxonomy of language For a complete taxonomy of language techniques see Brown (2001) pages techniques see Brown (2001) pages 134-135134-135

TextbooksTextbooks

Deciding to prepare your own Deciding to prepare your own materials as opposed to using a materials as opposed to using a textbooktextbook

Teachers’ guide are a good resourceTeachers’ guide are a good resource Literacy and alternative contextsLiteracy and alternative contexts

Posters, charts, magazinesPosters, charts, magazines Comic books and comic strips, graphic Comic books and comic strips, graphic

novelsnovels Movies, documentaries, videogamesMovies, documentaries, videogames

TechnologyTechnology

The use of language labsThe use of language labs Audio-booksAudio-books Personal computersPersonal computers Grammar exercises onlineGrammar exercises online Audiotapes (recording journal entries, Audiotapes (recording journal entries,

listening activities)listening activities) Overhead projectionOverhead projection Videogames (yes, we can learn from Videogames (yes, we can learn from

them as well)them as well)

CALLCALL

Collaborative projects- data analysis, Collaborative projects- data analysis, webpage designwebpage design

Peer editing of compositions- online Peer editing of compositions- online (webCT)(webCT)

Class forumClass forum Emails Emails BlogsBlogs Online portfoliosOnline portfolios

Critically examine a Critically examine a syllabussyllabus

Does it have clear goals appropriate for Does it have clear goals appropriate for the course level? the course level?

Are the objectives clear? Are the objectives clear? Can you point at specific assessment Can you point at specific assessment

measures for each objective? measures for each objective? What kind of syllabus is this? Is it What kind of syllabus is this? Is it

structural, functional? structural, functional? Do you see a particular theoretical Do you see a particular theoretical

framework in the design of this syllabus framework in the design of this syllabus (behaviorist, cognitive, constructivist) or (behaviorist, cognitive, constructivist) or is it a combination of more than one? is it a combination of more than one? Exchange your ideas/comments/analysis Exchange your ideas/comments/analysis in small groups.in small groups.