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COURSE DESIGN, WHAT WE EVALUATE? :question: :question:, Can the 3…
COURSE DESIGN
FOUNDATION TO DECIDE THE COURSE DESIGNS
Discourse Analysis
Genre Analysis
communicative purpose
structure
style
content
intended audience
Register Analysis
Vocabulary
Grammar
APPROACHES
Learning-centred
Based on learners' situation
Both learning situation & target situation influence the course contents & designs
Skills-centred
Aims to develop the learners' skills in language
Learning objectives: Performance & competence
Language-centred
Focus on linguistic performance on the learners in target situation
Target situation determine the course contents
SEQUENCING
Syllabus
specifies contents & sequencing:
Genres
Skills
Language
Curriculum
specifies the goals for entire program & sequencing:
Timing
Duration of courses
General sequencing
WHAT TO CONSIDER IN DESIGNING COURSES
Specify the contents
Sub-dividing the content
Match the objectives with the content
Prioritize the knowledge and skills
Sequencing & grading the topic & task
TEACHING LEARNING TAXONOMY AS REFERENCE
WHAT WE EVALUATE?
:question: :question:
The teaching/learning situations
The Materials/syllabus
Learners' motivations
Can the 3 approaches mix together?
:question: :question:
it can be mixed.
How do learning-centred approach usually done? Why is it time-consuming? :question: :question:
By focusing on the learners, learners' motivations
PUTERI ANIS FAZIRA BINTI SUTRISNO (199439)