Please enable JavaScript.
Coggle requires JavaScript to display documents.
Stages are followed in designing a course - Coggle Diagram
Stages are followed in designing a course
Articulating your beliefs
Defining the context
Teaching programs.
by Brown (1995) and McKay (1978)
Topical
Topics or themes (such, food, etc)
Functional
Identifying, reporting, correcting,
describing
Notional
Notions, the base of the sequenced organization.
Situational
Situations
Skills
Listening for gist for
specific information
Structural
Grammatical and phonological structures
Task
Activity-based categories
1. Selecting the Shape of the Syllabus.
The story-line format.
Be used in conjunction with any of them.
Cyclical Format
Teachers and students work on the same topic, at a more complex level.
Modular Format
Thematic content.
Integrated academic orientation.
Matrix Format
Maximum flexibility to select topics.
The Linear Format.
Determined sequence,
discrete element content.
3. Language Testing.
Drive a program for student-teacher expectations.
Norm-referenced tests.
Compare the relative performance of students with each other;
Criterion-referenced texts.
Measure each student's learning.
2. Organizing the course
Determining the organizing principle(s)
(e.g.., themes, genres, tasks)
Identifying the course units based
on the organizing principle(s)
Sequencing the units
Determining unit content
Organizing unit content
4. Materials.
Based on student learning.
Focus on the syllabus.