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The Different Stages to Design a Program Material - Coggle Diagram
The Different Stages to Design a Program Material
What stages are followed in designing a course?
Functional
Functions (such as identifying, reporting, correcting, describing, and so forth)
Notional
Conceptual categories called notions (such as duration, quantity, location, and so forth)
Topical
Topics or themes (such as health, food, clothing, and so forth)
Skills
Such as listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information, and so forth
Situational
Situations (such as at the bank, at the supermarket, at a restaurant, and so forth)
Tasks
Task or activity-based categories
Structural
Grammatical and phonological structures are the organizing principles-sequenced from easy to difficult or frequent to less frequent.
Selecting the Shape of the Syllabus
The Linear Format
Once the sequence has been determined, internal grading will be presented. Teachers cannot change the order of units or skip some.
The Modular Format
Is well suited to courses which integrate thematic or situational contents. Academically oriented units are integrated.
The Matrix Format
Gives users maximum flexibility to select topics from a table of contents in a random order, the matrix is well suited to situational content.
The Cyclical Format
Work with the same topic more than once, but each time a particular one reappears it is at a more complex or difficult level.
The story-line format
Is basically a narrative. It is of a different type than the ones mentioned and it could be used in conjunction with any of them.
Organizing the course
Sequencing the units
Determining unit content
Identifying the course units based on the organizing principle.
Organizing unit content
Determining the organizing principle
Language Testing
norm-referenced
The ones intended to compare the relative performance of students to each other
criterion-referenced tests
Intended to measure the amount of course material that each student has learned.
Materials
Making choices and that you need to make these choices based on what you want your students to learn according to your goals and objectives and your syllabus focus
Evaluation
Formative
As a matter of improving ongoing programmes
Summative
As determining the effects of a programme that has come to an end