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STEPS FOR THE DESIGN OF A COURSE 15J - Coggle Diagram
STEPS FOR THE DESIGN OF A COURSE
VARIOUS STUDY PROGRAMS ACCORDING TO: BROWN (1995) AND MCKAY (1978).
STRUCTURAL
SITUATIONAL
CURRENT
FUNCTIONAL
SKILLS
HYPOTHETICAL
TASK
SELECTING THE FORM OF THE STUDY PROGRAM
THE LINEAR FORMAT
IT IS ADOPTED FOR DISCRETE ELEMENTS CONTENT SUCH AS: GRAMMAR.
THE MODULAR FORMAT
THE THEMATIC CONTENT COURSES ARE ADAPTED
THE CYCLICAL FORMAT
ALLOWS TO WORK WITH THE SAME THEME MORE THAN ONCE
THE MATRIX FORMAT
ALLOWS TO SELECT TOPICS FROM A TABLE OF CONTENTS
THE FORMAT OF HISTORY
IT IS BASICALLY A NARRATIVE
COURSE ORGANIZATION
THERE ARE 5 ASPECTS FOR THE ORGANIZATION OF A COURSE
ORGANIZE UNIT CONTENT
SEQUENCING UNITS
DETERMINING THE CONTENT OF THE UNIT
DETERMINE THE ORGANIZATIONAL PRINCIPLES
IDENTIFY THE COURSE UNITS ACCORDING TO THE PRINCIPLE
LANGUAGE TESTING
TESTS ARE USED TO DRIVE A PROGRAM AND THERE ARE TWO TYPES OF TESTS:
STANDARDS-BASED
COMPARE STUDENT PERFORMANCE WITH EACH OTHER
THOSE BASED ON TEXTS
DESIGNED TO MEASURE THE AMOUNT OF MATERIAL THAT EACH ONE HAS LEARNED
MATERIALS
IN THE DEVELOPMENT OF MATERIALS IT IS IMPORTANT TO MAKE DECISIONS
BASED ON WHAT YOU WANT YOUR STUDENTS TO LEARN
EVALUATION
CONSISTS OF THE SELECTION OF TEACHERS AND STUDENTS
APPLY TESTS AT THE BEGINNING AND THE END
WITH THE OBJECTIVE OF KNOWING IF ANY INNOVATION PRODUCED A CHANGE
