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The different stages to design a program material - Coggle Diagram
The different stages to design a program material
Syllabuses
Structural
Grammatical and phonological structures are the organizing principles-sequenced from easy to difficult or frequent to less frequent
Topical
Topics or themes (such as health, food, clothing, and so forth) form the organizing principle-sequenced by the likelihood that students will encounter them (structural sequence may be in background)
Notional
Conceptual categories called notions (such as duration, quantity, location, and so forth) are the basis of organization sequenced by some sense of chronology or usefulness of each notion (structural and situational sequences may be in background)
Selecting the Shape of the Syllabus
The linear format is adopted for discrete element content, particularly grammar or structures. Issues of sequencing and grading are of paramount importance. 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 linear format is adopted for discrete element content, particularly grammar or structures. Issues of sequencing and grading are of paramount importance. Once the sequence has been determined, internal grading will be presented. Teachers cannot change the order of units or skip some.
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
Determining unit content, Organizing unit content, Determining the organizing principle(s) (e.g.., themes, genres, tasks), Identifying the course units based on the organizing principle(s), Sequencing the units
Language Testing
Based on the program’s goals and objectives the next step to follow is the development of tests. “Tests can be used to drive a programme by shaping the expectations of the students and their teachers”. (Brown, 1995: 22). He also says that the method he advocates for test development requires the use of two different types of tests: norm-referenced, the ones intended to compare the relative performance of students to each other; and criterion-referenced texts intended to measure the amount of course material that each student has learned.
Materials
What might be concluded is that an important aspect of materials development is 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
This involves selecting either teachers or students and then applying tests at the beginning and end of the programme, with the aim of getting to know if a certain innovation produced any changes.