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Stages are followed in designing a course - Coggle Diagram
Stages are followed in designing a course
Structural
Grammatical and phonological structures are the organizing principles from easy to difficult or from frequent to less frequent.
Task
Serve as the basis for organization- sequenced by some sense of chronology or userfulness of notions
Skills
Serve as the basis for organization suquenced by some sense of chronology or usefulness for each skill
Topical
Form the organizing principle-sequenced by the likelihood that students will encounter them
Situational
Form the organizing principle sequenced by the likelihood students wil
Notional
Are the basis of organization sequenced by some sense of chronology or usefulness of each notion
Functional
Are the organizing principle sequenced by some sense of chronology or usefulness of each function
Shape of the Syllabus
The Cyclical Format
It is an organizing principle, it allows teachers to work with the same topic more than once, but if the topic reappears, it is at a more complex or difficult level.
The Linear Format
Is adopted for discrete element content, once the sequence has been determined, internal grading will be presented.
The Matrix Format
It offers users maximum flexibility to select topics from a table of contents in a random order.
The Modular Format
It is adapted to courses that integrate thematic content. Academic orientation units are integrated.
The story-line format
It is basically a narrative. It is of a different type than those mentioned above and can be and can 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(s)
Organizing unit content
Determining the organizing principle(s) (e.g.., themes, genres, tasks)
Language Testing
From program goals and objectives, the next step is evidence development.
The method he advocates for test development requires the use of two different types of evidence:
Those referring to the norm, those intended to compare the relative performance of students with each other.
Criterion-referenced tests, designed to measure the amount of course material that each student has learned.
Materials
An important aspect of materials development is the choice and that it must be made in terms of what you want students to learn, according to the goals and objectives and the focus of the curriculum.