Instructor
|
Saqib M. Goraya
PhD in TESOL (Final Phase)
University of Huddersfield
|
|
Overview
Definitions
Historical Background
Historical Perspective of Language Teaching Methods
Historical Role of Vocabulary Selection
Early Approaches and Goals
Early Procedures of Vocabulary Selection
Historical Background to Grammar Selection and Gradation
Application of Principles of Selection and Gradation
Approaches to Gradation
Assumptions Underlying Early Approaches to Syllabus Design
The Quest for New Methods
Re-Evaluation of Teaching Methods and its Influence on Language Curriculum Development
The Role of English for ESP
Register Analysis and Discourse Analysis
Historical Overview of Needs Analysis Within ESP Movement
The Munby Model
The Influence of Communicative Language Teaching (CLT)
Emergence of a Curriculum Approach in Language Teaching
Introduction to Situation/Environment Analysis
Example of Social and Political Factors Involved in Situation Analysis
Example of Economic Factors Involved in Situation Analysis
Project Factors
Institutional Factors
Teacher Factors
Learner Factors
Adoption Factors
Exemplification of Environment Analysis
Environment Constraints
Understanding the Constraints
Steps in Environment Analysis
Introduction to Needs Analysis
The Purposes of Needs Analysis
What are Needs?
The Users of Needs Analysis
The Target Population
Administering the Needs Analysis
Procedures for Conducting Needs Analysis
Task Analysis and Case Studies
Designing the Needs Analysis
Making Use of the Information Obtained
Evaluating Needs analysis
Example in Needs Analysis
Issues in Needs Analysis
Introduction to Twenty Principles-I
Introduction to Twenty Principles-II
First Group of Twenty Principles: Content and Sequencing (Principle 1-2)
First Group of Twenty Principles: Content and Sequencing (Principle 3-4)
First Group of Twenty Principles: Content and Sequencing (Principle -5-6)
First Group of Twenty Principles: Content and Sequencing (Principle 7-8)
Second Group of Twenty Principles: Format and Presentation (Principle 1-2)
Second Group of Twenty Principles: Format and Presentation (Principle 3)
Second Group of Twenty Principles: Format and Presentation (Principle 4)
Second Group of Twenty Principles: Format and Presentation (Principle 5-6)
Second Group of Twenty Principles: Format and Presentation (Principle 7-8)
Second Group of Twenty Principles: Format and Presentation (Principle 9-10)
Third Group of Twenty Principles: Monitoring and Assessment (Principles 1-2)
Using the List of Principles
Planning Goals and Learning Outcomes
The Ideology of the Curriculum: Academic Rationalization
The Ideology of the Curriculum: Social and Economic Efficiency
The Ideology of The Curriculum: Learner Centeredness
The Ideology of the Curriculum Social Constructionism and Cultural Pluralism
Stating Curriculum Outcomes: Aims
Stating Curriculum Outcomes: Objectives-I
Stating Curriculum Outcomes: Objectives-II
Criticisms on the Use of Objectives
Competency-Based Program Outcomes and the Nature Of Competencies
Criticism on the Use of Competencies
The Standard Movement
on-language Outcomes and Process Objectives
Course Planning and Syllabus Design: The Course Rationale
Describing the Entry and Exit Level
Choosing Course Content
Determining the Scope and Sequence
Planning the Course Structure
Planning the Course Structure: Lexical and Situational Syllabus
Planning the Course Structure: Topical and Competency Based Syllabus
Planning the Course Structure: Text-Based and Integrated Syllabus
Developing Instructional Blocks
Preparing the Scope and Sequence Plan
Goals, Content and Sequencing: Introduction
The Units of Progression in the Course and their Significance
The Units of Progression in the Course and their Significance: Grammar Functions
The Units of Progression in the Course and their Significance; Discourse, Skills, Sub-Skills and Strategies
The Units of Progression in the Course and their Significance: Ideas
Task-based Syllabus
Sequencing the Content in a Course: A Linear Approach
Sequencing the Content in a Course: A Modular Approach
Format and other Parts of the Curriculum Design Process
Guidelines for Deciding on a Format
The Four Strands: Meaning Focused Input and Meaning Focused Output
The Four Strands: Language Focused Learning and Fluency Development
Activities and Conditions for four Strands: Busy Work and Comprehension Questions
Following a Set Format
Blocks and Threads
Techniques and Activities
Tasks and Presentation
Providing for Effective Teaching: The Organizational Factors
The Organizational Factors: Quality Indicators in an Institution
The Organizational Factors: A Sense of Mission and a Strategic Plan
The Organizational Factors: Quality Assurance Mechanisms, a Sound Curriculum and Flexible Organizational Framework
Organizational Factors: Good Internal Communications
The Organizational Factors: The Teaching Context
The Teachers: Skills
The Teachers: Qualifications
Support for Teachers
The Teaching Process: Teaching Models
The Teaching Process: Teaching Principles
Maintaining Good Teaching
Self-Study of the Program
The Learning Process
Curriculum Design and Instructional Materials: Introduction
Role of Instructional Materials
Authentic Versus Created Materials
Textbooks
Evaluating Textbooks
Criteria for Textbook Evaluation
Adapting Textbooks
Course Book, Learners and Teacher
Preparing Materials for a Program: Advantages and Disadvantages
The Nature of Materials Development
Decisions in Materials Design
Selecting Exercise Types
Managing a Materials Writing Project
Monitoring the Use of Materials
Role of Materials in Language Classroom
Preplanned Materials – Usefulness
Effective Teachings Materials
Adopting and Adapting an Existing Course Book
Using Source Books Instead of Course Books
Evaluating a Course Book
Evaluating the Evaluation Forms
Models of Curriculum
Doing Curriculum Design
Starting Points
The Process of Curriculum Design
The Process of Curriculum Design: A Focused Opportunistic Approach
Deciding on an Approach
Introduction to Curriculum Approaches in Language Teaching
Input, Process and the Curriculum
Forward Design
Forward Design: Word Lists, Grammar Syllabus, Corpora and Discourse Analysis
Forward Design: Syllabus and Methodology
Implementing a Forward Design Curriculum
Central Design
Central Design in Language Teaching
Implementing a Central Design
Backward Design
Significance of Needs Analysis within Backward Design Approach
Competency-Based Instruction within Backward Design Approach I
Competency-Based Instruction within Backward Design Approach II
Subject-Centered Design
Learner-Centered Design
ELT Curriculum: A Flexible Model for a Changing World
ELT Curriculum: Content Model
ELT Curriculum: Objectives Model
ELT Curriculum: Process Model
ELT Curriculum: New Pragmatism
Tyler’s and Wheeler’s Models
Kerr’s Model
Spiral Model
Structural Syllabus
Situational Syllabus
Functional/Notional Syllabus
Skill-based Syllabus
Content based Syllabus
Task-based Syllabus II
Lexical and Cultural Syllabi
Introduction to Negotiated Syllabus
An Example of a Negotiated Syllabus
Requirements for a Negotiated Syllabus
Syllabuses With some Elements Negotiated
Negotiating Assessment
Disadvantages and Advantages of a Negotiated Syllabus
Appropriate Design Internal Organization of Course Units
Appropriate Design: Feeding and Bleeding of Course Units
Appropriate Design: Sequences of Activities in Course Units
Appropriate Design: Criticism on Materials
Appropriate Design: Coherence of Course Units
Beyond Language Learning: Perspectives on Materials Design: Introduction
Beyond Language Learning: Perspectives on Materials Design Input and Uptake by Learners
Beyond Language Learning: Perspectives on Materials Design: General Knowledge
Beyond Language Learning: Subject Knowledge
Beyond Language Learning: Views about Language Learning
Beyond Language Learning: Role Relations, Opportunities, Values and Attitudes
Beyond Language Learning: Notion of Going beyond Language Learning
Hidden Curriculum – Definitions
Hidden Curriculum in Terms of Teachers and Learners
Language Teachers Coping with the Hidden Curriculum
Hidden Agendas: Role of Learner in Program Implementation
Hidden Agendas: Practical Implications
Evaluation Cycle for Language Learning Tasks: Introduction
Evaluation Cycle for Language Tasks
The Role of Teacher
Seeing the Wood and the Trees: Thoughts on LT Analysis Introduction
Limitations of Classroom Research
Theoretical Framework
Classroom Implementation
The Role of Testing in Language Curriculum Design
Characteristics of Tests
Testing to Establish the Best Course
Guidelines for Monitoring and Assessment
Types of Monitoring and Assessment
Placement Assessment
Observation of Learning
Short-term Achievement Assessment
Diagnostic Assessment
Achievement Assessment
Proficiency Assessment
Good Assessment: Reliability, Validity And Practicality
What is an Evaluation?
Purpose and Audience of the Evaluation
The Type and the Focus of the Evaluation
Gaining Support for the Evaluation
Gathering the Information
Formative Evaluation as Part of a Course
Illuminative Evaluation
Summative Evaluation
Issues in Program Evaluation
The Results of an Evaluation
Language Program Evaluation: Significance
Language Program Evaluation: Approaches
Language Program Evaluation: Dimensions
Mastery Decisions in Program Evaluation: Student Performance
Epistemological, Ethical and Technical Issues
Implications
Tailoring the Evaluation to Fit the Context: Significance
Tailoring the Evaluation to Fit the Context: Principles
Tailoring the Evaluation to Fit the Context: Selecting and Developing Instruments
Introduction
Steps in Introducing Change
Seeing the Need for Change and Deciding on the Size of the Change
Realistic Change
Teacher Beliefs
Using a Variety of Change Strategies
Innovation, Management and Long-Term Support
Introduction and Significance
Features of an Effective Workshop
Procedures and Activities for Reaching the Goals
Understanding and Remembering Ideas
Experiencing and Evaluating
Making Material
Planning Lessons and Units of Work
Sequencing the Components of a Workshop
Evaluating Workshops
Integrating Internet-Based Materials Into Language Curriculum: Introduction
Developing Internet-Based Lessons: Towards a Sound Pedagogical Rationale and Design
Strengths and Challenges in Integrating Internet-Based Materials
Instructional Guidelines
What can the World Wide Web Offer ESL Teachers: Introduction
What Can WWW Offer ESL Teachers
Advantages of Electronic Medium over Print
Templates for Interactive Exercises
Background to English Language Curriculum Policies in Pakistan
Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII – Introduction
Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII - Content And Approach
Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII - The Textbooks and the Curriculum
Evaluation of the Pakistani National English Language Curriculum 2006: Grades I-XII - The Target Learners and the Teaching Context
Review of the Reading Goals in the National Curriculum of English Language in Pakistan
Critical Analysis of English Language Curriculum, Textbooks and Materials Design
Teaching and Curriculum Design: Introduction
Needs Analysis
Principles
Goals
Content and Sequencing
Format and Presentation
Monitoring and Assessment
Evaluation
Curriculum Design and Learner Autonomy
|