Program - a broad term describing a collection of classes or courses offered within a single institution, sometimes leading to a certificate or degree.
Syllabus - The planned structure of a single course that outlines the specific goals, requirements, reading, assessments and selected assignments across the length of the course.
Course - A time-limited educational experience, usually created out in regular meetings with a limited number of students.
Situational Analysis - analysis of the setting, the audience and the needs of the student, contains the educational setting, class characteristics, faculty characteristics, governance of course content, assessment and evaluation requirements.
Needs analysis - important precursor to designing the goals of a course. objective needs are those that can be easily measured subjective needs are the needs of as seen by the learners themselves.
Problematizing - is the careful consideration of the potentially large number of things that can go wrong with one's best laid plans for the course.
Specifying goals - goals are rather broadly based aims and purposes in an educational context and are associated with whole programs, courses within a course.
Objectives - refer to aims and purposes within the narrow context of a lesson or an activity within a lesson. they are specific statements that describe particular knowledge, behaviour or skills.
Conceptualizing a course syllabus - a communicative syllabus should consist of; goals for the course , suggested objectives for units, sequential list of functions, sequential list of grammatical, lexical and phonological forms to be taught, a list of skills, matched references throughout to textbook units, possible suggestions of assessment initiatives.
Assessment - assessment of students attainment of objectives and lessons and units, and of the goals of the curriculum
Couse revision - consider the following for revising , the need for change, determine the extent of change, engage in realistic change, follow your own principled teaching.
Technology in language learning and teaching - many teachers and students carry out their work with the help of technology, often referred to as CALL (computer assisted language learning) principles for using technology in the L2 classroom, acknowledge the fact that the boundaries between learning and playing are blurring, promote active and collaborative learning activities using technology, provide scaffolding when needed for successful task completion, keep paragraphs short and concise and use bulleted lists for outline reading texts, be aware of the challenge of maintaining up-to-date information.
Classroom applications for reading and writing - email, e-book readers and e-reserves, wikis and blogs, social networking.
Applications for listening and speaking - video clips and audio podcasts, audio and video conferencing, portable interactive devices with a video camera
Applications for grammar and vocabulary - online grammar exercises, corpus and concordance, mobile devices.
reference:
Teaching by principles: An interactive approach to language
pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)
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