Module Course design and evaluation Unit 1 Course

Module Course design and evaluation Unit 1. Course design

Objectives The unit gives an overview of types of syllabuses in second language teaching. The aim of the course is to familiarize learners with the main constituents of the course design and to give them the possibility to work out samples of syllabuses. At the end of this lessons, learners will be able to distinguish the types of syllabus used for a particular course, to assess their strengthens and weaknesses for a specific group of learners and to devise a syllabus.

Spark Individual reflection. How would you define the term “syllabus” based on your school and academic experience? What should, or may, a syllabus contain? Definition. Provide a definition of one of the following types of syllabuses: grammatical, lexical, skills, functional-notional, contents-based, task-based.

Input Compare the results of these discussions with the following information: Grammatical syllabuses: The underlying assumption behind grammatical syllabuses is that language is a system which consists of a set of grammatical rules; learning language means learning these rules and then applying them to practical language use. The syllabus input is selected and graded according to grammatical notions of simplicity and complexity. These syllabuses introduce one item at a time and require mastery of that item before moving on to the next. Lexical syllabuses: Lexical syllabuses identify a target vocabulary to be taught normally arranged according to levels such as the first 500, 1000, 1500, 2000 words. Lexical syllabuses were among the first types of syllabuses to be developed in language teaching (Richards, 2001: 154). Skills syllabuses: Skills syllabuses are organized around the different underlying abilities that are involved in using a language for purposes such as reading, writing, listening, or speaking. Approaching a language through skills is based on the belief that learning a complex activity such as “listening to a lecture” involves mastery of a number of individual skills or microskills that together make up the activity. Functional-notional syllabuses: In functional-notional syllabuses, the input is selected and graded according to the communicative functions (such as requesting, complaining, suggesting, agreeing) that language learners need to perform at the end of the language programme. The functional-notional syllabuses reflect a broader view of language provided by philosophers of language and sociolinguistics. Content (topic or theme-based) syllabuses: In content syllabuses, the content of language learning might be defined in terms of situations, topics, themes, or other academic or school subjects. The stimulus for contentsyllabuses is the notion that, unlike science, history, or mathematics, language is not a subject in its own right, but merely a vehicle for communicating about something else. These syllabuses are also called topical syllabuses. Task-based syllabuses: Task-based syllabuses are more concerned with the classroom processes which stimulate learning than with the language knowledge or skills that students are supposed to master. These syllabuses consist of a list of specification of the tasks and activities that the learners will engage in in class in the target language.

Follow-up activities 1. Comment on the following axioms regarding synthetic and analytical language teaching: -“A Synthetic language teaching strategy is one in which the different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up” (Wilkins, 1976: 2) -“In analytical syllabuses the starting point could be content defined in terms of situations, topics, or themes – language is not linguistically graded” (Nunn, 1988: 38)

2. Watch the video presentation on the types of syllabuses at https: //www. youtube. com/watch? v=llhr. W_EBEO 4. What types of syllabuses other than the ones mentioned above are presented in the video? What is each type of syllabus organized around? In groups, using forum discussion, elaborate a plan for a lesson according to different types of syllabuses. Consider how you would sketch a syllabus of one of these types.

3. Read the following characteristics of syllabus types and organize them into two columns: synthetic and analytic. . 1. Segment the target language into discrete linguistic items for presentation one at a time. Different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up. . At any one time the learner is being exposed to a deliberately limited sample of language. 2. Offer the learner target language samples which, while they may have been modified in other ways, have not been controlled for structure or lexis in the traditional manner. 3. They are organized in terms of the purposes for which people are learning language and the kinds of language performance that are necessary to meet those purposes. 8. Lexical, structural, notional, and functional syllabuses are … 7. Refer to the learner's role: the learner's task is to re-synthesize the language that has been broken down into a large number of small pieces with the aim of making his / her task learning task easier. 6. Procedural, process, and task syllabuses are all examples of the … syllabus types. 5. Refer not to what the syllabus designer does, but to the operations required of the learner. 4. Rely on learners' assumed ability to learn a language in parts (e. g. , structures, lexis, functions, and notions) which are independent of one another, and also to integrate, or synthesize, the pieces then the time comes to use them for communicative purposes. Synthetic syllabuses Analytic syllabuses

Possible assessments 1. Etymologically syllabus means a ‘label or ‘table of contents’. The American Heritage Dictionary defines syllabus as on outline of a course of study. Syllabus represents the expression of educational ideas in practice. Syllabus can also be seen as a “summary of the contents to which the learners will be exposed”. http: //www. eltweekly. com/elt-newsletter/2011/02/82 -research -article-types-of-syllabuses-in-language-teaching-%E 2%80%93 -esleflcontext-by-shabnum-iftikhar/). Assess critically.

2. synthetic Syllabuses are divided into two groups: Synthetic syllabuses are defined as having pre-selected contents, encouraging incremental teaching and inciting learners to “resynthesize the language that has been broken down into a large number of small pieces with the aim of making this learning task easier” (Wilkins 1976). analytical In analytical syllabuses, learning is organized in terms of social purposes and learners interact with and analyses samples of language relevant to their needs. Say to which of these two groups each of the syllabuses mentioned above belongs. 3. Prepare your own poster presentation on the types of syllabuses. 4. Choose one type of syllabus and sketch it out.

Lesson 2. Syllabus design

Objectives The aim of the course is to familiarize learners with the main constituents of a syllabus and to give Them possibility to work out a example. At the end of this lesson, the learners will have the ability to analyse course syllabus items, to practice how to design course syllabus for a specific group of learners based on their own research, and advise on materials and methodological approaches for these courses.

Lessons Contents

Spark Reflection. What are the components of a syllabus? Discussion. What potential challenges and concerns might you come across while designing a syllabus? What should you consider as you draft your syllabus?

Input Comment on the following quotation: -“The syllabus is a small place to start bringing students and faculty members back together. . . If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern. ” (Rubin, Sharon. 2013. Professors, Students, and the Syllabus. Chronicle of Higher Education) A syllabus is a document that outlines the goals and objectives of a course, its prerequisites, the materials to be used (textbooks, software), the topics to be covered, a schedule, the grading/evaluation scheme, and a bibliography.

Goals and objectives identify the expected outcomes and slope of the course as determined by the instructor or course designer, restricting the domain of knowledge for the learner. Prerequisites limit the learner population to those with certain kinds of learning experiences, usually other courses. The grading or evaluation scheme tells learners what kind of leaning activities are to be valued (e. g. assignments, tests, papers, projects), that is the currency of learning in this particular course. Topics to be covered specify the content that the instructor feels is important. The schedule provides a timetable for learning, usually with milestones in the form of due dates or tests.

To convey our enthusiasm for the topic and our expectations for the course To show this course fits into a broader context ("the big picture") To establish a contract with students by publicly stating policies, requirements, and procedures for the course Syllabus serve several important purposes, the most basic of which is to communicate the instructor’s course design (e. g. , goals, organization, policies, expectations, requirements) to students. Other functions commonly served by a syllabus include: To set the tone for the course, and convey how we perceive our role as the teacher and their role as students To help students assess their readiness for the course by identifying prerequisite areas of knowledge To help students manage their learning by identifying outside resources and/or providing advice

Aims and objectives: clearly stated aims and objectives are the foundation stone on which the edifice of your course outline is then constructed. Aims are broad state-ments identifying the general educational outcomes you want a graduate of your course to be able to display, while Objectives are the concrete measures by which these will be realized, and are usually expressed as relationships between specific concepts (see Figure 1). üOne of the aims of a course in Development Studies, for example, might be to examine the role of the state in different developing countries. Aim Objective 1 Concept A – Concept B Objective 2 Concept C – Concept D

Course content and sequencing: after establishing what educational outcomes you hope learners will achieve, the next task is to decide what specific content will best facilitate this process. Ahelpful strategy is to begin by envisioning your course as a book, with (say) thirteen “chapters” if it is a survey class and seven if is an upper division or graduate class. The number of “chapters” corresponds to the number of weeks in the semester.

Follow-up 1. Watch the video presentation on Preparing an Effective Course Syllabus made by Janet Giesen, Ed. D. , Instructional Design Coordinator of Faculty Development and Instructional Design Center of Northern Illinois University. Discuss it in groups, making a list of ultimate steps in designing a course syllabus item. https: //www. youtube. com/watch? v=QJ 7 zzq. U 5 lj. M

2. Divide into 8 groups. Each group must specify and dwell on one of the components of the given formula of Course Design:

3. Comment on the following quotation: “Course design is a system in the sense that planning one component will contribute to others; changes to one component will influence all the others. ” (Graves, Cathleen. 2004. “Designing Language Courses: A Guide for Teachers. P. 4)

4. Watch another video “Task-in-Process model for designing a language course syllabus” by Simona Petrescu. https: //vimeo. com/99141867 Answer the following questions: • What problems and questions did Simona face while designing language course syllabuses? • What went wrong sometimes? • What two fundamental assumptions did she commit to? • What is her course design model? Give its brief description. • What steps did the relocation and HR courses contain?

5. Work in groups of three. Select a course you are going to make a design on. Spend at least thirty minutes trying to identify the most important educational outcomes you would want the graduate of this course to display. Begin by stating these in general terms as Aims, and then prepare a more formal statement of Objectives by which these aims will be realized. At the end of this time you should have s statement that reads: Aims The aims of this course are: 1. 2. Objectives On completion of this course, students should be able to: 1. 2. If possible, share your answers with a colleague. Ask for feedback on the clarity and suitability of your statements, given the degree of difficulty of the course and its placement in the department’s program. • Write out the titles of the (say) five major parts, or ‘chapters, ’ of your course. Part 1: Introduction Part 2: Part 3: Conclusion

On-line Students’ online forum Design a 10 -hours course focusing on speaking skills and intercultural competence for 12 intermediate or advances Ukrainian learners. https: //vimeo. com/99141867 Possible assessments Elaborate Devise a syllabus for a particular public justifying you choices. Prepare your own poster presentation on the main problems of the unit.

Lesson 3. Evaluation of Syllabuses

Spark Reflection. Is there any difference between evaluation and assessment? How would you define both terms? Discussion. What do you think the primary criteria for evaluation of syllabuses are?

Input Study the following table and comment on each point. Criterion Course Description Beginning Instructor name and contact info, class time and location Emerging in addition: course prerequisites (if any) course description Overall Tone Mechanical, dictatorial Course not articulated Outcomes teacher-oriented Course Format mutual role expectations for students and instructor are explained, together with various teaching methods and modes vague, or criptic descriptions of course expectations and how class time will be used stated in general, but vague and unmeasurable terms Recommended in addition, how the course fits into the larger program/department curriculum, field, supplemental readings, and resources student/learning oriented (eg: first person) listed with appropriate, descriptive verbs that lend themselves to measurement and seek higher levels of learning role expectations and class format are explained in such a way that students understand the underlying rationale and benefits for them

There are many different types of evaluations depending on the object being evaluated and the purpose of the evaluation. The method of evaluation is not unlike traditional social research methodology. Perhaps the most central distinction in evaluation types is that between formative and summative evaluation. Formative evaluations strengthen or improve the object being evaluated -- they help form it by examining the delivery of the program or technology, the quality of its implementation, and the assessment of the organizational context, personnel, procedures, inputs, and so on. Summative evaluations, in contrast, examine the effects or outcomes of some object -- they summarize it by describing what happens subsequent to delivery of the program or technology; assessing whether the object can be said to have caused the outcome; determining the overall impact of the causal factor beyond only the immediate target outcomes; and, estimating the relative costs associated with the objec.

Formative evaluation includes several evaluation types: needs assessment determines who needs the program, how great the need is, and what might work to meet the need evaluability assessment determines whether an evaluation is feasible and how stakeholders can help shape its usefulness structured conceptualization helps stakeholders define the program or technology, the target population, and the possible outcomes implementation evaluation monitors the fidelity of the program or technology delivery process evaluation investigates the process of delivering the program or technology, including alternative delivery procedures

Summative evaluation can also be subdivided: outcome evaluations investigate whether the program or technology caused demonstrable effects on specifically defined target outcomes impact evaluation is broader and assesses the overall or net effects -- intended or unintended -- of the program or technology as a whole cost-effectiveness and cost-benefit analysis address questions of efficiency by standardizing outcomes in terms of their dollar costs and values secondary analysis reexamines existing data to address new questions or use methods not previously employed meta-analysis integrates the outcome estimates from multiple studies to arrive at an overall or summary judgement on an evaluation question

Follow-up 1. Consider the following two definitions of evaluation and comment on them. Which do you think is more appropriate/precise for ELT? 1. Evaluation is the systematic assessment of the worth or merit of some object 2. Evaluation is the systematic acquisition and assessment of information to provide useful feedback about some object Browse the slide on http: //www. slideshare. net/upycon/types-ofevaluation-15926729. What 4 types of evaluation are mentioned? What types of tests are there in terms of interpreting their results? Look in groups at the syllabus for this module. Put forward two strong points and two weaker ones and explain the process you followed to identify them.

3. Plan an evaluation of the course itself and your own teaching performance. How will you know how the course is going, how it went? A. What kinds of mid-term and end-of-term feedback will you need? B. What specific questions about the course do you have? How effective are the particular learning activities? To what degree are the outcomesfor the course achieved? etc. C. What sources of information can help you answer these questions? (audio/videotape, student feedback and interviews, questionnaires, peer observers, quality)

Assessment 1. Consider the following online discussion on the differences between evaluation and assessment. http: //www. researchgate. net/post/Are_there_any_differences_between_evaluation _and_assessment_in_Language_Teaching

2. Choose one type of evaluation and apply it to a syllabus (one you designed, one you were provided, one from your institution). Ressources http: //www. socialresearchmethods. net/kb/intreval. php http: //www. learnnc. org/lp/editions/linguafolio/6302