A system approach to course design
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This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.
A system approach to course design
- 1. A SYSTEM APPROACH TO COURSE DESIGN By : Yanti Kurniawati Akhmad Fauzi
- 2. OUTLINE From each section • Investigation • Framework • Teachers’ voices
- 3. FIRST INVESTIGATION DESIGNING A LANGUAGE COURSE INVOLVES ….
- 4. Framework; Processes of course design
- 5. Can begin anywhe re As long as it make sense to you Depend on your belief and understand ing, articulated or not, what you know about your student. The compon ents are interrelat ed and influence the other
- 6. Teachers’ Voices; David Thomson I am a teacher with experience in Saudi Arabia, Japan, and the US I used the framework in planning a course on writing using computers at an Intensive English Program in the IUfSe.lt strange to write goals and objectives after I had already determined the content
- 7. SECOND INVESTIGATION : DESIGNING LANGUAGE COURSE IS A WORK IN PROGRESS WHAT DO YOU THINK ABOUT THIS STATEMENT ???
- 8. Human Beings But … Those objectives will change in some ways They want students to achieve the objectives That they already set So, they need to work in progress Because, once it meet student and underway, it will necessity be modified
- 9. Teachers’ Voices; Iris Broudy She had Teaching experience in Vietnam and Mexico Her working style tends to be perfection istic She ever spent 8 hours to revise the goals & objective of her course work in progress is never complete, never perfect. Students are not machine, predictable in their ability and responses When created materials doesn’t work according to the plan, she will steer the students to use them properly rather than allowing things to emerge from materials
- 10. 3rd INVESTIGATION LOOK AT FIGURE 1.2 …. WHERE DO YOU SEE CONCEPTUAL PROCESS TAKING PLACE ? WHERE DO YOU SEE PRACTICE TAKING PLACE ?
- 11. From Conceptualization to practice; Figure 1.2
- 12. Recommendation; Work with partner or group Teachers’ Voices; Deni se Maks ail- Fine Had the difficulty in redesign a course She began consulting with her colleagues about her project. Write the importance of collaboration As magic, she is amazed at the impact that collaboration has had on how I work Every time she interacted and discussed about the course, it would all seem to come together
- 13. Last Investigation … Do you want to try ? Why Not ? However, working with someone who is unfamiliar with your context can also be helpful because you will need to be more explicit about what you are doing and your reasons for doing so.
- 14. CONCLUSION Designing a language course involves experience, hard work, and careful planning Work in partner or group will give teacher more power in their profession and helps them to be aware of their own practice with their colleagues. Designing language course is a work in progress