Presentation CMD
- 1. Group 5 Suci Chairunissa 201212501140 Sinthia Oktaviani 201212501141 Lia Nurjanah 201212501170 Helen Cynthia 201212501183 Khairul Imam Achya 2012125011 HOW GOALS BECOME REALIZED THROUGH INSTRUCTIONAL PLANS??
- 2. Persentation contents: Translating General Goals Into Syllabus Objectives Languange Content Process And Product In Syllabus Designs How Goals Become Realized Through Instructional Plans
- 3. Instructional Plans A curricular topic in teacher preparation programs. Act or process of making or carrying out plans. A key to motivating students' academic growth
- 4. Translating General Goals Into Syllabus Objectives A Curriculum Provides A Statement Of Policy The Link Between Goals And Objectives Syllabuses Without A Curriculum
- 5. Translating General Goals into Syllabus Objectives A Curriculum deals with abstract (general goals) A syllabus the instructional plans guide teachers and learners in everyday concern The nature of Language Educational cultural philosophy The nature of Language Learning L2 CurriculumCurriculum provides A statement of policy
- 6. This Link Between Goals And Objectives Language Content Process/Means Product/ Outcomes
- 7. The Link Between Goals and objectives Course Designers key question about the Language content : 1.What are the contents? 2.In what order or sequence? 3.What are the criteria? Course planner key question about the Process Dimension: 1. How should language be presented? 2. What should be the roles of teachers and learners? 3. How should the material contribute? Course designers question about the product: 1. What knowledge is the learner expected? 2. What specific language skills do the learners need? 3. What techniques of evaluation?
- 8. Syllabuses Without A Curriculum This type of situation is most common in programs, which are not part of public educational system General Goals Beliefs Teacher’s opinion
- 9. Language Content, Process And Product In Syllabus Designs a. Language content, or the specific matter to be included. b. Process, or the matter in which language content learned. c. Product, or outcomes such as the language skills learners are expected to master.
- 10. Content has traditionally included there are 3 important subcomponents: 1. Language content 2. Structures 3. Grammatical forms The Language Content Dimension
- 11. The language content dimension Content: • Thematic content • Situational content The process dimension Process results from three major areas: 1. The organization 2. The role of the teacher 3. The role of the learner
- 12. ORGANIZATION in two ways: 1. As it relates to an overall program 2. As it
- 13. The Role Of The Teacher The teacher’s assignment was to be a faithful implementer by explaining its contents The Role Of Learner Learners are expected to internalize linguistic rules which in turn will help them use the language on their own
- 14. THE PRODUCT DIMENSION Product in syllabus design refers to the specification of the expected outcomes of a course of study.