SYLLABUS DESIGN

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SYLLABUS DESIGN

• EDU 402

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GOALS AND INSTRUCTIONAL PLANS

• TRANSLATING GOALS INTO SYLLABUS OBJECTIVES
• LANGUAGE CONTENT, PROCESS, AND PRODUCT SYLLABUS
  DESIGNS
• SELECTING THE SHAPE OF THE SYLLABUS
• PLACE OF METHOD

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TRANSLATING GOALS INTO OBJECTIVES
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FROM GOALS TO OBJECTIVES
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FROM GOALS TO OBJECTIVES
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LANGUAGE CONTENT
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LANGUAGE CONTENT
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PROCESS DIMENSION
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PRODUCT DIMENSION

• Specification of the expected outcomes
• Linked to learners needs
• Outcomes can be divided into
• Knowledge oriented
• Skill oriented

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PRODUCT DIMENSION

• CONTENT/KNOWLEDGE ORIENTED
• 1. The statement of outcomes will answer what
  are the learners expected to know
• Content can be specified as reading selections,
  linguistic structures, vocabulary, linguistic
  functions
• Associated with accuracy
• Learners are expected to become proficient in
  linguistic forms

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PRODUCT DIMENSION

• SKILL ORIENTED
• Related to actual use of the new language
• Eg If the student plan to use the target
  language to read academic or technical material,
  the statement should reflect the specific reading
  skills they need to be proficient in skimming,
  scanning, speed reading, etc.

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SHAPE OF SYLLABUS

1. THE LINEAR FORMAT
2. THE MODULAR FORMAT
3. THE CYCLICAL FORMAT
4. THE MATRIX FORMAT
5. THE STORY LINE FORMAT

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SHAPE OF SYLLABUS

• 1. THE LINEAR FORMAT (pg 52)
• For grammar and structures
• Linguistic and pedagogical principles determine
  the order
• Sequencing and grading are important
• Teachers cannot change the order of units or skip
  any careful grading will be affected

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SHAPE OF SYLLABUS

• 2. THE MODULAR FORMAT (pg 53)
• Integrates thematic with skills orientation
• Objectives are flexible

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SHAPE OF SYLLABUS

• 3. THE CYCLICAL FORMAT (pg 56)
• Enables teachers and students to work with the
  same topic more than once
• Level of difficulty/complexity increases
• New subject matter should not be introduced then
  forgotten
• New subject matter should be reintroduced

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SHAPE OF SYLLABUS

• 4. THE MATRIX FORMAT (pgs 58,59,60)
• Gives users maximum flexibility to select topics
  from a table of contents
• Suited to situational content

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SHAPE OF SYLLABUS

• 5. THE STORY-LINE FORMAT
• WILKINS (1976)
• have the effect of ensuring thematic continuity
  and of helping resolve questions of the ordering
  of categories in relation to one another
• a. Maintaining coherence for notional/functional
  syllabus

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THE PLACE OF METHOD

• Where is the place of method?
• A particular method as a focal element?
• Techniques vs. Methods

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IN SUMMARY

• TRANSLATING GENERAL GOALS TO SPECIFIC OBJECTIVES
• LANGUAGE CONTENT, PROCESS AND PRODUCT
• SHAPE OF SYLLABUS
• PLACE OF METHOD