PART FOUR: Planningand assessing learning ie hpi incvluacing 1 ful advice and my editor Ane Canybeae for her nfalCOURSE DESIGN ‘Bcmaly imposed glebues, rtbaot and ecominations all kfine dcational sales and et coin suandarde wich are ‘inportant fo the standpin of the nda swell for ‘tonal nd cal purer howe, thy make he ponte, ei and diversi whicharean equally inpertant prt of ‘duction much more dif ashen 1 Whac roles night teachers playin cose design? 2 Whar contextual fictom do we noed vo conser? 3. How ean wectablh gland objectives? 4 What opionsar therein choosing sylabus? 5. Whar procedures can be hepfl in eauating courses? 6 Wha crea might weusin choosing textbook? 7 How can we ake proces proach to course design? 8 Whacsthesole of projets English guage teaching? 9 Wha isthe role of negotiation in cours design? Introductory task 1 Look at he following ten statements and say which you agree with and why 2 Ae thereany with which you disagree? 3 Would you ike o add any statements? fa) Aslabus specifies what the each will each (©) Asli a cael plan of wha he students wl ean (©) Asgllabusiss way oF breaking down the lernng task inco manageable (@) Aliabus makes teacher accounable to educational authori, (6) Asgllabus does noccate for che nese of individual arePloning and asesng luring (0 Asylabusgives eames a sens oF direction and away of previewing and revierag leaning (q Asyllabusses up goal fr earning (hy Asllbus provides a basi for asin eames. {@ A olabur mune take inte accoune the environment in which ei wed (@) Tearing s 00 complex, penonal and organic tobe onganized by a Sorel slabs 10.1 Introduction: roles for the teacher in course design Teaches may ind themselves a umber of lle roles in relation the courses they teh If thee were pur on sale according ro Feedom af ‘hole the voles night appear as they do in Figure 10.1, Which ofthese reflets your owa situation Ie profs teachers wo have the fealty ro ‘lesgn sei wr courses o follow a systematic approach. This caper will suggest a learmcrcenred approach, whic begins by considering the neds of ennes and ends by evaluating the court designed and tag ali thors needs Figure 10.1: Desf teacher rd of chien ation cours Lessfigedom —~ flowing presibedsllabu in ase rextbook ~ using a extook lbs but ale ose material fram cand ajar timings aut stent needs ~ using textbook for pat ofthe avaiable course ime brirableto choos and design othe coursework active (eg. gage based, lard, or eke Based woe) Formulating plan of work on thebasisofstxdent needs and elcting and designing mario teach ‘stblsing goals in negation with earners and making deistons with them throughout dhe couse thou the next steps choosing and designing Moreficedom materials to achieve she goals \Whather wehive theism toadop, adap, odoin ours, profs ‘usta know te anumpions about ngage, sboo aming, and about lees which undedie the ang of labus type vale. Weare then ina postion {0 ele these to the need of particle groupe of leamers and to make Core den appropiate choices of goal, cours, and materials As Candin (1966) has sage Rather than merely being an oxdered sequence of selected and si were, innocuous items of content, tne and cucu in igi, Sepatsted fom the worl, [a spas reveals tae wind on pula sec of socal, educational, moral and subject mater rls, Spllsbuses seni this perspective stand thon, for parila Me (Candlin 1984: 30) Modelsin the of ET slabs design havemuns rp since the 1970s, and each model has is underiying rationale in uatonal thinking, in tocial rend and in views of language and learning swe shall discover in ‘his chapter The structural labs ofthe 1960s ad 1970s, he common icatve lbs of he 1980s, andthe tsk bse ylabus ode 1990, ave al made thee contlbuton ocosne design. Many cure commrictve textbooks demonsatallof thee stands inthe mult-dmensona abu assem in Materials exact 1A, the contents map of oure This has Alimensons of communicative Rnction, stu, tpi, sad projet, the las inlading various sll dimension in the tks sugested. Ae ie tes suggests the ancronal which forms the onganiaing pring Teaches withing od face ith thes 1 mult-dimensonal cusses of thee on wil be suesarany retook designs Which aspect of lange rofl work or of content shouldbe the primary organizing tro or the curse? Wht implications does this hl forthe design ane Forma of 4 ounc uni Teacher wishing co combine formal classwork with ls boa fecvtes such a8 project will be iced with Father fasues: what i the appropriate blanc of ime to spend on cic, an what ate ftv ways intepsting the two? In this chapter we wl ook few a 3 posible sequen of sp for course design and then explote the decison Sonfroting teachers in planing and onganiing lesrning experiences, 10.2 What are the steps in course design? dacational and ELT Fnerature has provided us with several modes fp {game development (Tabs 1962s Dubin and Olshtsn 1986; Cale 1987; White 1988), all of which follow a sequence of eps generated by an ini facefinding stage, These steps include those shown in Figure 102. Stcp thas ben called ‘nals of aden nein model eating to suse