A Framework of Course

Development
Processes
Cecilia Uribe E.
In general, a framework is a real
or conceptual structure
intended to serve as a support
or guide for the building of
something that expands the
structure into something useful.
Concept
A framework is useful for several
reasons:
Provides an organized way in order to see
best results
Teacher can go on his or her own teaching
process
Describes teachers planning
Each individual context determine which
processes need the most time and attention
FRAMEWORK
COMPONENENTS
1
NEEDS
ASSESSMENT
2
GOALS
AND
OBJECTIVES
3
CONCEPTUALIZING
CONTENT
4
SELECTING AND
DEVELOPING
MATERIALS AND
ACTIVITIES
5
ORGANIZATION OF
CONTENT AND
ACTIVITIES
6
EVALUATION
7
CONSIDERATION
OF RESOURCES
AND CONTRAINTS
1. NEEDS ASSESSMENT
What the learners know and can do
What the learners need to learn or do
It involves seeking and interpreting
information about ones students needs
OBJECTIVE NEEDS SUBJECTIVE NEEDS
HOW CAN YOU ASSESS AND
ADDRESS YOUR STUDENTS?
Education
Family
Backgrounds-Country
and culture
Profession
Age
Language
Students skill and
needs as how they will
use English out of
classroom



Attitude toward:

The target language

The culture

Learning

Themselves as learners

Expectation of the course

Preferences (how they will
learn)

WHO PROVIDES
INFORMATION
ABOUT NEEDS ?
Imput from the students
teachers
parents
administration
founders
employers
WHO
WHEN
HOW
WHEN DOES
ONE
CONDUCT
A NEED
ASSESSMENT ?
Depending on ones content needs
assessment can be conducted in the
planning, teaching or replanning.
Also, the teachers view is very
important.
HOW DOES ONE
CONDUCT A
NEEDS
ASSESSMENT ?
Using methods or tools such as:
Questionnaires: for getting
subjective data.
Interviews : for finding out students
needs.
Test : for measuring proficiency
that determine the students know
and where they are lacking.

2. DETERMINING GOALS
AND OBJECTIVES
What are goals and Objectives?
GOALS:

GENERAL STATEMENT OF THE OVERALL LONG-
TERM PURPOSES OF THE COURSE
OBJECTIVES:

EXPRESS THE SPECIFIC WAY IN WHICH THE
GOALS WILL BE ACHIEVE
WHY SET GOALS AND OBJECTIVE ?
IT PROVIDES A SENSE OF DIRECTION AND A
COHERENT FRAMEWORK FOR THE TEACHER IN
PLANNING HER COURSE
HOW DOES ONE CHOOSE APPROPRIATE
GOALS AND OBJECTIVE ?
BY NEED ANALYSIS, THE POLICIES OF THE
INSTITUTION, AND THE TEACHER
CONCEPTUALIZES CONTENT AMONG
OTHER FACTORS
FOUR TYPES OF GOALS FOR LANGUAGE
LEARNERS
1. COGNITIVES GOALS :

Include mastery of linguistic knowledge and mastery of cultural knowledge.

2. PROFICIENCY GOALS:

Include general competency, mastery of the four skill.

3. AFFECTIVE GOALS:

Include achieving positive attitudes and feelings about the target language;
achieving confidence as a user of the language, and achieving confidence in
oneself as a learner.

4. TRANSFER GOALS:

Involves Learning how to learn
FIVE KINDS OF OBJECTIVES

1. Coverage Objective: Articulate what will
be covered.
Example: We will cover the first five units
of the book


2. Activity Objective: What the student will
do.
Example: Students Will Write six different
kinds of paragraphs. Students will do
paragraph development exercices.



3. Involvement Objectives:

How to maximize students involvement and
interest.
Example: Students will engage in dicussion
about which paragraphs they like best.
Students will brainstorm list of interesting
topics to write about.

4. Mastery Objective:

What students will be able to do as the result of
their time in class.
Example: Students will be able to write an
interesting paragraph that contains topic
sentence and supporting details.
5. Critical Thinking Objective:

Which learning skills students will
develop.

Example:

Students will be able to determine
characteristics of a good paragraph and
say why they think a paragaraph is
good.
3. CONCEPTUALIZING CONTENT
When a teacher conceptualizes content, she is figuring out
which aspects she will include, emphzise, and integrate in
her course. The backbone depend :

Who the students are.
Their goals and the expectation in learning English.
The teacher own conception of what will meet the
students needs.
The nature of the course.
The institutional curriculum.


What will be the backbone of what I teach? What
will I include in my syllabus?
WHAT WILL I INCLUDE IN MY SYLLABUS
This is a traditional way:
Rules of :
WORD FORMATION MORPHOLOGY
PRONUNCIATTION PHONOLOGY
GRAMATICAL STRUCTURE
AND RELATIONSHIP AMONG SYNTAX
WORDS AT THE SENTENCE
LEVEL
Also, it is important to
consider in a syllabus the
communicative approach in
its dimension such as
language functions, notions
and communicative
situations.
It is not possible to teach
a syllabus that explicitly
encompasses all the
areas so teachers must
decides about categories
for a given course.
4. Selecting and developing
materials and activities

Developing materials and activities for using
them requires time and a clear sense of why
they will be used, how, and by whom. Because
of the lack of time, teachers are often
constrained or prefer to adapt existing
materials. The materials themselves are
flexible and can be used in a number of ways,
depending of the target skill or competencies.


























For example:

Newspaper article can be used as a basis for
developing reading skills expanding vocabulary,
or discussing culture.

Pictures can be used as a focus for learning
grammar or as a starting point for a writing
assignment.

However, the text is not the course.
Textbooks are tools that can be figuratively
cut up into components pieces and then
rearranged to suit the needs, abilities, and
interest of the students in the course.
5. Organization of content and activities

Two general, complementary principles of
sequencing are building and recycling.

In deciding how to sequence material, one considers
building from the simple to the complex, from more
concrete to more open ended or so that unit or
activity A prepares students for unit or activity B.
Building from the simple to the complex in a
writing course may mean learning how to
write narrative prose before developing an
argumentative paper.

Building from more concrete to more open-
ended in writing course may mean that
students first unscramble and discuss a
simple paragraph before writing their own
paragraph .
6. Evaluation

How will I assess what students have learned?
How will I assess the effectiveness of the
course?

How will assess:

By test

Oral entrance interview or exit interview

Portfolio

Involving students in deciding what should be
assess and how
Four purposes for testing:

1. To measure proficiency

2. To diagnose specific strengths and
weaknesses

3. To place students in a course or
program

4. To assess their achievement inn a course
or program
How will I assess the effectiveness of
the course?
Evaluation in course development also includes
evaluation of the course. If the students do well on
test presumably the course has been effective.
But, if students do not make progress, or do not
demonstrate a certain level of achievement, the
effective of the course may be questioned. Finding
where the faults lies would be one of the purposes
of course evaluation and could involves having
students suggest why they did not make the
progress expected.

Why does one evaluate?

For the benefit if the students and the teacher. However,
courses are also evaluated to provide documentation for
policy reasons, such as continued funding or retention in
the curriculum.

What can be evaluated?
Any part of the process of course, include:

Analysis of students needs or background
Goals and objectives
Materials and activities
Students participation
Students roles
Teachers roles
Test
When does one evaluate?
In the planning and teaching stage of the course,
after it is over, and when it is replanned and
retaught.

How does one evaluate?

Close observation
Performing certain tasks
Informal chats
Responding formal questionnaires
Writing or oral input
the teachers own reflections
Self-questions
7.Considerations of resources and
constraints
Resources and constraints are two ways of looking at the
same thing. A required course book may be a constraint
for one teacher and a resource for another. A class of
fewer than ten students may be a resource for one teacher
and constraint for another.

The numbers, levels, and cultural background of the
students are both, a constraint and a resource. For
example, a large class may cause a teacher to focus on
classroom management. A multilevel class may influence
the teachers selection of material or activities.
The teacher herself is the most important
given. Her background, experience, and
beliefs play a significant role in the
choices she makes. For example, one
teacher will focus on certain content
because she deems it essential to
successful language learning, while
another will ignore the same content
. A teacher who usually develops her
own materials may choose to use
published materials when teaching a
course whose content is new to her.
Problematizing enables a teacher to
decide what she can change, what she
cant, and where to start.
Thanks!