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    13 views1 page

    Summary

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    tyw78sdfhs
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    © All Rights Reserved
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    There are a lot of things to think when designing a course.

    The knowledge that


    the learners already have, their learning needs and objectives, the amount of
    time, the resources to be used for studying, and the proficiency of instructors
    are a few things that need to be considered. Finally, we need to think about
    the capability of the course designer and probably teaching/learning principles.

    Environmental analysis refers to factors that affect course design,such as


    available resources, time factors, teacher expertise, and the designer's own
    merits and demerits. Needs Analysis refers to understanding the learner's
    present ability, future wants and aims. Such analysis provides a realistic list of
    topics, concept clusters, or even specific skills to include in circling that reflect
    the learner's individual needs.The point of such a list is not only to avoid
    “chopping” parts out from what would logically be included, but also provide for
    differentiation among students who come into English classes from diverse
    backgrounds and varying levels of mastery with t basic vocabulary
    expressions.

    Incorporating teaching and learning concepts involves designers selecting and


    prioritizing key ideas, then consistently reviewing their integration throughout
    the curriculum design process to enhance the learning experience.

    Incorporating the concepts of teaching and learning in curriculum design calls


    for a process in which key ideas are selected, organized and reviewed
    repeatedly throughout the design in order to better serve the purpose of
    learning. To describe the environment in curriculum design means not only
    considering these general issues from the environment surrounding a group,
    but also looking at specific conditions and asking targeted questions. Teachers
    tend to attach a great deal of importance to the following key factors:– Time
    available to complete the course– Course class size– Diverse levels of student
    proficiency– Immediate needs for sustenance on the part of learners–
    Inadequate reading materials– Little experience in and training for teachers–
    First language usage within the classroom– A great need for students to
    become independent learners

    Hutchinson and Waters (1987) propose that needs can be classified three
    different ways: as needs (genuine knowledge gaps), as lacks (actual
    information deficiencies), and as wishes (things that people want). The
    methods available for identifying these needs vary widely. They include tests,
    questionnaires, structured interviews, evaluations of earlier work, visits to
    whichever relevant sources may be found, and watching how language is
    actually used by people in everyday contexts. Through these methods, we
    gain rare insights into learners' needs.

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