Course planning and syllabus design

Nama and NIM	Wiwi Nur Afriani (2088203090)
Topic	Course planning and syllabus design
Date	November 25, 2021
Sources/Links	Hewings, M., and T. Dudley-Evans. 1996. Evaluation and course design in EAR Hertfordshire, UK: Prentice Hall Macmillan.
Learned vocabularies, pronunciation & part of speech, definition, and in context (e.g., in a sentence)	1.  course = /kôrs/ Part of speech: Noun Indonesian:  kursus Definition: the route or direction followed by a ship, aircraft, road, or river. e.g., "the road adopts a tortuous course along the coast” Synonyms: route, way, track, direction.   2. Sequence = /ˈsēkwəns/ Part of speech: noun Indonesian: urutan Definition: a particular order in which related events, movements, or things follow each other. e.g., “the content of the program should follow a logical sequence” Synonyms: succession, order, course.   3. Chronology  = /krəˈnäləjē/ Part of speech: Noun Indonesian: kronologi Definition: the arrangement of events or dates in the order of their occurrence. e.g., “the novel abandons the conventions of normal chronology" Synonyms: incident, event
Study strategies	Before I followed my learning toread first the material that will be studied today in the book " Hewings, M., and T. Dudley-Evans. 1996. Evaluation and course design in EAR Hertfordshire, UK: Prentice Hall Macmillan.” then when the class started I listened to my friend who was presenting and ms dwi explained through zoom then we discussed about the material learned so that I understood the material being learned.

Synopsis

Today, I learned A number of different levels of planning anddevelopment are involved in developing a course or set of instructional materials based on the aims and objectives diat have been established for a language program. In this chapter we will examine the following dimensions of course development:developing a course rationale ,describing entry and exit levels , choosing course content ,sequencing course content , planning the course content (syllabus and instructional blocks) ,preparing thescope and sequence plan.

These processes do not necessarily occur in a linear order. Some may take placesimultaneously and many aspects of a course are subject to ongoing revision each time the course is taught. The types of decision making that we will examine in this chapter are also involved in developing instructional materials and many of the examples discussed apply to both course planning and materials design,

organized courses encourage student motivation and performance. Instructors can design their courses in many ways to nourish student motivation and improve opportunities for more effective learning. When a course is designed so that the learning goals align with activities and assessments, it can help students develop conceptual awareness, learn to synthesize ideas, and begin constructing their own knowledge. Specifying student expectations and goals empowers you to design learning opportunities and experiences where the targeted skills have real value as practical tools rather than abstractions.

Reflection

Learning for today is very good in the learning process, and today I have improved my pronunciation, and after discussing I now know about goals and learning Outcomes are quite complicated material to understand this material is very useful for prospective teachers because it discusses curriculum and methods What is done by foreign countries, I increasingly understand the importance of a curriculum and the goals of each curriculum have very many variants, and I love and want to become a teacher who can change an ordinary curriculum into the best curriculum, and today’s material is quite fun coupled with a presentation that is already good in presenting the material, also with ppt which is quite good to see and can attract the attention of the audience, and the conclusion that I got today is The curriculum planners should know what language is, what teaching is, why learners study, how they learn, what condition they learn, how their teachers help them, what material is, etc. Therefore, the planners need to collect the teachers’ information to develop learners’ needs and analyze the contextual factors where language is taught. After all of the information is completed, the planners start to determine the goal and outcomes of a program. Language programs describe their goals in terms of aims and objectives. Aims reflect the ideology of the curriculum and show how the curriculum will seek to realize it. In developing goals for educational programs, curriculum planners draw on their understanding of the present and long-term needs of learners and society and the planners’ beliefs and ideologies about schools, learners, and teachers