A framework of course development processes
Needs assessment
Identify needs (Target/Learning)
Individual
Expectations for the course
Preferences
Learning style
Prior experience
Language proficiency
Reading
Writing
Listening
Speaking
Perception of the "learner" -oneself-
How they will use/deal with the target language outside the classroom?
Group
Country
Culture
Education
Family
Profession
Age
Languages spoken
Determining goals and objectives
What will we have to do in order to achieve the goals (destination)?
Proficiency goals
General competency
Mastery
specific language behaviours
the four skills
Cognitive goals
Mastery of
Linguistic knowledge
Cultural knwoledge
Affective goals
Achieve for the target languages
Feelings
Positive attitudes
Confidence as user
Transfer goals
How to learn
Attitude
Awareness
Conceptualizing content
Which resources/activities/techniques will be used in class?
Real-world tasks
Pedagogic tasks
How can be modified the materials/actitivies in order to include all the skills?
How to
When to
Whom to
What is expected from
Consideration of resources and constraints
Were the goals and objectives appropiate and achievable?
Students find the material challening?
Evaluation
To measure proficiency
To diagnose specific strengths and weaknesses
To place students
To assess their achievements
Organizating of content and activities
What systems will be developed?
Building up
Simple to context
Concrete to open-endent
Recycling
New focus/areas for activities
New challenges to students
Subtema
Selecting and developing materials
Context-dependent
What is the role of
Students
Teacher
Institution
Parents
What the teacher and students do with the material/activities?
Participate actively
Determine the content
Pursue projects of interests
Objectives setting
Suitable ways to evaluate
Informal assessments
Formative evaluation
Formal texts
Summative evaluation