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Syllabus Design notes

The document outlines the importance of learning objectives in a syllabus, defining aims, goals, and outcomes while distinguishing between long-term objectives and short-term outcomes. It emphasizes the different types of learning objectives, including knowledge, skills, non-linguistic, cognitive, intercultural, and attitudinal, and discusses their role in guiding assessment and teaching methods. Additionally, it presents arguments against having learning objectives, highlighting potential issues with evidence-based practices and the focus on learner needs.

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8 views

Syllabus Design notes

The document outlines the importance of learning objectives in a syllabus, defining aims, goals, and outcomes while distinguishing between long-term objectives and short-term outcomes. It emphasizes the different types of learning objectives, including knowledge, skills, non-linguistic, cognitive, intercultural, and attitudinal, and discusses their role in guiding assessment and teaching methods. Additionally, it presents arguments against having learning objectives, highlighting potential issues with evidence-based practices and the focus on learner needs.

Uploaded by

englishdepartment2.vhs
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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OVERVIEW

1. What are - Aims, goals, standards, competencis, competences, objectives, outcomes


learning - Check and clarify terms In your syllabus doccument \
objectives? Aim: The purpose of studying the subject. Often in a curriculum eg:
- Develop communicative competence in E
- Develop a possitive attitude towards other culture
- Learning objective: in a syllabus, a target for learner languauge knowledge,
skills, or non-linguistic skills over an extended period of time. Forward-
looking, and assessable only in general terms e.g

2. How are - L objectives: Learners will be able to make and explain hypotheses on each
they topic they study this semester
different - L outcome: a shorter-term target for what learners know, can do or think.
from Retrospective, and assessable in specific terms. Eg; By the end of the unit,
learning learnrs will be able to agree in groups …
outcomes? Note: objectives gv la nguoi dat ra; maps de xem can di dau
Outcome: tap trung vao nguoi hoc, hv se able to lam gi “students will be able
to..”
3. Different - Knowledge
types of Eg: will be able to name and describe important phonological features in E
learning Will be able to explain key courses of flooding
objectives - Skills
Eg: will be able to read and understand short simple texts on familiar topic
To interact effectively in everyday situations
- Non-linguistic
+Learning to learn
Will be able to draft, edit and proofread their own written work
To use a monolingual dictionary appropriately to check meaning, pronunciation
and spelling
+ Cognitive
Will be able to analyse different points of view and justify their own opinion
Will be able to evaluate the effectiveness of arguments in texts and explain their..
+ Intercultural
Will be able to show awareness of similarities and differencees betw attitudes to
marriage in country X and country Y
+ Attitudinal
Will be able to appreciate diffeent varieties of E
- Product (=end) – the final performance of learning
Will be able to follow clearly-spoken short spoken direction with confidence
Will be able to say their name, address and phone number accurately and
without hesitation.
- Process (=means) – the objective focuses on the process of learning rather
than the final performance of learning.
Will be able to monitor their own learning
Will be able to show awareness of appropriate learning strategies
(the ability to have metacognitive strategies)
Note:
4. Why have - They provide learners and teachers with a destination.
learning - Provide a basis for assessment
objectives - Provide a starting point for possible content
in a - Suggest possible teaching methods and tasks.
syllabus?
5. Arguments - Objectives can reduce content to a means (connect the knowledge with
against others; khong chi day kien thuc, ma con inspire cai khac) to an end rather
having than an end in itself.
learning - Objectives may not be evidence-based.
objectives - Objectives may not take into account contextual variables.
in a syllabus - Some teachers may pay too much attention to objectives in a document
rather than keeping their eyes to lerner needs in the classroom.
6. Summary - Terminology differes: clarify and use it consistently in your own syllabus
- There are different types of objective
- Objectives provide roots for a syllabus: content, tasks, teaching methods
and assessment grow from these roots
- Some arguments
Allignments between the course objectives and assessments
Syllabus Objectives Assessment Methods
Modern syllabi often emphasise skills such as Despite this, many assessment practices still
oral interaction, critical thinking and practical rely heavily on traditional pen-and-paper tests.
application of knowledge. These methods often fail to effectively measure
These objectives reflect a shift towards more the full range of skills outlined in syllabus
holistic and skillp-based learning approaches. objectives, particularly in areas like oral
communication.
The conservative Nature of Assessment

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