COURSE DESIGN

The linguistic content of a course

--> what content to teach (During this course, you should consider computing ethical issues, such as

nformation privacy, computer crime, computer security, social networks, online identity...)

• INPUT

• OUTPUT

• PROCESS

• METHOD

Once input is determined, teaching methods & design of classroom activities & materials can be addressed. Which domain?

E.g., watch videos, listen to podcasts, individual & group activities)

• INPUT

• OUTPUT

• PROCESS

• METHOD

Once a set of teaching processes has been standardised & fixed in terms of principles

• INPUT

• OUTPUT

• PROCESS

• METHOD

Learning outcomes --> what learners are able to do as the result

• INPUT

• OUTPUT

• PROCESS

• METHOD

Which design approach is considered as

'specialist approach'?

• FORWARD

• BACKWARD

• CENTRAL

In which design approach are the teacher roles considered the most dominant in deciding the input?

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• BACKWARD

• CENTRAL

In which design approach are TEACHERS still limited in their teaching competences

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• CENTRAL

In which design approach is the output from one stage serves as the input to the stage that follows

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• BACKWARD

• CENTRAL

Two examples are Communicative Language Teaching (CLT) and Content-based Instruction (CoBI)

audio-lingual; audio-visual; structural situational

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• CENTRAL

In which design is there a potential for mismatch

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• BACKWARD

• CENTRAL