Course Organization

Determining the Organizing Principle Organizing a course is done at three levels Level of course as a whole Sequencing the units Individual lessons

LEVEL OF COURSE AS A WHOLE Factors that affect organization of a course --course content and defined goals If focus is on writing skills, it is organized around types of composition (narrative, argumentative…) If focus is on four skills, it is organized by the integration of these skills --our own experience and what we understand how people learn languages --learner needs With young learners using topic-based; with business people, organizing around tasks

--our own beliefs --teaching context --time If we believe in learner autonomy, we can organize the course around projects --teaching context If it is an instructional curriculum, course organization will be predetermined --time Amount of time, the period of time, exam periods

SEQUENCING THE UNITS Deciding the order in which you will teach the units. Mainly two ways of sequencing I) One main principle in deciding the order is the common sense principle of building: step A prepares for step B; step B prepares for step C.

Some ways for building A is simpler or less demanding than B. Present perfect tense after past tense because it is more complex linguistically and conceptually. A is more controlled than B Learning to summarize comes before learning to write an article A provides knowledge/skills required to do B Learning the vocabulary to be used in a restaurant comes before role-playing ordering in a restaurant

II) Another sequencing is from the smallest unit to the bigger one From individual to home to the community to the larger world In short, there is no exact sequence: what is important is to justify your reasons. Go to p. 137 and put the items on the lists in the order

Unit Content and Organization After determining the organization and sequencing, it is time to determine unit content in line with the objectives the way to organize the content within a unit

Unit Content If the principle is topic/theme-based: A topic/theme is the unifying focus under each topic/theme, vocabulary, grammar, culture, functions, four skills, etc. are organized (in line with the objectives) If the principle is process/skill-based: Language, skills and strategies are organized (in line with the objectives)

Now go to page 137 again Select 3 topics and decide possible contents and writing tasks for each topic.

Unit Organization Organization of a unit Cycle Matrix Combination of two

Cycle: There is a predictable sequence of elements and when it is completed, it starts all over again. Sample: p.139-140 Each unit includes Language input Focus on content Focus on language Writing task (followed by listening/speaking)

E.g.: Theme-based course with a focus on 4 skills. (p. 142) Matrix: selecting elements from certain categories of content (not in a predictable order) E.g.: Theme-based course with a focus on 4 skills. (p. 142) One unit starts with listening and followed by reading and discussion. The other unit starts with a reading followed by speaking and writing.

Combination of cycle and matrix: a unit might follow a predictable sequence of learning activities. E.g. Beginning with a survey of what students know about a topic Ending each unit with students surveying others outside a class But learning activities drawn from a matrix are not always in a predictable sequence