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SYLLABUS DESIGN &

MATERIALS DEVELOPMENT
(SDMD)
Formulating Learning Outcomes
REVIEW OF WEEK 1
Types of Curriculum
Recommended Curriculum VISION-MISSION STATEMENTS

Written Curriculum SYLLABUSES & LESSON PLANS

Taught Curriculum LEARNING PLANS

Supported Curriculum TEXTBOOKS & FACILITIES

Assessed Curriculum TESTS

Learned Curriculum OUTPUTS

Hidden Curriculum PROFESSIONAL LEARNING COMMUNITIES

(Grathon, 2000; Bilbao, 2008)


WEEK 2
Formulating Learning Outcomes

What a
DEFINING student will
LEARNING be able to do
OUTCOMES with the
experience

(Dublin & Olshtain, 2000; Richards, 2001)


STANDARDS FOR FORMULATING LEARNING OUTCOMES

Vision-Mission Statements (VMS)

Core values as Needs

Graduate Attributes

Learning Outcomes
UNIVERSAL CORE VALUES

THE WHOLE-PERSON PARADIGM

(Maslow, 1943; Covey, 2006)


VIETNAMESE TRADITIONAL CORE VALUES
Thin cn ti lng ta,
Ch TM kia mi bng ba ch TI.

Hearts

Heart-Mind
as Tm

Minds

(Nguyen Du, The Tale of Kieu, Anh Quoc Tran, 2011)


Core Values in a TESOL VMS

E.g. Using English Language Teaching to Teach Minds and Hearts.

Transform
Lives
Touch
Hearts

Teach
Minds
Identify the core values in the
following VMS.

VIETNAM NATIONAL UNIVERSITY

VNU-HCMs students, whose mental and


material life are carefully cared for, are
studying in the best academic environment
and encouraged to improve their creativity
and innovation so that they would be the
young, dynamic and creative intellectuals
with political and moral maturity.
Identify the core values in the
following VMS.

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

To build up competent life-long learner


and global citizens.
Using Blooms Taxonomy

A S

Affective:
Growth in
Psychomotor: feelings or
Manual or emotional
Physical areas
Competences (ATTITUDE)
Cognitive: (SKILLS)
Mental Skills
(KNOWLEDGE)
Choose an English Language
Teaching course.
Identify the 03 graduate attributes
of its learners with regard to the
VMS of the school.
Formulate the 03 learning outcomes
in relation to the 03 graduate
attributes?

GRADUATE ATTRIBUTES LEARNING OUTCOMES


SAMPLE

Vietnam National University-HCMC


GRADUATE ATTRIBUTES LEARNING OUTCOMES

Productive knowledge workers at We want the students to learn to get well


international levels of excellence in equipped with not only academic knowledge
education and research but also professional skills for the future
career.
Creative and innovative leaders in We want the students to learn to implement
educational and corporate institutions practices of leadership by experiencing,
creating and innovating ideas in both
educational and corporate environments
Politically and morally mature policy- We want the students to learn to become
makers committed to the socio-economic aware of cultural, human and environmental
development. issues and build their capacity for social
transformation by exercising practices of
policy planning.
SAMPLE

Vietnam National University-HCMC


FACULTY OF ENGLISH LINGUISTICS & LITERATURE
GRADUATE ATTRIBUTES LEARNING OUTCOMES

Productive professionals at international We want the students to learn to get well


levels of excellence in ELT and related fields equipped with not only academic knowledge
of study. but also professional skills in ELT for the
future career.
Creative and innovative leaders in ELT and We want the students to learn to implement
corporate institutions. practices of ELT by experiencing, creating and
innovating ideas in both ELT and corporate
environments
Politically and morally mature policy- We want the students to learn to become
makers committed to ELT and the socio- aware of cultural, human and environmental
economic development. issues and build their capacity for social
transformation by exercising practices of
policy planning in ELT.
SAMPLE
COURSE: DEVELOPING TEACHING SKILLS & PROFESSIONALISM
GRADUATE ATTRIBUTES LEARNING OUTCOMES
Professional researchers who master the KNOWLEDGE: understand innovative teaching
basic components of professionalism in the approaches and skills in TESOL;
ELT profession.
Professional instructional leaders who COGNITIVE SKILLS: critically have an exposure
proactively respond to professional issues in
the ELT profession. to different English language teaching
situations and an analysis of how they
respond to issues as English language
teaching professionals;
Professional strategic planners who are TRANSFERABLE SKILLS: synthesize their
committed to lifelong learning for the ELT learnings from the academic input and their
profession. exposure by coming up with a realistic
learning plan for the English language
teaching profession.
SAMPLE

COURSE: IDENTITY & LIFESTYLE


GRADUATE ATTRIBUTES LEARNING OUTCOMES
Cultural researchers who master the basic 1. acquire facts of respective countries
components of a countrys culture. culture
2. categorize the cultural facts into the
basic components as geography, history
and people
Cultural researchers who critically 1. clearly explain the origins of cultural
interpret a countrys cultural events events
valued as the national identity. 2. explicate the universal meanings of
cultural events.

Cultural researchers who effectively 1. appreciate how a countrys cultural


understand the diversity of cultural values are connected with professional
behaviors to enhance the quality of their activities for better performance
professions.
References
Bilbao, P.P. 2008. Curriculum Development. Lorimar Publishing, Inc.
Dublin, F. & Olshtain, E. (2000) Course Design Developing Programs and
Materials for Language Learning. Cambridge: CUP.
Laguda, R. (2009) Developing Lasallian Leaders. Workshop given to Top
Academic Administrators of De La Salle Philippines, on 12-14 April & 24-26 May
2009 in Manila and Bacolod, respectively.
Bailey, D. 2006. Leading from the Spirit. The Leader of the Future. Leader to
Leader Institute.
Stephen R. Covey. 2006. Leading in the Knowledge Worker Age. Leader to
Leader Institute.
Nunan D., 1988. The Learner-Centered Curriculum. CUP.
Nunan D., 1993. Designing Tasks for the Communicative Classroom, CUP.
Richards, J. C. (2001) Curriculum Development in language teaching. Cambridge:
CUP.
Wiggins & McTighe. 1998. Understanding By Design. Association for Supervision
and Curriculum Development (ASCD), Alexandria, VA.

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