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13 views3 pages

EDC208

Uploaded by

pi.phorn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Professor’s name Seam Chanthoul

Course: EDC208
Student’s name: Phorn Pisal
Student’s ID 65 24 02 42
Section C (28 of December, 2024)
(Questions for Comprehension)
Answers
11. How important is Material Design in teaching?
In the context of training students for corporate work life, material design not only
exposes students to various business scenario, but also helps teachers to develop
their professional skills.
Material design in language teaching is crucial for teachers to explore and learn new information,
which takes shape in the form of tasks. It exposes students to various business scenarios and helps
teachers develop their professional skills. Teaching materials play a central role in language
learning and teaching, and they are dependent on their users, both teachers and learners. When a
student teacher is assigned to design materials, contextual decisions must be made, raising
designers' reflection on what and how to teach. Material design should consider and harmonize
situated possibilities with learners' needs and wants.
Choosing and adapting materials represent a challenge for most new language teachers. Authentic
materials use unprepared teaching resources, while created materials refer to textbooks and other
developed instructional resources. Student-produced materials allow teachers to use students'
knowledge and personal background to produce learning materials for their classmates. When
viewing learners as materials, teachers can use methods to make learning enjoyable, such as
asking students to describe what someone else is wearing or dividing the class into pairs.

12. What is the syllabus?


A syllabus (/ˈsɪləbəs/ syllabuses or syllabi) or specification is a document that
communicates information about an academic course or class and defines
expectations and responsibilities. It is generally an overview or summary of the
curriculum.
The syllabus is a document distributed by a course instructor to students at the beginning of a
semester, outlining the work and expectations of the course or section. It must include the title of
the course, current semester offered, faculty member's name, department and secretary's
telephone number, required materials, course objectives, student learning outcomes, tentative
schedule of assignments and activities, attendance, out-of-class activities, examinations, class
participation requirements, course calendar, grading methods, academic integrity policies,
accessibility resources, diversity and inclusion, academic support services, tutoring, and a
statement about the level of Generative AI students. A syllabus template created by the College
of Arts and Humanities can be used for revising or creating a course syllabus.
13. How to make a syllabus plan?
Your syllabus, at minimum, should include:
1. Basic information about the subject (title, subject number, meeting time and
place, credit hours, etc.)
2. Contact information for instructional staff and office hour time and location.
3. Subject description.
4. Subject policies (e.g., collaboration policy)

A course syllabus is a crucial document that serves multiple purposes, including providing
information to various audiences, evaluating the curriculum, and ensuring clear expectations
regarding course requirements. It includes course title, number, section, program and location,
meeting time and location, brief description of course, content, instructional format, modality,
communication with instructor, course goals, objectives, overview, disciplinary-related skills,
course competencies, grading and assessment requirements, grading scale, and grading scale
breakdown. It also lists all assignments, assessments, grading scale, and grading scale. The
syllabus also includes course materials, readings, and required materials or equipment. It also
outlines policies, such as attendance, timeliness, and etiquette in the classroom. It also includes
ground rules for communication, expectations regarding class participation, policies regarding
shared work, and university policies. The syllabus can set the tone for the course by being
learning or student-centered, focusing on what students will learn, expressing high expectations,
motivating curiosity, providing rationale for policies and requirements, creating an inclusive and
collaborative learning environment, and building trust between students and instructors.

14. What is syllabus specification?


A syllabus is a specification of work of a particular department in a school or
college, and it might be broken down into subsections, which will define the work
of a particular group or class. In practice, it is often linked to time semesters,
terms, weeks, or courses, which are tied to these.

A syllabus specification is a comprehensive document outlining the structure, content, and


objectives of a course or subject. It outlines the course title, learning objectives, content,
assessment methods, instructional methods, prerequisites, resources, course schedule, policies,
and purpose. The specification guides instructors, students, and institutions in understanding the
course's scope and requirements, ensuring alignment between curriculum design, teaching, and
assessment, and acting as a reference document for accreditation and quality assurance.

15. How to create instructional materials?


1. Identifying Audience Needs.
2. Establishing Learning Goals and Outcomes.
3. Assessing Learning.
4. Selecting Instructional Strategies and Creating Lesson Plans.
5. Designing Instructional Materials.
6. Delivering Instruction in the Classroom.
7. Evaluating and Improving Instruction.
8. Practicing Reflective Teaching.

1. Identifying Audience Needs


Conduct surveys, interviews, or needs assessments to understand your learners' backgrounds,
prior knowledge, and skill levels.
Consider cultural, linguistic, and individual differences.
2. Establishing Learning Goals and Outcomes
Define clear, specific, and measurable learning objectives.
Align goals with curriculum standards or workplace requirements.
3. Assessing Learning
Decide on assessment methods (e.g., quizzes, projects, observations).
Include both formative (ongoing) and summative (final) assessments.
Develop rubrics or criteria to measure success.
4. Selecting Instructional Strategies and Creating Lesson Plans
Choose strategies that cater to diverse learning styles (e.g., visual, auditory, kinesthetic).
Incorporate interactive elements like group work, discussions, or hands-on activities.
Outline your lessons with clear timing, objectives, and activities.
5. Designing Instructional Materials
Create visually appealing and accessible materials, such as handouts, slides, videos, or digital
resources.
Ensure materials align with the learning objectives and are culturally relevant.
Use tools like Canva, PowerPoint, or educational software to enhance design quality.
6. Delivering Instruction in the Classroom
Use engaging delivery methods, such as storytelling, real-life examples, or interactive
questioning.
Adapt pacing and tone based on audience feedback and participation.
Encourage active participation through discussions and group activities.
7. Evaluating and Improving Instruction
Gather feedback from students through surveys, discussions, or exit tickets.
Reflect on what worked well and areas for improvement.
Use assessment results to evaluate the effectiveness of the instruction.
8. Practicing Reflective Teaching
Regularly reflect on your teaching practices and adapt based on experiences and feedback.
Engage in professional development opportunities to enhance your instructional skills.
Collaborate with peers for shared insights and best practices.

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