TESL 645: Curriculum and Materials Development
Fall 2015
Dates:
Day and Time:
Location:
Instructor:
Office Hours:
Contact information:
August 31, 2015 – December 7, 2015
Mondays, 5:30-8:00 pm
WATK G08
Sarah Young
M, W, Th, 3:00-5:00pm and by appointment (MGC 300)
syoung@american.edu
Course Description
This course introduces students to a needs-based, learner-centered approach to designing ELT
curricula, courses, and materials. At the beginning of the semester, students will work together
with instructor guidance to revamp a course for a local ESL program. Then, following the same
model, each student will propose a curriculum, or the redevelopment of an existing curriculum,
for the ESL/EFL teaching context of their choosing. Through needs assessment, students will
identify curricular goals and course objectives, and then determine the appropriate syllabus
structure, develop a course unit outline, plan and create materials for the unit, determine training
needs for future course instructors, and devise a system of evaluation. Finally, students will
formally “pitch” the proposal in an in-class presentation preparing them for the real world of
curriculum development. Additional topics include working as a freelance curriculum
developer, marketing and pricing courses, and writing contracts.
Expected Learning Outcomes
By the end of this course, students will be able to:
 Articulate and apply principles of various approaches to curriculum design.
 Carry out a comprehensive needs analysis for English language learning courses.
 Establish appropriate course goals and accompanying instructional objectives.
 Demonstrate the ability to design an appropriate, well-sequenced scope and sequence.
 Select and adapt ready-made materials for specific curricular objectives.
 Design authentic materials that respond to specific learner needs within the context of a unit
of instruction.
 Evaluate the success of a curriculum project.
 Demonstrate effective marketing and pricing of a course as well as provide a contract
proposal that ensures their interests are protected.
Fall 2015
TESL 645
Course Texts
Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle and
Heinle. (GRV)
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality
units. Alexandria, VA: ASCD. (UBD)
Supplementary materials will be distributed as needed or made available in Blackboard (Bb).
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Attendance and Participation Requirements
Attendance and active class participation are both key for course success. Active class
participation includes completing all readings before class; bringing insightful comments,
brilliant insights, and incisive questions about the readings and class topic to our discussions;
working collaboratively in group assignments; and engaging your classmates in our
professional learning community. Please let me know in advance if you will be absent from
class. You are responsible for all material covered during any absence.
Please be considerate of your classmates by arriving on time and silencing cell phones. It is
also considered inappropriate to text or use social media during class time. Such behaviors
will negatively affect your participation grades.
In an average week, you should expect to spend at least six hours on course readings and
assignments for this course. You are required to complete all assigned readings before class.
Assignments have varying due dates as described below. All work must be submitted on
Blackboard in the Assignments folder (unless otherwise stated) by the due dates established;
late work may receive a grade reduction. Electronic files should be saved using this format:
“Assignment (Lastname)”. In all of your assignments, make your best effort to incorporate
information from the readings, class discussions, and your TESOL classroom and tutoring
experiences.
Academic Integrity
You are subject to the Academic Integrity Code of American University. Please carefully read
the guidelines at http://www.american.edu/academics/integrity/. All work you submit must be
your own or must be properly documented. In addition, collaborative work and work submitted
for another class must be approved in advance by the instructor.
Writing Center and Academic Support and Access Center
The Writing Center offers free, one-on-one coaching for all AU students at any stage of their
writing process. Writing consultants focus on supporting the writer rather than producing a
product. They do not prepare papers for students; they prepare students for papers. Students are
encouraged to call for an appointment (ext. 2991)—sessions begin on the hour and usually last
about 45 minutes at Battelle-Tompkins 228. You must have a writing assignment sheet with you
at the time of your appointment. For more information, refer to the site:
http://www.american.edu/cas/writing/index.cfm. The Academic Support and Access Center
offers study skills workshops, individual instruction, tutor referrals, and services for students
with learning disabilities. For more information concerning these services, please see
http://www.american.edu/ocl/asac/index.cfm.
Fall 2015
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TESL 645
Assignment Descriptions
Please see the ‘Assignments’ folder on Blackboard (Bb) for additional guidelines.
Oral Report: Curriculum Design Article
(5%)
You will present a 5-minute summary of an article you found that describes a curriculum design
project, process, lessons learned, and/or suggestions for future work. Due date: 9/14
Curriculum Project Description
(5%)
After receiving peer and instructor feedback on your draft proposal project description (Sept.
21), submit the final description (2-3 pages double-spaced) of the course you plan to design.
Include such information as the type of learner(s) the course will serve, the reasons you chose
this project (why the curriculum needs to be designed), where it will be offered, for how long,
and the general course goals. Due date: 9/28
Curriculum Needs Analysis Plan and Report
(10%)
You will submit your needs analysis plan on Sept. 28 for feedback. Then, you will carry out the
needs analysis with a targeted group of learners and/or teacher(s). Your report will outline the
steps you took and will describe the results of the needs. Due date: 10/12
Course Syllabus
(10%)
You will begin by drafting the syllabus for your course, including such information as the course
description, the dates and times of the course, the goals, the schedule of topics, and the
assessment plan. Submit the draft to me and exchange with a peer for feedback by 10/30. Final
version due date: 11/4
Draft Unit Plan
(15%)
Develop and submit one unit from the curriculum in detail, including the specific objectives of
the unit and how they are met in individual lessons, the topics of each lesson within the unit, and
the assessment of the unit objectives. Note: Your lesson plans and materials will come from this
unit. Due date: 11/11
Lesson Plans and Materials
(15%)
Create lesson plans for each lesson in the Unit Plan. The lessons should be written as simplified
display lesson plans, keeping your stakeholder audience in mind. Include detailed information
about the learning activities and how they meet the enabling and terminal objectives of the unit.
In addition, all materials should be included and there should be significant examples of created
materials. Due date: 11/23
Curriculum Proposal Pitch
(10%)
On the last day of the semester, you will “pitch” your curriculum to your peers. This will be a
10-minute professional presentation utilizing visual aids. You are expected to dress in business
attire for this presentation to impress your audience. Due date: 12/7
Fall 2015
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TESL 645
Final Curriculum Package
(30%)
The final written proposal should be submitted in a professional binder with tabs or other
organizing features which make it more appealing and easy to read for your audience. Due date:
12/8
Key Dates:
 9/9: Curriculum Scavenger Hunt due
 9/14: Oral Report on Curriculum Design Article due
 9/21: Draft Curriculum Description due (bring to
class; email me a copy)
 9/28: Final Curriculum Description due
 9/28: Curriculum Needs Analysis Plan due
 10/12: Curriculum Needs Analysis Report due
 10/30: Draft Course Syllabus due (exchange with a
peer and submit to me)
 11/4: Final Course Syllabus due
 11/11: Draft Unit Plan due
 11/23: Draft Lesson Plans and Materials due
 11/30: Draft Evaluation Plan due (bring to class)
 12/7: Curriculum Proposal Pitches
 12/8: Final Curriculum Package due
Fall 2015
Grading Scale for All
Assignments:
94-100
90-93
87-89
84-86
80-83
77-79
74-76
70-73
65-69
A
AB+
B
BC+
C
CD
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TESL 645
TESL 645 Course Schedule
Week
Date
Topics/Activities
Readings (done before
that day’s class)
GRV, Ch. 1, 2
UBD, Mod. A
Assignments
due
1
8/31
Approaches to curriculum design
2
9/7
No class: Labor Day
Complete the “Curriculum
Scavenger Hunt” on your own (see
Bb)
GRV, Ch. 3
Richards (2013)
3
9/14
Needs analysis (I): Gathering and
analyzing learner data
GRV, Ch. 6
Macalister (2012)
Oral Report:
Curriculum
Design Article
4
9/21
Needs analysis (II): Analyzing
context, text, and language use
Sharkey (2004)
Belcher (2006)
Draft
Curriculum
Description
(bring to class;
email me a
copy)
5
9/28
Determining course outcomes and
content
GRV, Ch. 4 & 5
UBD, Mod. B & H
Final
Curriculum
Description
Curriculum
Needs Analysis
Plan
6
10/5
Organizing the course
GRV, Ch. 7
UBD, Mod. C & F
7
10/12
Determining unit outcomes and
content
UBD, Mod. D, E, & G
8
10/19
Materials selection and
development
GRV, Ch. 8
Gilmore (2007)
Tomlinson (2010)
9
10/26
Writing the course syllabus
Lang (2015)
Nation & Macalister
(2010), Ch. 5
Fall 2015
Curriculum
Needs Analysis
Report
Draft Course
Syllabus (due
10/30 to me and
a peer)
5
TESL 645
Week
Date
10
11/2
Materials adaptation
GRV, Ch. 9
Rosenkjar (2009)
Zhimei (2009)
Final Course
Syllabus (due
11/4)
11
11/9
Articulating assessments and
evidence
GRV Ch. 10
TESOL (2002)
Draft Unit Plan
(due 11/11)
12
11/16
Participatory and critical
curriculum development
Auerbach (1990), Ch. 2
Rashidi & Safari
(2011)
13
11/23
Preparing others to work with your
materials
Evaluating the course
Nation & Macalister
(2010, Ch. 12-13
14
11/30
Marketing your materials
Draft
Evaluation Plan
(bring to class)
15
12/7
Curriculum proposal pitches
Final
Curriculum
Package (due
12/8)
Fall 2015
Topics/Activities
Readings (done before
that day’s class)
Assignments
due
Draft Lesson
Plans and
Materials
6