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Module 8 Instructional Design for English Language
What Is Instructional Design?
Instructional design is the creation of learning experiences and materials in a manner that results in the acquisition and application of knowledge and skills. The discipline follows a system of assessing needs, designing a process, developing materials, and evaluating their effectiveness. In the context of workplace learning, Instructional Design provides a practical and systematic process for effectively designing effective curricula.
What is an Instructional Designer?
An instructional designer applies this systematic methodology (rooted in instructional theories and models) to design and develop content, experiences, and other solutions to support the acquisition of new knowledge or skills. Instructional designers ought to begin by conducting a needs assessment to determine the needs of the learning event, including what the learner should know and be able to do as a result of the training or learning solution, and what the learners already know and can do.
Instructional designers are then responsible for creating the course design and developing all instructional materials, including presentation materials, participant guides, handouts, and job aids or other materials. Instructional designers are commonly also responsible for evaluating training, including assessing what was learned and whether the learning solution led to measurable behavior change.
Instructional designers follow a system of assessing needs, designing a process, developing materials, and evaluating effectiveness. Instructional design requires the analysis and selection of the most appropriate strategies, methodologies, and technologies to maximize the learning experience and knowledge transfer. An instructional design resume and portfolio should include the knowledge and skills needed to successfully design a learning initiative.
The Future of Instructional Design
Whether you’re developing classroom instruction, an e-learning course, or an on-demand performance support solution following sound instructional design processes will help you create better more successful solutions.
As the business world continues to change, so do organizations and their learning functions. Flexibility, creativity, and innovation are becoming more valued. As a result, agile and iterative design models becoming more popular. Instructional designers are also borrowing more elements from the areas of User Experience (UX) Design and Design Thinking. No matter where the training and talent development field goes or what technologies are on the horizon, a solid background in instructional design will always be valuable.
Basic Components of Instructional Design
While there are a number of instructional design models and processes, many of their components are similar. They include analysis, design, development, and evaluation.
Analysis
A needs analysis typically includes understanding the needs and learners including why a training or learning solution is required. It may be the case that training is not the solution, and some other type of performance improvement or non-training solution will be recommended. In this stage, you’ll also begin to develop the goals of the training, including learning objectives, and determine how the training will be delivered.
Design & Development
Design and development include the actual design and development of the instructional materials or determining the delivery methods to be used. It often includes drafting curriculum and lesson plans, developing any instructional materials including presentations, e-learning, job aids, participant guides, and anything else to be used in the training.
Evaluation
Evaluation looks at how you determine if your training or learning solution was successful. Did it create a measurable impact on the learner’s behavior and did that lead to the desired results back on the job?
https://www.td.org/talent-development-glossary-terms/what-is-instructional-design
-1.1 Basic Concepts of Language Teaching
--1.1 Basic Concepts of Language Teaching
-1.2 English Syllabus and Coursebook
--1.2 English Syllabus and Coursebook
-1.3 A Brief History of Foreign Language Teaching in China
--1.3 A Brief History of Foreign Language Teaching in China
-Module 1 Exercises
-2.1 Learner Factors and Learning Strategies
--2.1 Learner Factors and Learning Strategies
-2.2 Effective Language Learner
--2.2 Effective Language Learner
-2.3 Learner Motivation and Interest
--2.3 Learner Motivation and Interest
-Module 2 Exercises
-3.1 Teacher Factors
-3.2 Qualities of English Language Teachers
--3.2 Qualities of English Language Teachers
-3.3 Professional Development of English Language Teachers
--3.3 Professional Development of English Language Teachers
-3.4 Reflective Teaching
-Module 3 Exercises
-4.1 Views on Language and Language Learning
--4.1 Views on Language and Language Learning
-4.2 Principles for English Language Teaching
--4.2 Principles for English Language Teaching
-4.3 Six Principles for Teaching English as a Second Language according to TESOL
--4.3 Six Principles for Teaching English as a Second Language according to TESOL
-Module 4 Exercises
-5.1 Approach, Method and Technique
--5.1 Approach, Method and Technique
-5.2 The Grammar Translation Method
--5.2 The Grammar Translation Method
-5.3 The Direct Method
-5.4 The Oral Approach
-5.5 The Audio-lingual Method
--5.5 The Audio-lingual Method
-5.6 The Cognitive Approach
-5.7 The Natural Approach
-Module 5 Exercises
-6.1 Communicative Language Teaching
--6.1 Communicative Language Teaching
-6.2 Task-based Language Teaching
--6.2 Task-based Language Teaching
-Module 6 Exercises
-7.1 Concepts of Instructional Objectives
--7.1 Concepts of Instructional Objectives
-7.2 Objectives of English Language Teaching
--7.2 Objectives of English Language Teaching
-7.3 Creating Instructional Objectives
--7.3 Creating Instructional Objectives
-Module 7 Exercises
-8.1 Concepts of Instructional Design
-8.2 Elements of Instructional Design
--8.2 Elements of Instructional Design
-8.3 Defining Instructional Objectives
--8.3 Defining Instructional Objectives
-8.4 Designing Teaching Stages and Procedures
--8.4 Designing Teaching Stages and Procedures
-8.5 Designing Classroom Activities
--8.5 Designing Classroom Activities
-8.6 Lesson Planning for English Language
--8.6 Lesson Planning for English Language
-Module 8 Exercises
-9.1 Teaching Pronunciation
-9.2 Case Study of Teaching Pronunciation
--9.2 Case Study of Teaching Pronunciation
-9.3 Teaching Vocabulary-1
-9.4 Teaching Vocabulary-2
-9.5 Teaching Vocabulary-3
-9.6 Case Study of Teaching Vocabulary
--9.6 Case Study of Teaching Vocabulary
-9.7 Teaching Grammar
-9.8 Case Study of Teaching Grammar
-Module 9 Exercises
-10.1 Teaching Listening-1
-10.2 Teaching Listening-2
-10.3 Teaching Listening-3
-10.4 Case Study of Teaching Listening
--10.4 Case Study of Teaching Listening
-10.5 Teaching Speaking-1
-10.6 Teaching Speaking-2
-10.7 Teaching Speaking-3
-10.8 Case Study of Teaching Speaking
--10.8 Case Study of Teaching Speaking
-Module 10 Exercises
--Module 10 Exercises
-11.1 Teaching Reading-1
--11.1 Introduction to Teaching Reading
-11.2 Teaching Reading-2
--11.2 Reading Teaching Techniques and Reading Strategies
-11.3 Teaching Reading-3
--11.3 Stages of Teaching Reading
-11.4 Case Study of Teaching Reading
--11.4 Case Study of Teaching Reading
-11.5 Teaching Writing-1
-11.6 Teaching Writing-2
-11.7 Teaching Writing-3
-11.8 Case Study of Teaching Writing
--11.8 Case Study of Teaching Writing
-Module 11 Exercises
-12.1 Integrating Language Skills-1
--12.1 Integrating Language Skills-1
-12.2 Integrating Language Skills-2
--12.2 Integrating Language Skills-2
-12.3 Classroom Communication and Instructions
--12.3 Classroom Communication and Instructions
-12.4 Classroom Management
-12.5 Student Grouping and Discipline
--12.5 Student Grouping and Discipline
-12.6 Questioning in the Classroom and Dealing with Errors
--12.6 Questioning in the Classroom and Dealing with Errors
-Module 12 Exercises
