1. SESSION 2. TERM 2. COURSE DESIGN, MATERIAL SELECTION, BUSINESS SKILLS

2. WHAT WE HAVE DISCUSSED SO FAR WHAT IS ESP? WHAT IS BUSINESS ENGLISH? TEACHER’S ROLES NEEDS ANALYSIS – communication needs, pedagogical needs, business needs

3. SCHEDULE FOR TODAY COURSE/TRAINING DESIGN  objectives  syllabus components  negotiating the syllabus MATERIAL SELECTION AND DESIGN TEACHING BUSINESS SKILLS

4. DESIGNING A COURSE AIM – OBJECTIVES SMART specific, measurable, attainable, relevant, timebound SYLLABUS COMPONENTS context, discourse, structure, threads learnable, achievable NEGOTIATING THE SYLLABUS Trainings intensive, extensive, workshops, blended learning

5. DESIGNING A COURSE KNOW YOUR AUDIENCE (needs analysis, etc.): Why they learn Different learning styles How they learn Their aim Theory/practice Experience Responsibility Motivation Applicability Feedback Variety Adult learning principles

6. DESIGNING A COURSE Methods: Demonstration Simulations Case study Discussions Content-based Tasks-based Project-based Blended learning Jigsaw learning Lecture Skills Compentences Competencies Handouts Games Observation – on the job Presentations Assessment (self)

7. DESIGNING A COURSE BLOOM’S TAXOMONY: Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas (attitude or self) Psychomotor: manual or physical skills (skills)

8. DESIGNING A COURSE

9. INSTRUCTIONAL DESIGN/INSTRUCTIONAL SYSTEMS DESIGN (ISD) IS THE PRACTICE OF CREATING "INSTRUCTIONAL EXPERIENCES WHICH MAKE THE ACQUISITION OF KNOWLEDGE AND SKILL MORE EFFICIENT, EFFECTIVE, AND APPEALING” THE PROCESS USES: PEDAGOGICAL (PROCESS OF TEACHING) AND ANDRAGOGICAL (ADULT LEARNING) THEORIES OF LEARNING HAPPENS IN STUDENT-ONLY, TEACHER-LED OR COMMUNITY-BASED SETTINGS

10. DESIGNING A COURSE The outcome of this instruction is o observable o scientifically measured o completely hidden and assumed Most instructional design models are based on: ADDIE analysis design development implementation evaluation

11. DESIGNING A COURSE Robert Gagné Cognitive Domain Verbal information - is stated: state, recite, tell, declare Intellectual skills - label or classify the concepts Intellectual skills - apply the rules and principles Intellectual skills - problem solve by generating solutions or procedures Discrimination: discriminate, distinguish, differentiate Concrete Concept: identify, name, specify, label Defined Concept: classify, categorize, type, sort (by definition) Rule: demonstrate, show, solve (using one rule) Higher order rule: generate, develop, solve (using two or more rules) Cognitive strategies - are used for learning: adopt, create, originate Affective Domain Attitudes - are demonstrated by preferring options: choose, prefer, elect, favor Psychomotor Domain Motor skills - enable physical performance: execute, perform, carry out

12. DESIGNING A COURSE Robert Gagné Gaining attention: To ensure reception of coming instruction Informing learners of objectives: Expectancy Stimulating recall of prior learning: Retrieval Presenting the stimulus: Selective perception Providing learning guidance: Semantic encoding Eliciting performance: Responding Providing feedback: Reinforcement Assessing performance: Retrieval Enhancing retention and transfer: Generalization

13. THE COMPANY WHAT SHOULD WE KNOW ABOUT THE COMPANY? WHY? WHAT CAN BE USED FOR TRAININGS? A COMPANY

14. SELECTING AND DEVELOPING MATERIALS COURSEBOOKS AND READY-MADE MATERIALS TAILOR-MADE MATERIALS (CORPORA, CONCORDANCS) AUTHENTIC MATERIALS FRAMEWORK (STRUCTURED CONTEXT) LEARNER/ORGANIZATION AS A SOURCE ROLE-PLAYS, SIMULATIONS, CASE STUDIES

15. COMMUNICATION NOISE coding decoding

16. COMMUNICATION NOISE: Perception barriers Personality, (self-)interests, likes, dislikes Attitudes, emotions, prejudices, needs Assumptions Relations Selective listening Position, status Preconceived ideas Previous knowledge

17. COMMUNICATION breakdown Internal factors: ● Power games ● Withholding information ● Management by memo ● Reactive emotional behaviour ● Mixed messages ● Indirect communications ● Stereotyping ● Transmitting partial information ● Blocking or selective perception External factors: ● The business environment ● The political environment ● The economic climate ● Regulatory agencies ● The technical state-of-the-art

18. COMMUNICATION Verbal - Non-verbal Formal - Informal Typical business communication skills: Meeting Negotiation Presentation Persuasion PR Marketing reporting

19. COMMUNICATION STYLES: ● Authoritarian: gives expectations and specific guidance ● Promotional: cultivates team spirit ● Facilitating: gives guidance as required, noninterfering

20. Behaviourist and Cognitive Approaches Behaviourist Studies only observable behaviour Problem solving occurs by trial and error Cognitive Studies also mental process Problem solving also involves insight and understanding

21. PERCEPTION We do not perceive objective reality, but we believe that whatever we see is real. Our perceptions are our personal reality, and they influence our behaviour. Wendy Bloisi (2003).

22. PERCPETUAL DISTORTIONS Sources of perceptual errors: oSelective perception oStereotyping oHalo Effect oProjection

23. PLANNING 1 2 3 4 5 6 1.Presentation 2.Check concept 3.Highlight the form 4.Controlled practice 5.Less controlled practice 6.Skills work, discussion,etc. 23

24. METHODOLOGY 1.Presentation 2.Check concept 3.Highlight the form 4.Controlled practice 5.Less controlled practice 6.Skills work, discussion,etc. 123123 4 5 6 6 5 4 321321

25. TEACHING BUSINESS SPEAKING SKILLS SOCIALIZING SMALL TALK STORYTELLING TELEPHONE PRESENTATIONS MEETINGS NEGOTIATIONS THE USE OF ROLE PLAY AND SIMULATION

26. BUSINESS SKILLS PROBLEM SOLVING DECISION MAKING STRATEGY NEGOTIATION

27. EXAMPLES 1. CARS

28. EXAMPLES 2. OTHELLO Reversi is a strategy board game for two players, played on an 8×8 uncheckered board. There are sixty-four identical game pieces called disks, which are light on one side and dark on the other. Players take turns placing disks on the board with their assigned color facing up. During a play, any disks of the opponent's color that are in a straight line and bounded by the disk just placed and another disk of the current player's color are turned over to the current player's color. The object of the game is to have the majority of disks turned to display your color when the last playable empty square is filled.

29. EXAMPLES 3. Quoridor The board is 9×9. The game is played between two players. Each player has one pawn and ten walls. Each player’s pawn starts on one side of the board in the center spaced. The goal is to reach the other side of the board. On a turn a player may take one action: move their pawn or place a wall. Pawns move in four directions: up, down, left, or right. Walls are placed to block or disrupt opponents, or to push a player’s own pawn towards the goal. Once placed walls cannot be moved. Walls must be fully placed on the board. You can never completely wall in an opponent. There must always remain one path to the goal for each player. That’s it. Clean and simple. Walk to the other side of the board, throw some walls down to mess with your opponent along the way. Ok, let’s move on to the basics.

30. QUOTES Insanity: doing the same thing over and over again and expecting different results. No problem can be solved from the same level of consciousness that created it. Albert Einstein If you only have a hammer, you tend to see every problem as a nail. Abraham Maslow If you can't solve a problem, then there is an easier problem you can solve: find it. Pólya György

31. QUOTES “The problem is not that there are problems. The problem is expecting otherwise and thinking that having problems is a problem.” Theodore I. Rubin ”Life is a crisis – so what!” Malcolm Bradbury

32. SUMMARY NEEDS COURSE DESIGN THE COMPANY MATERIAL COMMUNICATION GAMES

33. WHAT’S NEXT THE CUSTOMER ASSESSMENT EVALUATION FEEDBACK REFLECTION