Course philosophy refers to the guiding principles and ideas that shape the curriculum and

teaching methods used in a particular course. It involves the underlying beliefs about what
should be taught, how it should be taught, and the intended outcomes for the students. Course
philosophy may be influenced by various factors such as the subject matter, educational goals,
instructor's expertise, student needs, and institutional requirements. It helps provide a
framework for designing and delivering an effective and meaningful learning experience for
students.
The formulation of a course philosophy involves several key steps: 1. Determine the
objectives: Start by identifying the goals and objectives of the course. What do you want your
students to learn and achieve by the end of the course? These objectives should be specific,
measurable, achievable, relevant, and time-bound (SMART). 2. Consider the learner:
Understand the background, needs, and abilities of the learners who will be taking the course.
Consider their prior knowledge, learning styles, and any potential challenges they may face.
This will help guide the course philosophy and instructional strategies. 3. Define the course
content: Identify the key topics, concepts, and skills that need to be covered in the course.
Ensure that the content aligns with the course objectives and is relevant to the learners' needs
and interests. 4. Choose instructional strategies: Determine the instructional methods and
strategies that will be employed to facilitate learning. Consider various approaches, such as
lectures, discussions, group work, hands-on activities, case studies, multimedia resources, and
technology integration. Select strategies that align with the course objectives and cater to
different learning styles. 5. Incorporate assessment methods: Decide on the assessment
methods that will be used to evaluate students' progress and achievement. Consider a mix of
formative and summative assessments, such as quizzes, exams, projects, presentations, and
reflective assignments. Ensure that the assessment methods align with the course objectives
and provide opportunities for students to demonstrate their learning. 6. Consider inclusivity and
diversity: Design the course philosophy and instructional strategies in a way that promotes
inclusivity and caters to the diverse needs of learners. Consider different learning preferences,
cultural backgrounds, and abilities to create an inclusive and equitable learning environment. 7.
Reflect on feedback: Throughout the course and after its completion, solicit and consider
feedback from students and colleagues to continuously improve the course philosophy and
make necessary adjustments. Reflect on the effectiveness of the course objectives, content,
instructional strategies, and assessment methods to ensure ongoing improvement. By going
through these steps, educators can develop a clear and effective course philosophy that guides
the planning and delivery of their courses.
A well-defined course philosophy serves as a guiding framework for both students and
instructors, creating a cohesive learning environment. Here are some ways it can achieve this:
1. Clear Objectives: The course philosophy sets clear objectives and learning outcomes, helping
students understand what is expected of them. Instructors can align their teaching strategies
and assessments accordingly, ensuring that all students are on the same page and working
towards common goals. 2. Consistency and Continuity: A well-defined course philosophy
ensures consistency in the delivery of content and teaching methods. This consistency helps
students grasp concepts more effectively and understand the subject matter in a cohesive
manner. Instructors can also build upon previous knowledge, fostering continuity of learning
throughout the course. 3. Engaged Learning: A strong course philosophy promotes active and
engaged learning. It encourages students to actively participate, interact with their peers, and
think critically. Instructors can incorporate various teaching methodologies and activities that
align with the philosophy, fostering an engaging learning environment. 4. Shared Expectations:
By clearly communicating expectations and responsibilities, a well-defined course philosophy
sets a standard for both students and instructors. It establishes a shared understanding of what
is expected, helping to create a cohesive and respectful learning environment. This clarity
reduces misunderstandings and facilitates effective communication. 5. Individualized Approach:
While a course philosophy sets a common framework, it can also accommodate individual
differences and learning styles. Instructors can adapt their teaching methods and provide
personalized support, taking into account diverse needs, strengths, and challenges of students.
This individualized approach fosters inclusivity and promotes a conducive learning environment
for everyone. 6. Encourages Reflection and Growth: A well-defined course philosophy
encourages critical reflection, self-assessment, and continuous improvement. Both students and
instructors can assess their progress against the course objectives and adjust their approach as
needed. This fosters a growth mindset, where both students and instructors strive for
continuous learning and improvement, contributing to a cohesive and dynamic learning
environment. Overall, a well-defined course philosophy creates a clear and shared vision, aligns
teaching and learning strategies, sets expectations, promotes active engagement,
accommodates individual differences, and encourages growth. These elements combine to
create a cohesive learning environment that supports the success of both students and
instructors.
When developing a course philosophy, there are several key factors to consider. These factors
will shape the overall design and approach of the course and guide the instruction and learning
outcomes. Some of these key factors include: 1. Educational goals and objectives: Determine
the desired outcomes and skills that students should have at the end of the course. Align the
philosophy with these goals to ensure effective teaching and learning. 2. Learner-centeredness:
Promote a student-centered approach by considering the needs, interests, and abilities of the
learners. Take into account various learning styles, cultural backgrounds, and diverse
experiences to create an inclusive and engaging course. 3. Teaching methods and strategies:
Choose appropriate instructional methods and strategies that align with the course goals and
objectives. Consider using a mix of lectures, discussions, group activities, hands-on
experiences, multimedia resources, and technology-based tools to enhance student
engagement and learning effectiveness. 4. Content selection and organization: Determine the
scope and sequence of the course content. Select relevant and meaningful materials,
resources, and activities that align with the course objectives. Ensure the content is
appropriately organized, scaffolded, and builds upon prior knowledge. 5. Assessment and
feedback: Plan assessment strategies that align with the course objectives and philosophy.
Include a variety of assessment methods, such as quizzes, exams, projects, presentations, and
reflective assignments, to evaluate students' understanding and progress. Provide timely and
constructive feedback to support learning and growth. 6. Classroom climate and environment:
Create a positive and inclusive learning environment that fosters active participation, respect,
collaboration, and critical thinking. Encourage open dialogue, value diverse perspectives, and
provide opportunities for interaction and engagement. 7. Reflection and continuous
improvement: Periodically reflect on teaching practices, course materials, and student
performance to identify areas for improvement. Consider feedback from students, colleagues,
and self-reflection to make necessary adjustments and enhancements to the course philosophy.
By considering these key factors, educators can develop a course philosophy that aligns with
their teaching beliefs, creates an effective learning environment, and supports student success.
Course Vision
Course Vision is a comprehensive and forward-thinking approach to developing educational
courses that aim to enhance student learning outcomes and foster a deeper understanding of
the subject matter. Our vision is to create courses that engage, inspire, and empower students,
enabling them to acquire valuable knowledge and critical thinking skills while promoting their
personal and professional growth. We believe that education should be an active and
transformative experience, and our courses embody this philosophy. Course design in
alignment with our vision entails incorporating innovative teaching methods, technology-enabled
learning tools, and interactive activities that encourage student engagement and collaboration.
We seek to create a dynamic learning environment that fosters curiosity, creativity, and
intellectual exploration. In addition, Course Vision emphasizes the relevance and practicality of
the curriculum. We design courses that connect theoretical concepts to real-world applications,
equipping students with the skills and mindset necessary to tackle complex challenges and
contribute meaningfully in their chosen fields. Furthermore, we aim to cultivate a supportive and
inclusive learning community. Our courses promote diversity, respect, and open dialogue,
enabling students to learn from different perspectives and build meaningful connections with
their peers and instructors. Finally, Course Vision recognizes the importance of continuous
assessment and feedback to optimize the learning experience. We implement various
assessment strategies, such as formative and summative evaluations, to provide timely and
constructive feedback to students, helping them track their progress and make necessary
improvements. In conclusion, Course Vision represents a holistic and student-centered
approach to course development, incorporating innovative teaching methods, practical
applications, inclusive learning communities, and ongoing assessment. By incorporating these
elements into our courses, we strive to create an enriching and transformative educational
experience that prepares students for success in their academic pursuits and beyond.
Formulating a clear course vision is important for several reasons: 1. Direction and Focus:
A clear course vision provides a clear direction and goal for the course. It helps instructors and
educational institutions determine what specific knowledge, skills, and competencies they want
the students to acquire by the end of the course. It acts as a guiding principle and provides a
sense of focus for all the activities and content included in the course. 2. Alignment: A well-
defined course vision ensures alignment between the course objectives, assessments, and
instructional strategies. It ensures that all components of the course are working towards the
same overarching goal. When everything is aligned, it becomes easier to create coherent and
meaningful learning experiences for the students. 3. Student Engagement: A clear course vision
helps to engage students by clearly communicating the purpose and relevance of the course. It
conveys to students why they should be invested in the learning process and motivates them to
actively participate and pursue the desired learning outcomes. Students are more likely to be
engaged when they understand the purpose and value of what they are learning. 4. Planning
and Organization: A clear course vision serves as a foundation for course planning and
organization. It helps instructors establish a logical sequence of topics and activities, select
appropriate resources and materials, and design assessments that align with the desired
learning outcomes. It provides a framework for structuring the course content and activities,
making it easier for both the instructors and the students to navigate the course. 5.
Communication and Expectations: A well-articulated course vision enables instructors to clearly
communicate their expectations to the students. It sets the stage for the course by outlining the
learning objectives, performance criteria, and desired outcomes. Students understand what is
expected of them, which allows them to plan their learning strategies accordingly. 6. Evaluation
and Assessment: A clear course vision facilitates effective evaluation and assessment of
student learning. It provides a basis for designing assessments that align with the course
objectives and content. Instructors can use the course vision as a reference point to measure
the effectiveness of their teaching strategies and make adjustments if needed. Likewise,
students can assess their progress in relation to the stated course vision. Overall, formulating a
clear course vision is crucial for providing direction, aligning course components, engaging
students, facilitating planning and organization, setting expectations, and enabling effective
evaluation and assessment.

Course Mission

The course mission is to provide students with a comprehensive understanding and practical
application of the subject matter. Through a combination of theoretical knowledge and hands-on
experiences, students will gain the necessary skills and expertise to excel in the field. The
course aims to foster critical thinking, problem-solving, and decision-making abilities among
students. It seeks to encourage analytical and creative thinking, as well as encourage students
to think independently and explore different perspectives. The course mission also includes
developing strong communication skills, both written and oral, to effectively convey ideas and
concepts in the subject area. Collaboration and teamwork are also emphasized, as students will
be expected to work effectively with others to achieve common goals and objectives.
Additionally, the course mission is to instill a sense of ethical responsibility and professionalism
among students. It aims to educate students on the ethical implications and considerations of
the subject matter and prepare them to make ethical decisions in their future careers. Overall,
the course mission is to equip students with the knowledge, skills, and principles necessary to
succeed in the subject area, while also nurturing their personal growth and development as
responsible professionals.
Formulating a course mission statement involves the following process: 1. Identify the
purpose: Determine the primary purpose of the course. What knowledge or skills do you want
students to gain by the end of the course? Define the core objectives and outcomes that align
with the course's purpose. 2. Assess student needs: Analyze the target audience or student
demographic that the course intends to serve. Consider their prior knowledge, interests, and
future aspirations. Understanding student needs will help tailor the mission statement to cater to
those requirements. 3. Research best practices: Review existing courses or programs that
cover similar content. Explore successful courses within your discipline or industry. Researching
best practices will allow you to identify effective teaching strategies, methods, and elements to
integrate into your course mission statement. 4. Draft mission statement: Write a concise and
clear mission statement that encompasses the course's purpose, objectives, and expected
outcomes. Ensure that it is aligned with the overall educational goals of the institution or
department. 5. Seek feedback: Share the draft mission statement with colleagues, experts, or
mentors who are experienced in instructional design or education. Seek their feedback and
suggestions for improvement. Incorporate valuable insights and make revisions if necessary. 6.
Align with institutional goals: Ensure that the course mission statement aligns with the overall
mission and vision of the institution or department. This alignment is important for consistency
and coherence within the educational framework. 7. Revise and finalize: Based on the feedback
received and alignment with institutional goals, revise and refine the mission statement. Make
sure it accurately represents the purpose and objectives of the course. 8. Communicate and
promote: Once finalized, share the course mission statement with relevant stakeholders, such
as students, colleagues, and administrators. Promote the mission statement as a guiding
document for the course and a tool for communicating its educational value. Remember that a
course mission statement should be concise, focused, and easy to understand. It should
provide a clear direction for the course and help students understand its significance and
relevance.

Course Objective

1. Understand the fundamental concepts and principles of the subject matter. 2. Develop
critical thinking and problem-solving skills. 3. Apply theoretical knowledge to real-life
scenarios. 4. Analyze and evaluate information from various sources. 5. Develop
effective communication skills, both written and oral. 6. Collaborate and work effectively
in teams. 7. Develop research skills and the ability to gather and synthesize information.
8. Develop a strong ethical and moral framework in relation to the subject matter. 9.
Develop self-reflection and self-evaluation skills. 10. Prepare for further study or
professional development in the field.
Forming clear course objectives is important for effective curriculum design
because: 1. Clarity of direction: Clear objectives provide a clear direction for curriculum
designers, instructors, and students, ensuring that all parties have a shared
understanding of what needs to be achieved in the course. 2. Focus and alignment:
Clear objectives help focus the curriculum design process, ensuring that the content,
activities, and assessments are aligned with the desired learning outcomes. It prevents
unnecessary inclusion of unrelated or redundant materials and ensures that the
curriculum is coherent and cohesive. 3. Measurement of learning: Clear objectives allow
for effective assessment and evaluation of student learning. By clearly defining what
students are expected to know, understand, or be able to do, it becomes easier to
develop appropriate assessment methods and tools to measure the achievement of
these objectives. 4. Student engagement and motivation: Clear objectives can help
engage and motivate students by providing them with a sense of purpose and direction.
When students have a clear understanding of what they are expected to achieve, they
are more likely to be motivated and actively engage in the learning process. 5.
Communication and transparency: Clear objectives facilitate communication between
curriculum designers, instructors, students, and other stakeholders (such as parents or
administrators). They provide a common language for discussing the purpose and goals
of the course, allowing for transparency and effective collaboration. 6. Continual
improvement: Clear objectives provide a framework for continual improvement of the
curriculum. By regularly reviewing and refining the objectives, the curriculum designers
can ensure that the course remains relevant, up-to-date, and aligned with changing
educational needs and goals.

Syllabus
A syllabus is a document or outline that provides information about a course or program
of study. It typically includes details about the course content, required textbooks or
materials, assignments and exams, grading criteria, course objectives, and any
additional policies or expectations. Syllabuses are typically provided by instructors or
 schools to inform students about what will be covered in the course and what is
expected of them.

What Is a Syllabus?
A syllabus is a document that outlines all the essential information
about a college course. It lists the topics you will study, as well as the
due dates of any coursework including tests, quizzes, or exams.

The four basic parts are:

1. Instructor information Near the top you will find the name of
your instructor, their contact information, and office hours.
2. Reading materials and supplies This section lists books,
online resources, and other content you will need for class. Additional
tools, like a calculator or specific software, will be listed here, too.
Typically there is a note about which materials are required and which
are recommended.
3. Policies The document should outline how you will be graded,
attendance requirements, and how the professor expects students to
behave. This section may also include university-wide policies on
academic honesty and respect, or how students with disabilities can
request support.
4. Class schedule This section covers when assignments are
due, when tests will be given, and all coursework for the class,
including in-class assignments, homework, essays, labs, and
assessments.
Depending on which college courses you take, some syllabuses may
be more detailed or will structure information in different ways.
 Why Your Syllabus Is Important
Your syllabus gathers all the vital information about your class in one
place. If you have questions about class schedules, due dates, or office
hours, your professor will probably say “it’s on the syllabus.” Check it
first, as it will likely cover:

 Deadlines
 Key preparations for class
 Assignments
 How you will be graded
 Time management
 Organization tips
 Preferred ways to connect with professors and classmates
A syllabus is your guide to a course and what will be
expected of you over the course of the quarter. Generally
it will include course policies, rules and regulations,
required texts, and a schedule of assignments. A syllabus
can tell you nearly everything you need to know about
how a course will be run and what will be expected of
you.
A syllabus provides important information about what is expected from
students taking the course. It details the course requirements, your
assignments and their deadlines, participation and attendance
expectations, and how your grade is calculated.

Course Philosophy: The course philosophy embodies the underlying principles and
beliefs that guide the educational process and objectives of the course. It defines the
fundamental ideas and values that drive the teaching and learning experiences in the
course. Course Vision: The course vision describes the desired future state that the
course aims to achieve. It reflects the aspirational goals and outcomes that the course
intends to realize for the students by the end of the course. The vision statement should
be concise and inspirational, illustrating the expected impact on the students'
knowledge, skills, and attitudes. Course Mission: The course mission statement
outlines the purpose and rationale for offering the course. It presents the broader
objectives and goals that the course sets out to accomplish, considering the needs and
requirements of the students, academic institution, and society. The mission statement
should clearly articulate the benefits and value of the course in the overall context of
academic and personal development. Course Goals: The course goals are broad
statements that provide an overview of the intended outcomes of the course. These
goals reflect the overall knowledge, skills, and attitudes that students are expected to
develop during the course. They serve as a roadmap for curriculum development and
act as guiding principles for instructional design, assessment, and evaluation. Course
Objectives: Course objectives provide specific, measurable, attainable, relevant, and
time-bound (SMART) statements that further break down the course goals into clear
and measurable outcomes. These objectives outline the knowledge, skills, and attitudes
students should demonstrate by the end of the course. They serve as benchmarks to
assess students' progress and provide a basis for instructional planning and evaluation.
When creating a syllabus, all of the abovementioned elements should be incorporated
to ensure a comprehensive and well-structured document. The course philosophy,
vision, mission, goals, and objectives should be clearly communicated to students,
allowing them to understand the purpose, direction, and desired outcomes of the
course.
Formulating the course philosophy, vision, mission, goals, and objectives in a syllabus
is important for several reasons: 1. Clarity and alignment: Clearly stating the course
philosophy, vision, mission, goals, and objectives helps to ensure that all aspects of the
course are aligned and cohesive. It provides a clear direction and purpose for the
course, helping both the instructor and the students understand the underlying
principles and aims of the course. 2. Guide for teaching and learning: The course
philosophy, vision, mission, goals, and objectives act as a guide for instructors to design
their teaching strategies, select appropriate learning activities, and create assessments.
It helps them to make informed decisions about instructional methods, content
selection, and assessment criteria that are aligned with the intended outcomes of the
course. 3. Communication and expectation setting: Including the course philosophy,
vision, mission, goals, and objectives in the syllabus is a way to communicate to
students what they can expect to learn and achieve in the course. It sets clear
expectations about the knowledge, skills, and competencies they will acquire by the end
of the course. This helps students understand the purpose and relevance of the course,
enhancing their engagement and motivation. 4. Assessment and evaluation: The course
goals and objectives provide a basis for assessing and evaluating student learning. By
clearly outlining the desired outcomes, instructors can design assessments and
evaluation criteria that measure students' achievement of those outcomes. This
promotes fair and consistent evaluation practices and ensures that the assessments
align with the intended learning outcomes. 5. Continuous improvement: By articulating
the course philosophy, vision, mission, goals, and objectives, instructors can reflect on
their teaching practices and identify areas for improvement. It allows them to revise and
refine their teaching strategies, learning activities, and assessments in order to better
support student learning and enhance the overall effectiveness of the course. In
 conclusion, formulating the course philosophy, vision, mission, goals, and objectives in
a syllabus is vital for providing clarity, alignment, guidance, communication,
assessment, and continuous improvement in the teaching and learning process.

Do we always need a syllabus? Not necessarily, it depends on various factors…

 If the management requires it or for external stakeholders.

 It is more necessary for an exam course or for shared classes where teachers should
follow the same path.
 If students have specific needs and they expect one to a certain extent.
 If there’s an end goal.
 Syllabus helps inexperienced teachers because they know what to cover.

Diagnostic Testing or Analysis

This was mentioned as a necessary step in defining some types of syllabuses,

especially on ESP, EAP courses.

What is a syllabus?

Teachers came up with wonderful and various definitions of syllabus, all of them
revealing its practical applications to real life teaching or how real life teaching defines
and shapes the nature of syllabuses.

 A syllabus is intended for the teacher or academic supervisor and it’s a statement of
intentions.
 Desired results, evidence of understanding and language and learning progression.
 It ensures some continuity in the program.
 It helps the teacher to build a foundation where he/she could plan lessons more
effectively.
 It is seen as a bureaucratic tool to differentiate between success and failure in statistics.

Features of a well-designed syllabus

 It should include very good and clear measurable objectives.

 It should reflect students’ needs and be realistic about what they can achieve.
 A syllabus needs variety, i.e. focusing on all skills and systems, language areas,
functions, tasks, materials, input and output.
 It should be flexible, informative and informing.
 It should allow space to adapt lessons or deviate from the initial syllabus but factors like
the school should be considered.
 What to take into account when designing a syllabus.

 The needs, wants, interests of the students.

 The learners’ learning styles.
 The time available and other stakeholders.
 Setting out achievable objectives, which should provide a clear focus for the course and
be laid out in achievable steps.
 Having a clear idea/statement of global goals, i.e. why the course is being run and what
the end goals are.
 The physical constraints of the environment you’ll be teaching in.
 The nature of the course, e.g. if it’s a Business English course.
 The demands of the institution and maybe government framework.
 The order of the syllabus elements.
 What you expect students to produce, the subskills needed and the assumptions
underpinning them.
 Students would like to know the main objectives of a lesson (in terms of
skills/language), this is a good motivator.
 To know how to balance skills/ systems.

What to include

 The rules, course descriptors, textbooks used, a calendar, grading policy, your goals,
how you plan to achieve them, in what order and how to evaluate them.
 Needs, purpose, syllabus type, language to be used, testing, methodology, evaluation,
teacher training, recycle stage.
 Outcomes or expressive objectives, possible learning objects, expectations, rubrics, key
assessment or performance tasks.
 The instructor’s personal goals of what is to be taught.
 A list of what the students could expect from the teacher.
 Development of teaching, learning and testing approaches.
 Teaching methodology and micro planning.
 The phrase ‘By the end of the {…}the students will have learnt…’

What about some of the types of syllabus design?

During the #ELTchat, the following two types prevailed in the discussion, however,
these are only two of the types mentioned in the relevant bibliography. It seems to me
the reality of the classroom imposes its own way or ways.

Prescriptive-prefabricated syllabus vs a formative negotiable syllabus

A good class is a blend of prescriptive-prefabricated syllabus assuring learning

engagement but teachers object to pre-specified syllabuses because they include the
notion of accountability and they do not want to do what the institution may say.
 Is a Negotiated syllabus the solution?

 If you can encourage students by choosing themes to adapt the syllabus or voting on
themes, offering materials and putting forward various ideas, it can work.
 It becomes more flexible and suits the students’ needs.
 It ensures greater engagement.
 Needs may change mid-course so there is a need to negotiate the content.
 It is suitable when there are classes with continuous enrolment.

But…

 It can be tiring.
 It requires a degree of maturity from students.
 It is difficult to involve new or quiet students.
 Students may say ‘you’re the teacher’.
 Students are not used to this kind of freedom.
 Students have no ideas what to do and when.
 Students expect a syllabus and to follow a book.

Of course, the retrospective syllabus was also mentioned in the tweets, since it could
work in some contexts and seemed to be more appealing to dogme supporters.

A few tweets that sum these ideas up

 I always leave the last day of the week open.

 Many adult learners might see it as unprofessional, needs a lot of explanations.
 Is this a syllabus or a plan?
 If you have students collaborate on the syllabus on Google Docs with a layout is a great
way to do this.
 Syllabus for ESP is necessary, GE classes can negotiate each week.
 Work on a particular need and then change, makes sense for individual students.

Skills needed.

 The teacher should be able to communicate the objectives. This is an important skill but
difficult to achieve.
 Being able to identify and describe objectives. Objective setting isn’t an easy thing to do
well.
 To be flexible enough in order to accommodate the student’s needs in contrast to the
school management or government requirements.
 Being able to pay attention to detail, necessary for clarity in defining objectives but also
have knowledge of the big picture.
 When more the one person is involved, there should be consensus on the content.
 Who designs a syllabus.

 In some schools, a general syllabus is designed by the academic department for each
class at the start of the year. This is considered to be THE syllabus.
 Test designers were also mentioned as people who tend to be good syllabus writers.
 It is difficult for new teachers to design a syllabus before they have the experience of
writing achievable aims.
 Not all teachers are required to be syllabus designers, that’s why it’s a special skill and
paid well.

Does the coursebook stand in the way of the syllabus?

Not always according to the teacher’s opinions.

 A coursebook is pretty detailed.

 Coursebooks should complement syllabuses.
 For inexperienced teachers, the coursebook is the bible due to lack of training.
 The coursebook is the syllabus for some schools so teachers just go with that.
 And can anyone deny that ‘most coursebooks follow CEF and someone spends huge
amounts of time researching what should and shouldn’t be in it.’?

At the other end of the scale…

 A coursebook may not address learner needs very effectively, could be very top down,
it’s like one size fits all.
 They may not take into account all preferences and needs.
 Not all units would interest students.

‘Will wonders never cease?’

 Shouldn’t the coursebook complement the syllabus not be the syllabus?

 Does using a coursebook encourage less flexibility in syllabus?
 Shouldn’t management and DOSes support teachers to adapt and reflect?
 Isn’t it very time-consuming for a school to write their own syllabus while there also
other things to worry about?
 Doesn’t too much detail in a syllabus or coursebook deter teachers from being flexible
and addressing needs in class?

Relevant links and books:

 a link to the Common European Framewk of Reference for Languages: Learning,

Teaching, Assessment (CEFR) http://t.co/CFBG36r8
 Text-based Syllabus Design http://t.co/fT9cKIpK – Australian textbook – aging now, but
good for beginning teachers
 @sandymillin: An example of one of my work plans (closest thing to syl). The codes
(G12, W1) based on CEF statements #eltchat http://t.co/SnoWWKsY
 @ShellTerrell Here’s a syllabus tutorial by the Univ of Minnesota. Not language based
but still some good tips http://t.co/kv4Zw7RV

The following books I’m suggesting gave me insights regarding Syllabus design for my
module 3.

 Graves, K. (Ed.) (1996). Teachers as Course Developers. New York: CUP

 Graves, K. (2000). Designing Language Courses. A Guide for Teachers.
Boston: HEINLE CENGAGE Learning
 Nunan, D. (1988). Syllabus Design. Oxford: OUP
 Richards, J.C. (1990). The Language Teaching Matrix. Cambridge: CUP

My personal experience of working for my Delta Module 3: It was really hard work but at
the same time highly rewarding and I am very happy to have acquired some skills as a
syllabus designer.

But syllabus design is a subject that can’t be exhausted in one hour so since ‘designing
a language course is a work in progress’ (ibid:7), teaching experience and more
#ELTchats will certainly unfold other aspects or even raise more questions for
discussion.