Brad HOWE    Department   Kyoto University of Foreign Studies  Department of British and American Studies, Faculty of Foreign Studies    Position   Assistant Professor-lecturer
Date	2016/03/26
Presentation Theme	Using Backward Design and the CEFR to Create Curriculum for Japanese University Courses
Conference	CriConCefIII - International Academic Conference
Conference Type	International
Presentation Type	Poster
Contribution Type	Individual
Country	Japan
Venue	Osaka University, Nakanoshima Centre
Holding period	2016/03/26～2016/03/27
Details	This poster presentation outlines an adjunct lecturer’s approach used in professional practice. It draws heavily on the work of Jack Richards and his 2013 concept of backward design and aims to address ways in which stakeholders can be involved in the creation process. Benefits of such practice can achieve results similar to those Candlin describes in Nunan’s 1988 Syllabus Design as properties of a well-designed task-based syllabus. These include but are not limited to: - Courses that allow flexible approaches for teachers - Courses that allow for different solutions, depending on the skills and strategies learners draw from - Promotion of attention to meaning and purpose - Creation of challenging but not threatening goals for learners - Promotion of cooperation and idea sharing amongst teaching staff - More natural and meaningful rewards for students provided by the ‘real world’ applications of can do statements - Elimination of meaningless marks or praise for memorizing grammar patterns or vocabulary lists. The true reward for learners in a course with objectives based on can do statements is the ability to function in real-life situations that would have previously been a challenge.