Reading Report

Name: Mutiara Fitri Rachima

NIM: 151811813069
Topic: Organizing the course
Organizing a course is deciding what the underlying systems will be that pull together the
content and material in accordance with the goals and objectives and that give the course a shape
and structure. Organizing a course occurs on different levels: the level of the course as a whole;
the level of subsets of the whole: units, modules, or strands within the course; and then
individual lessons.
Organizing a course involves five overlapping processes: 1) determining the organizing
principle(s) that drive(s) the course; 2) identifying units, modules, or strands based on the
organizing principle(s); 3) sequencing the units; 4) determining the language and skills content
of the units; 5) organizing the content within each unit.
The way you organize your course depends on a number of factors which include the
course content, your goals and objectives, your past experience, your students' needs, your
beliefs and understandings, the method or text, and the context. There are several aspects of
organizing a course: determining the organizing principle and identifying units based on the
organizing principle, and sequencing the units. Sequencing involves deciding the order in which
you will teach what.
There are three complementary ways to organize the modules, units, or strands in a
course: a cycle, a matrix, or a combination of the two. A cycle means that some elements occur
in a predictable sequence and, once the sequence is completed, it starts all over again. A matrix
means that elements are selected from certain categories of content, but not in a predictable
order. A combination of a cycle and a matrix means that within a given unit, the course might
follow a predictable sequence of learning activities, such as beginning each unit with a survey of
what students know about a topic, ending each unit with students surveying others outside of
class, and some learning activities that are drawn from a matrix.
The way the teacher has conceptualized content and determined goals and objectives
depends in turn on the teacher's experience and the students' needs, or what the teacher knows
about their needs. A teacher's beliefs also play an important role.
Ask a friend why he asks or ask me to teach if it relates to English
-According to her, because I as a student who majored in English understood more than her.