Overview
This portfolio entry highlights two syllabus design projects, each tailored to different learning audiences: a comprehensive EFL program for Ministry of Education staff and a Public Speaking curriculum for high school students. These projects showcase my expertise in instructional design, content adaptation, and interactive learning development, adapted to the unique needs of both professional adults and high school learners.
Project 1: EFL Training Syllabus for Ministry of Education Staff
Audience: Ministry of Education staff seeking professional development in English.
Objective: To enhance English proficiency for effective communication in professional and international contexts.
Tools Used: New Language Leader Pre-Intermediate Coursebook, MyEnglishLab, Multimedia Resources
Responsibilities
- Developed a structured EFL syllabus tailored to professional adult learners.
- Adapted course content to align with the learners’ proficiency levels and professional needs.
- Incorporated multimedia resources to facilitate interactive and engaging language learning.
Approach
- Focused on practical language application in workplace scenarios.
- Integrated technology such as MyEnglishLab for additional practice and feedback.
- Utilized a variety of teaching materials to enhance listening, speaking, reading, and writing skills.
Outcome
The syllabus provided staff with a clear, progressive framework for improving their English language skills, resulting in greater confidence and capability in professional communication.
Project 2: Public Speaking Syllabus for High School Students
Audience: High school students developing public speaking and presentation skills.
Objective: To build confidence and proficiency in speech delivery, audience engagement, and communication techniques.
Tools Used: Articulate Rise, Interactive Learning Modules, Performance-Based Assessments
Responsibilities
- Designed an engaging syllabus focused on public speaking fundamentals.
- Developed microlearning modules to reinforce skills in speech writing, delivery, and audience interaction.
- Created performance-based assessments to track student progress and skill development.
Approach
- Included interactive activities, debates, and group presentations to foster hands-on learning.
- Emphasized confidence-building through practice, feedback, and peer evaluations.
- Utilized multimedia and storytelling techniques to keep students engaged.
Outcome
The syllabus successfully prepared students to confidently deliver speeches and presentations, equipping them with essential communication skills for both academic and personal success.
Conclusion
These two projects demonstrate my versatility and expertise in creating customized educational programs for distinct learner groups. Whether addressing the professional needs of Ministry staff or fostering communication skills in high school students, I employed targeted instructional strategies to ensure each syllabus met the specific learning goals of its audience.