Materials design for esp plan: According to Tom Hutchinson

4. Refinging the Model
A number of possible refinements to the model can be seen in the unit above. We can relate these points to the nucleus of the model to provide an extended model like this:


Figure 30 : An expanded materials model
5. Materials and the Syllabus
In chapter 7 we know although one feature might be used as the organizing principle of syllabus, there are in fact several syllabuses operating in any course. We have argued that the course design process should be much more dynamic and interactive. We noted also when dealing with needs analysis in chapter 5 that we must take account not just of the visible features of the target situation, but also of intangible factors that relate to the learning situation, for example learner involvement, variety, use of existing knowledge, etc. A model must be able to ensure adequate coverage through the syllabus of all the features identified as playing a role in the development of learning. In addition to having an internal coherence, therefore, each unit must also relate effectively to the other units in the course. There needs to be coherence between the unit structure and the syllabus structure to ensure that the course provides adequate and appropriate coverage of syllabus items.
Figure 31 illustrates in a simplified form how the unit model relates to the various syllabus underlying the course design. Note, however, that identifying features of the model with syllabus features does not mean that they only play a role in that position, nor that other factors are not involved in that position. The diagram aims to show the main focus of each element in the materials.

We have made wide use of models throughout this chapter. At this point it is useful to make a cautionary distinction between two types of model, since both are used in the materials design process:

a) Predictive. This kind of model provides the generative framework within which creativity can operate. The unit model (Figure 26) is of this kind. It is a model that enables the operator to select, organize and present data.

a) Evaluative. This kind of model acts as feedback device to tell you whether you have done what you intended. The syllabus/unit interface model (Figure 31) is of this kind. Typically it is used as a checklist. Materials are written with only outline reference to the S/UI. Then when enough material is available, the S/UI can be used to check coverage and appropriacy.

If the models are used inappropriately, the materials writers will almost certainly be so swamped with factors to consider that they will probably achieve little of worth.