Article 7 - Planning an advanced listening comprehension elective for Japanese college students

As I was reading this article, Barbara Fujiwara stated that this was going to be hard to do because she would have to design a whole years course in abstract. He planning process would have to come from layers and layers of assumptions, experiences, and knowledge.
Barbara's aim was for her students to leave the course with an interest in and ideas for using English-language listening materials to maintain and improve their language skills. She also considered providing a rich and deep context for language learning. Another consideration was to keep students in the course.
She did a mindmap with four objectives: increasing students' listening comprehension, increasing learner responsibility for understanding, learning the language through listening, and learning about contemporary lifestyles and issues in the United Kingdom and the United States. Some other topic areas which she felt were important were multicultural society, female and male roles and relationships, education, changes in family structure, and social problems.
Two Goals:

• Learning how to learn through listening
  
• Increasing understanding of life in the English-speaking countries.

Four requirements:

• Attendance and punctuality
• completing the homework assignments
• keeping a daily listening diary
• doing a group project each semester

All-in-all, Barbara had learned that five topics were too much and had cut it down to three. One was boring, the talk radio show was good because it discussed real conversations on topics her students' were interested in and in return, had two callers for each topic which provided more context.
I think a lot of how she did her planning of her courses came from the feed back of her students. This I feel was a way for her to add, delete or adjust her courses.