Stepping off to creating course rubric, I had lot of thought, what to do, where to start, what it should contain, and so on. It sound like simple, but it was hard enough. I think it was because all the course should be considered in a page or into a simple rubric. Important components should be included, as well the organization of all parts should be made. I tried to make course rubric in my way as my own product. It was hard and challenging at the same time. What interested me most way, there exist vertical and horizontal way to evaluate the course. It could be one of the concepts to create the rubric.
Designing course was ‘challenging’ itself. It shows everything from the purpose to assessment, to day or week plan, to activities in detail. The students had to be measured in their needs, grade, and English proficiency. The course should be focused on the purpose. The standards, goals and objectives had to be well-matched. The contents and activities had to be harmonized in order to maximize the effectiveness of the course purpose. Assessment should be there adequately to reflect and make an effect to improve the students learning. Even the context of the classroom had to be taken into account. All in one.
Like mentioned in the textbook (Graves, 2000), underlying teacher’s belief, all the components should be considered in and from various ways. As times to technology society, and more being in complicated interrelationship, and constantly changed society and human, teachers should be more challenging and not fear to be changed. Accepting more ideas and make it into mine appropriately will produce more creative and fruitful course.
Tuesday, June 15, 2010
Saturday, June 12, 2010
Curriculum Interview
Hea Sun works at Co&Co Eduaction as a teacher of English and music for 4~8 children.
Simply Information Catcher
Interview
clickPodcast>>
Inside Interview
1. Briefly explain your working experience in this field.
--Actually, I majored in vocal music, but I was interested in English, so I started to teach English.
I was once working at Sisa Edcation. I taught ,,,, English for about a year. Then, I have worked Co & Co education for about an half an year.
2. Job qualification?
--Yes, teachers have working experience in teaching English. And, teachers have to be graduated in music major.
3. Curriculum
1) Do you take any education for teachers, which the institute requires you to do?
--Yes, I have to take education for teachers twice a week, that is mandatory
2) What is mainly about?
--It is about how the songs to teach, and the activities to do in classes. It takes about 3 hours each day. We learn how to sing English songs, how to do activities, and some guidelines, kind of how to deal with children.
3) How do you utilize it into classes?
--Well,, for example, I teach the English song we learned from the education ,of the institute, how to deal with children, and how to play musical instruments.
4) How do think about it?
--I think it is ok. Now I think, for me,/ it is better /to learn more/ from the curriculum. I am willingly taking it.
4. Assessment
1) How do you assess students?
--I don’t assess them by test or exam, just watch them how to follow well. We hold performance conference twice a year, most parents come and see their children’s performance in English. I think that could be assessment.
2) What effect do the assessments make?
--Well. The performance conference is open to everyone. They can assess the children. And, children can accept their English skill and will be encouraged through the presentation. Before and after, children tend to be more focus. I think it is good.
5. Teacher’s belief and vision?
1) What do think the teacher’s role in class?
--I think teachers’ role in class is manage whole class, and deal with children wisely, so that the class go smoothly. For the better class. For better learning.
2) How much curriculum is ok for you?
--I think I am not that good enough, so I want to be humble and
I will learn the curriculum as much as possible.
3) Tell me about your vision of teaching.
--One thing I want as a teacher is that I want to see children changed in good way. Through musical English. I hope that what I teach is help for them.
I hope they are great men later in life. That’s all.
Epilogue
She is under the curriculum, but willingly to accept it. The curriculum effects largely over the class, whole over the materials, and the way of teaching. But it seems to be good to those who are worried about what to teach and what materials should be used in class. Her autonomy in class is dealing with children and utilizing things she learned from teachers’ education from the institutes. Assessment does not check which level the children are, but through the conference such as presenting songs and acting before their parents, the assessment can be performed. When it comes to the purpose of the course; be friendly to English with music, this seems to achieve some of parts. She is quite humanist, that cares much about the children’s emotional, spiritual development.
Simply Information Catcher
Interview
clickPodcast>>
Inside Interview
1. Briefly explain your working experience in this field.
--Actually, I majored in vocal music, but I was interested in English, so I started to teach English.
I was once working at Sisa Edcation. I taught ,,,, English for about a year. Then, I have worked Co & Co education for about an half an year.
2. Job qualification?
--Yes, teachers have working experience in teaching English. And, teachers have to be graduated in music major.
3. Curriculum
1) Do you take any education for teachers, which the institute requires you to do?
--Yes, I have to take education for teachers twice a week, that is mandatory
2) What is mainly about?
--It is about how the songs to teach, and the activities to do in classes. It takes about 3 hours each day. We learn how to sing English songs, how to do activities, and some guidelines, kind of how to deal with children.
3) How do you utilize it into classes?
--Well,, for example, I teach the English song we learned from the education ,of the institute, how to deal with children, and how to play musical instruments.
4) How do think about it?
--I think it is ok. Now I think, for me,/ it is better /to learn more/ from the curriculum. I am willingly taking it.
4. Assessment
1) How do you assess students?
--I don’t assess them by test or exam, just watch them how to follow well. We hold performance conference twice a year, most parents come and see their children’s performance in English. I think that could be assessment.
2) What effect do the assessments make?
--Well. The performance conference is open to everyone. They can assess the children. And, children can accept their English skill and will be encouraged through the presentation. Before and after, children tend to be more focus. I think it is good.
5. Teacher’s belief and vision?
1) What do think the teacher’s role in class?
--I think teachers’ role in class is manage whole class, and deal with children wisely, so that the class go smoothly. For the better class. For better learning.
2) How much curriculum is ok for you?
--I think I am not that good enough, so I want to be humble and
I will learn the curriculum as much as possible.
3) Tell me about your vision of teaching.
--One thing I want as a teacher is that I want to see children changed in good way. Through musical English. I hope that what I teach is help for them.
I hope they are great men later in life. That’s all.
Epilogue
She is under the curriculum, but willingly to accept it. The curriculum effects largely over the class, whole over the materials, and the way of teaching. But it seems to be good to those who are worried about what to teach and what materials should be used in class. Her autonomy in class is dealing with children and utilizing things she learned from teachers’ education from the institutes. Assessment does not check which level the children are, but through the conference such as presenting songs and acting before their parents, the assessment can be performed. When it comes to the purpose of the course; be friendly to English with music, this seems to achieve some of parts. She is quite humanist, that cares much about the children’s emotional, spiritual development.
Wednesday, June 9, 2010
Cover Letter
Most Korean fear English and do not even dare to speaking in English. Most students are tired of boring topics, or learning way that is just listening from teachers. This course is based on the attempt to solve the both hurdles in the debate interesting topics with peers so that you can express your own idea throughout speaking and writing.
Topics would be interesting enough to talk with peers in several aspects. No more to be bored rather to be active to learn and express own ideas unconsciously. While talking with peer about the topic, your English speaking skill is likely to improve, so is writing skill while expressing through writing. Debate about certain topic is able to help you understand the topic, while comparing peers’ thought and yours. You will set up the idea about certain topics.
This course is designed just for five sessions. However, you can go further with the textbook. There are more to read and share ideas. Debating and speaking before others seem to be unfamiliar, but I am sure that it will be intriguing and helping.
Topics would be interesting enough to talk with peers in several aspects. No more to be bored rather to be active to learn and express own ideas unconsciously. While talking with peer about the topic, your English speaking skill is likely to improve, so is writing skill while expressing through writing. Debate about certain topic is able to help you understand the topic, while comparing peers’ thought and yours. You will set up the idea about certain topics.
This course is designed just for five sessions. However, you can go further with the textbook. There are more to read and share ideas. Debating and speaking before others seem to be unfamiliar, but I am sure that it will be intriguing and helping.
Sunday, June 6, 2010
Course Syllabus
California State University, San Bernardino
College of Education
Basic course information
Course Name: Opinion Express
Hour: 3 hours a week
Level: Intermediate ~ Advanced
Professor / instructor information
Instructor: TaeJong Yu
Tel: 01050234112
Email: tenkgu@gmail.com
A course rationale / purpose
The purpose of this course is to improve students’ expression skills in English of speaking and writing while debating topics which are intriguing contemporary stories. This will help drag students desire to express themselves or the opinion of it. Students will engage in conversations to prepare for and participate in a debate, and will take a position and support it orally or in writing, then will present it before peers. After this course, students will be able to express of at least five topics. This course pursues not only enhancing language but also guiding students to right direction in the context of education.
Course objectives
Goal 1, Standard 1
To use English to communicate in social settings: Students will use English to participate in social interactions
Goal 2, Standard 2
To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form
Goal 3, Standard 1
To use English in socially and culturally appropriate ways:Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting
Texts / readings
Vorhees, D. (2005). Let’s talk funny. LIS KOREA. (ISBN-10 : 898629740X)
Course assignments/tests
• Personal response paper (20 points)
Reading each story each group chose for the next session and respond to the questions given in 1~2 pages long.
• Participation (10 points)
Active participation in debate and presentation.
• Group discussion paper (40 points)
In session 2 and 3, each group have discussion about the topic each group chose, made conclusion on the topic, then write it in a large paper given.
• Presentation (30 points)
In session 4 and 5, each group have discussion about the topic each group chose, made conclusion on the topic, then prepare the presentation to explain and persuade the group’s opinion on each topic. The presentation will be 3~5 minutes and questions will be followed by peers.
Scoring Criteria and Evaluation Scale
100 ~ 92 : A 91~ 88 : B+ 87~80 : B 79~70 : C 69~65 : D <65 : F
Course policies
• All cell phones/pages MUST be turned off during class time
• Students are expected to attend each class-attendance will be taken.
• Each student is expected to read assigned material prior to class and participate in class discussions.
Course outline/tentative schedule
Course objectives references of Sources:
ESL Standards: Teachers of English to Speakers of Other Languages (TESOL). Retrieved February 21, 2010 from, http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
College of Education
Basic course information
Course Name: Opinion Express
Hour: 3 hours a week
Level: Intermediate ~ Advanced
Professor / instructor information
Instructor: TaeJong Yu
Tel: 01050234112
Email: tenkgu@gmail.com
A course rationale / purpose
The purpose of this course is to improve students’ expression skills in English of speaking and writing while debating topics which are intriguing contemporary stories. This will help drag students desire to express themselves or the opinion of it. Students will engage in conversations to prepare for and participate in a debate, and will take a position and support it orally or in writing, then will present it before peers. After this course, students will be able to express of at least five topics. This course pursues not only enhancing language but also guiding students to right direction in the context of education.
Course objectives
Goal 1, Standard 1
To use English to communicate in social settings: Students will use English to participate in social interactions
Goal 2, Standard 2
To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form
Goal 3, Standard 1
To use English in socially and culturally appropriate ways:Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting
Texts / readings
Vorhees, D. (2005). Let’s talk funny. LIS KOREA. (ISBN-10 : 898629740X)
Course assignments/tests
• Personal response paper (20 points)
Reading each story each group chose for the next session and respond to the questions given in 1~2 pages long.
• Participation (10 points)
Active participation in debate and presentation.
• Group discussion paper (40 points)
In session 2 and 3, each group have discussion about the topic each group chose, made conclusion on the topic, then write it in a large paper given.
• Presentation (30 points)
In session 4 and 5, each group have discussion about the topic each group chose, made conclusion on the topic, then prepare the presentation to explain and persuade the group’s opinion on each topic. The presentation will be 3~5 minutes and questions will be followed by peers.
Scoring Criteria and Evaluation Scale
100 ~ 92 : A 91~ 88 : B+ 87~80 : B 79~70 : C 69~65 : D <65 : F
Course policies
• All cell phones/pages MUST be turned off during class time
• Students are expected to attend each class-attendance will be taken.
• Each student is expected to read assigned material prior to class and participate in class discussions.
Course outline/tentative schedule
Course objectives references of Sources:
ESL Standards: Teachers of English to Speakers of Other Languages (TESOL). Retrieved February 21, 2010 from, http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316
Friday, June 4, 2010
Sunday, May 30, 2010
Module # 7: A Course Evaluation Rubric
This is an overall evaluation of course, not only of teaching material.
The images are too tiny to check.
You can click following so as to see it zoom in large.
click
A Course Evaluation Rubric
Check List
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You can click following so as to see it zoom in large.
click
A Course Evaluation Rubric
Check List
Friday, May 21, 2010
Module 6
Formulation Goals and Objectives
Graves ch.5
In the context of the framework of course development process, formulating goals and objectives are in the foundation of defining the context and articulating belief (p.3). Formulating goals and objectives are also associated with choosing materials and how to assess. This chapter helps those teachers who have lack of time and who do not know how to formulate goals and objective.
Before starting, it seems to be better to define what are goals and objectives. And what characteristics they have. Goals were defined as “a way of putting into words the main purposes and intended outcomes of your course” (p.75). Objectives are described as “statements about how the goals will be achieved” (p.76). One goal is related not only to one objective but possibly to several ones. Graves (2000) explained this “objectives serve as a bridge between needs and goals” (p.79). I think objectives plays a role to lead to goals.
Graves (2000) suggested to list goals first, then to “look for redundancies” (p.82). In order to organize the goals, there are several different conceptual frameworks given: KASA (knowledge, awareness, skills, attitude), David’s A TASK (awareness, teacher, attitude,skills, knowledge), Stern’s cognitive goals, proficiency goals, affective goals, transfer goals, and so on. As to formulate objectives, two major ways were introduced: Mager (1962)’s performance, condition, criterion, and Saphier and Gower’s cumulative framework. Mager’s one tend to be behaviorism while Saphier and Gower’s one metacognitivism. Brown’s one (p. 87) can still largely be used efficiently, which is developed from Mager’s one. Saphier and Gower’s cumulative framework seems to well-applied to advanced or intermediated EFLclass or EFL students. There are guidelines of consideration for formulationg goals and objectives (p.94).
Teachers are supposed to understand not only teachers’ goals for class but also students’ needs and goals. Teachers should take into consideration where this course head, how to lead them into planned in a sense that it can “be modified to fit the reality of your course” (p. 84). The materials, assessment embody the goals and objectives.
Responding to Learners' Language Needs in an Oral EFL C lass
Burns & De Silva ch.10
This chapter discussed how the curricular was developed in oral EFL classes at a university in Japan. The author, at the first hand, was dissatisfied with less achievement as he expected. In an attempt to improve it, he took it as a starting point the situation where students use English inappropriately in social contexts, which was descried as “learner-to-learner conversation” (p.190). Through theoretical foundation described as context of situation, text-based approach, scaffolding and teaching-learning cycle, and communicative language teaching (CLT), he believed that it can be approached closely to social cultural discourse in English. The course at the university in Japan has contraints in the pervasive thought that English has to be taught and learned like, but also there were opportunities. In the theoretical foundation, he processed the course gradually in a goal of scaffolding students in the social disclose.
It is true that it is hard to get over if the context is different from what I believe or expect, and even harder if I think it should be different from now. This chapter is quite well-described the situation of EFL class in Japan as well as Korea, well-described as much as I think it is like. What impressed me was in the part of content development. The effort to develop the content more closely to authentic social situation is quite fair. Moreover, the way of assessment (p. 203) was also remarkable.
Graves ch.5
In the context of the framework of course development process, formulating goals and objectives are in the foundation of defining the context and articulating belief (p.3). Formulating goals and objectives are also associated with choosing materials and how to assess. This chapter helps those teachers who have lack of time and who do not know how to formulate goals and objective.
Before starting, it seems to be better to define what are goals and objectives. And what characteristics they have. Goals were defined as “a way of putting into words the main purposes and intended outcomes of your course” (p.75). Objectives are described as “statements about how the goals will be achieved” (p.76). One goal is related not only to one objective but possibly to several ones. Graves (2000) explained this “objectives serve as a bridge between needs and goals” (p.79). I think objectives plays a role to lead to goals.
Graves (2000) suggested to list goals first, then to “look for redundancies” (p.82). In order to organize the goals, there are several different conceptual frameworks given: KASA (knowledge, awareness, skills, attitude), David’s A TASK (awareness, teacher, attitude,skills, knowledge), Stern’s cognitive goals, proficiency goals, affective goals, transfer goals, and so on. As to formulate objectives, two major ways were introduced: Mager (1962)’s performance, condition, criterion, and Saphier and Gower’s cumulative framework. Mager’s one tend to be behaviorism while Saphier and Gower’s one metacognitivism. Brown’s one (p. 87) can still largely be used efficiently, which is developed from Mager’s one. Saphier and Gower’s cumulative framework seems to well-applied to advanced or intermediated EFLclass or EFL students. There are guidelines of consideration for formulationg goals and objectives (p.94).
Teachers are supposed to understand not only teachers’ goals for class but also students’ needs and goals. Teachers should take into consideration where this course head, how to lead them into planned in a sense that it can “be modified to fit the reality of your course” (p. 84). The materials, assessment embody the goals and objectives.
Responding to Learners' Language Needs in an Oral EFL C lass
Burns & De Silva ch.10
This chapter discussed how the curricular was developed in oral EFL classes at a university in Japan. The author, at the first hand, was dissatisfied with less achievement as he expected. In an attempt to improve it, he took it as a starting point the situation where students use English inappropriately in social contexts, which was descried as “learner-to-learner conversation” (p.190). Through theoretical foundation described as context of situation, text-based approach, scaffolding and teaching-learning cycle, and communicative language teaching (CLT), he believed that it can be approached closely to social cultural discourse in English. The course at the university in Japan has contraints in the pervasive thought that English has to be taught and learned like, but also there were opportunities. In the theoretical foundation, he processed the course gradually in a goal of scaffolding students in the social disclose.
It is true that it is hard to get over if the context is different from what I believe or expect, and even harder if I think it should be different from now. This chapter is quite well-described the situation of EFL class in Japan as well as Korea, well-described as much as I think it is like. What impressed me was in the part of content development. The effort to develop the content more closely to authentic social situation is quite fair. Moreover, the way of assessment (p. 203) was also remarkable.
Sunday, May 16, 2010
Annotated Bibliography
This annotated bibliography is done in collaboration with JiHae Park, SeockHyoun Yun,and me.
Citation 1:
Graff, G (2001). Hidden intellectualism. Pedagogy 1 (1): 22-36
Summary:
This article explores the field of hidden intellectualism, which can be explained as two: “Street smart” and “academic smart”. Street smart – that does not deal with schooling – can be described as anti-intellectual interests. This is the opposite concept of what the school seeks which is described as “intellectualism”. The author asserted that there is a converge or channel between them, and the connection has to be made.
As a connection between hidden intellectualism and non-hidden one, the author found that argument could play a good role to bridge the gap. Schools are ,however, reluctant to try it concerning with developing violence. It is described “the school maintains an appearance of harmony and choice that denies the realities of conflict”. As opposite, the author asserted argument will make students stronger. However, all the importance and need of argument, students do not see it as. Although schools often bring it to the curriculum, it would be much less valuable if children do not develop an intellectual and public voice about subjects given.
In this context, the author suggested that bringing it right into the class would be the best way. As the way, questioning about intellectualism can help by uncovering the differences between terms using in intellectual and non-intellectual situations. Debate is another tactic given in this article. It does not only intrigue students but also help understand the distinction by contradictions and ambivalences. Students will be led to express their opinions over the issue in debate. While arguments and answering questions over the issues, students would reflect them, and recognize the distinction between street smart and intellectualism. As a teacher, the author will try student to find out the hidden intellectual.
Review:
In this article, the major concern is how to bridge the gap between “Street smart” and “academic smart”. The author suggested the way of argument and questioning in order to contrast and understand the ambivalence between vernacular and intellectual discourse. Through argument, students are able to close to intellectual discourse by contradiction and analyzing. Through questioning, the differences are uncovered between “street smart” and “intellectualism”. However, there are more studies to be taken.
Citation 2:
Ronald, K. (2001). ‘Befriending’ Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership. Pedagogy 1.2: 317-327.
Summary:
The author was a writing-across-the-curriculum (WAC) administrator at Miami University. She mainly depend on the Gregory’s ethos when facing problems. She explained the importance of ‘befriending’, teachers, curricular, and so on by storytelling her experiences at Miami University.
She emphasized on the link between teaching and curriculum. Curriculum often changes with hard working, and the teachers seem to take the changes difficult because of more things to do to catch up with. The author asserted that it is necessary for teachers to be passionate and committed to the changes in order to succeed the curriculum. In the context, teaching and curriculum are not separate.
The relationship between content and pedagogy was also mentioned in this article. Content seems to be powerful in curriculum but also pedagogy does. She agreed with Gregory that content rarely draws person’s imagination but teachers can do it. She also stressed content and its coherence among courses.
Lastly, but not least, she suggested the concept of ‘befriending’ which could mean giving overviews of curriculum in interaction with other teachers. She also termed ‘curricular leadership’ which might mean aiding each other to do well in their class. To befriend other teachers, ones have to bear charity, love, tolerance, just, and so on. Plus, there are problems with curriculum such as disconnection which means that classes are separated and under controlled by teachers so that it is possible to disconnect to curriculum. Therefore, teachers should be befriended to achieve the new curriculum.
Review:
The author explained the importance of understanding the relationship between teaching and curriculum, and bearing characteristic such as charity, love, tolerance, just to befriend each other. Of course, the change is hard, but the success of the curriculum depends on teachers. Teaching and curriculum are not separated so that teachers should help each other to deliver and understand the curriculum by befriending.
Citation 3:
Nunan, D. (2001). Syllabus design. In Celce-Murcia, M. (2001), Teaching English as a second or foreign language. (pp. 55-65). Boston, MA: Heinle&Heinle.
Summary:
This author introduces a variety of syllabus like grammatical syllabuses, notional-functional syllabuses, content-based syllabuses, task-based syllabuses, and integrated approach to syllabus design. And the author briefly illustrates the background that how each syllabus comes into the world.
According to the author, syllabus is based on the broader concept of curriculum and syllabus design means the selection of the content of the curriculum. At first, content selection in curriculum includes linguistic features, and it is reflected in a grammatical syllabus. In 1970s, however, notional syllabus appeared opposing the previous syllabus. Then more recently, with the need of the adoption of a process approach, there has emerged task-based syllabus and content-based syllabus. Most recently, an integrated approach has been prevalent.
The author investigates each syllabus one by one chronologically. First, grammatical syllabuses, which is underlain that language comprises a finite set of rules combined in various ways to make meaning, are yet popular today. During the1970s, it was put in attacks on two aspects; one was the linear of sequence of grammar, which was not represent the complexity of language, and the other was revealed by the development of the field of second language acquisition: the questioning about the necessity of the sequential enumerating of grammatical fragments. Notional-functional syllabuses express various criteria on content of the syllabus: situational, contextual, and extralinguistic factors. The next flow of the designing syllabuses is the content-based syllabus, in which learners acquire the target language in the course of doing others, not direct teaching of language itself. It emphasizes that learners can acquire language in active engagement in communicating. Task-based syllabuses consist of two tasks. One is target tasks, which the learner might do outside of the classroom, and the other is pedagogical tasks, which is for pushing the learner into practicing with each other in the target language to prepare the learner for the real world. In the last part of this article, the author argues for integrated syllabus, which incorporates all of the key experiential and linguistic elements from grammatical syllabuses to notional-functional, to task-based, and to content-based syllabuses.
Review:
The article presents the variety of the syllabus types chronologically. And the author details one by one to make readers understand the flow of the trend in syllabus design in the second language education. In curricula, syllabuses are so important and essential part that this article is helpful for second language teachers. However, it could be more beneficial if this article would present each example syllabus at each explanation of syllabus because some conception of syllabus is abstract without the detailed description and showing the examples.
Citation 4:
Jensen, L. (2001). Planning lessons. In Celce-Murcia, M. (2001), Teaching English as a second or foreign language. (pp. 403-413). Boston, MA: Heinle&Heinle.
Summary:
This article investigates planning lessons. A lesson plan serves as a guide for novice teachers who should make formal lesson plans, and as a convenient tool for experienced teachers. The author of this article first defines what is a lesson plan, and then explains why teachers should make lesson plans, and when and how teachers create lesson plans. Next, the author describes what traits are needed to be a good lesson plan. Moreover, by attaching five brief sample lesson plans at the end of the article, the author shows what is a lesson plan to help readers to understand.
The author insists that all teachers whether they are novices or experts should get into their classrooms with their own lesson plan. This lesson plan can be a form of mental checklist, but a form of written formalized lesson plan is recommended because teachers usually plan lessons from their viewpoints, and yet they sometimes create lesson plans in the terms of an observer or supervisor. According to the author, there are a few reasons why teachers should create lesson plans. First, a lesson plan guides teachers for what to do next and these sequences of activities remind teachers of the goals and objectives for the students. Next, a lesson plan tells teachers what they did in class and this is valuable in that teachers can give students proper assignments and they can use it for regular assessment. In addition, teachers can avoid the repeated same situation, which could occur if teachers do not have a record of lesson plans. There are, moreover, some incidents, which teachers cannot come to class, so their students cannot help meeting an unfamiliar substitute teacher. In this case, if there is no prepared lesson plan, the substitute teacher and the students would be in chaos altogether. Finally, teachers should prepare for their class just as their students should walk into class with their complete assignments. Then when and how teachers plan? Teachers should create both macro planning and micro planning. That is to say, teachers’ lesson plan is a mirror of a philosophy of each teacher and this macro planning affects the micro planning such as methodology, syllabus, texts, and specific lessons. And consulting with colleagues is sometimes needed.
To create a good lesson plan, teachers must consider the students, goals and objectives, methodologies, materials, activities, time constraints, and each lesson plan must be staged as a beginning, a middle, and an end. Lesson plans should begin with a brief description of the class and students, the review of the previous class, the day’s goals and objectives, the list of materials and equipment. The middle section consists of the lesson’s content including procedures with warm-up and review activities, time management, and sequential activities for satisfying the day’s objectives. Teachers should anticipate where a lesson might break down in the middle of the lesson plan. The final component has to mention about summary of the lesson and assignments, and brief next class. It is also good idea to include space for lesson evaluation by the teacher at the very end of the lesson plan for showing what is good or not explicitly and improving the next one. On the whole, good lesson plans show coherence, exhibit variety, and possess flexibility.
Review:
The article presents the overall of lesson planning and helps readers to understand what is a good lesson plan briefly but exactly. It is also show lesson plan template for a 50-minute class, course overview for ten weeks, module overview for five weeks, weekly overview, and sample lesson plan as a form of appendix, so that this article looks helpful and concrete, otherwise, it could be abstract. This article seems helpful especially for novice teachers, who do not know what they should do in class and how they should create a lesson plan in reality even though they know them in theory.
Citation 5:
Bruton, Anthony. (2009). Grammar in not only a liberating force, it is a communicative resource. ELT journal, 63(4), 383-386.
Summary:
The author is currently focusing on language teaching and research methods with his academic profession and also directing a group researching the learning of EFL in state secondary schools. From his professional backgrounds, he argues, in this article, his considerably different points from Richard Cullen’s on the essay of Widdowson (1988) ‘Grammar, and nonsense, and learning’, which may attractive enough to who are interested in communicative language teaching (CLT).
The author wants us to consider grammar as a meaning not as tedious rules or constraints, which indicates contrast between grammatical and lexical meaning. During a language acquisition process, the grammatical meaning will be expressed specifically with highly frequent rate of usage in real contextual or contextualizing situation by putting emphasis on formulating meaning choice into utterances to express meaning not based on a given lexical content or text, according to the author’s counteroffer against Cullen’s perspective.
With these obviously distinct opinions, the author really urges the readers to rethink about the slot-fillers or pattern practices emphasizing the forms or structures without appropriately contextualized communicative drills.
Review:
This article shows that how much inefficient effort Korean English teachers make to have their students successful in learning English. Even though the text is a little bit short of practical examples of implying his opinions to a real classroom, it will be very helpful for Korean English teachers to read this article for their better implementing with innovative thoughts about teaching English involving grammar, especially when they design a curriculum in the beginning.
Citation 6:
Scheffler, P. (2009). Rule Difficulty and the Usefulness of Instruction. ELT journa 6(1), 5-12.
Summary:
From the professional experience the author has had by writing books related to English grammar teaching and doing researches on modern English grammar, second language acquisition, and corpus linguistics, this article contains a refreshing approach to teaching grammar in regard to learners’ perception and expectations about L2 learning.
The author practiced a questionnaire-based study to find out how learners perceive relationship between rule difficulty and the usefulness of explicit instruction, on the basis of the assumption that implies adult L2 learners can be more successful with the structural syllabus and analytical procedures applying explicit code-focused instruction rather than mainly implementing meaning and communicative lessons because adult learners use the domain independent mechanism not like child L1 acquirers. The outcome of the questionnaire that was answered by two Polish adult learner groups with a college academic background shows that the degree of the candidates need for ‘usefulness of instruction’ is almost match with that of perception for ‘level of difficulty’ among the categories of English grammar, i.e., tenses, modal verbs, etc., if just two from eleven categories are excluded in the result.
The fact that the research was performed in limited conditions, including a geographically restricted area, participants’ background and age, and subjective notion to objective one is admitted by the author. However, the author asserts that the respondents requires explicit grammar teaching particularly in difficult grammar areas, and that teachers should take into account what learners feeling about the target language in general.
Review:
Even if the article has to be complemented with further researches and broader investigations, the result of this research indicates that the needs of learners cannot be disregarded when teachers design their lesson plan or syllabus to make the class fruitful. The over 20-yesr-old adults participants of L2 learners’ characteristics might be applied to, at least be helpful for understanding middle and high school L2 learners’ SLA process because adolescents, almost like adults, have already developed their L1 system in their brain.
Citation 1:
Graff, G (2001). Hidden intellectualism. Pedagogy 1 (1): 22-36
Summary:
This article explores the field of hidden intellectualism, which can be explained as two: “Street smart” and “academic smart”. Street smart – that does not deal with schooling – can be described as anti-intellectual interests. This is the opposite concept of what the school seeks which is described as “intellectualism”. The author asserted that there is a converge or channel between them, and the connection has to be made.
As a connection between hidden intellectualism and non-hidden one, the author found that argument could play a good role to bridge the gap. Schools are ,however, reluctant to try it concerning with developing violence. It is described “the school maintains an appearance of harmony and choice that denies the realities of conflict”. As opposite, the author asserted argument will make students stronger. However, all the importance and need of argument, students do not see it as. Although schools often bring it to the curriculum, it would be much less valuable if children do not develop an intellectual and public voice about subjects given.
In this context, the author suggested that bringing it right into the class would be the best way. As the way, questioning about intellectualism can help by uncovering the differences between terms using in intellectual and non-intellectual situations. Debate is another tactic given in this article. It does not only intrigue students but also help understand the distinction by contradictions and ambivalences. Students will be led to express their opinions over the issue in debate. While arguments and answering questions over the issues, students would reflect them, and recognize the distinction between street smart and intellectualism. As a teacher, the author will try student to find out the hidden intellectual.
Review:
In this article, the major concern is how to bridge the gap between “Street smart” and “academic smart”. The author suggested the way of argument and questioning in order to contrast and understand the ambivalence between vernacular and intellectual discourse. Through argument, students are able to close to intellectual discourse by contradiction and analyzing. Through questioning, the differences are uncovered between “street smart” and “intellectualism”. However, there are more studies to be taken.
Citation 2:
Ronald, K. (2001). ‘Befriending’ Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership. Pedagogy 1.2: 317-327.
Summary:
The author was a writing-across-the-curriculum (WAC) administrator at Miami University. She mainly depend on the Gregory’s ethos when facing problems. She explained the importance of ‘befriending’, teachers, curricular, and so on by storytelling her experiences at Miami University.
She emphasized on the link between teaching and curriculum. Curriculum often changes with hard working, and the teachers seem to take the changes difficult because of more things to do to catch up with. The author asserted that it is necessary for teachers to be passionate and committed to the changes in order to succeed the curriculum. In the context, teaching and curriculum are not separate.
The relationship between content and pedagogy was also mentioned in this article. Content seems to be powerful in curriculum but also pedagogy does. She agreed with Gregory that content rarely draws person’s imagination but teachers can do it. She also stressed content and its coherence among courses.
Lastly, but not least, she suggested the concept of ‘befriending’ which could mean giving overviews of curriculum in interaction with other teachers. She also termed ‘curricular leadership’ which might mean aiding each other to do well in their class. To befriend other teachers, ones have to bear charity, love, tolerance, just, and so on. Plus, there are problems with curriculum such as disconnection which means that classes are separated and under controlled by teachers so that it is possible to disconnect to curriculum. Therefore, teachers should be befriended to achieve the new curriculum.
Review:
The author explained the importance of understanding the relationship between teaching and curriculum, and bearing characteristic such as charity, love, tolerance, just to befriend each other. Of course, the change is hard, but the success of the curriculum depends on teachers. Teaching and curriculum are not separated so that teachers should help each other to deliver and understand the curriculum by befriending.
Citation 3:
Nunan, D. (2001). Syllabus design. In Celce-Murcia, M. (2001), Teaching English as a second or foreign language. (pp. 55-65). Boston, MA: Heinle&Heinle.
Summary:
This author introduces a variety of syllabus like grammatical syllabuses, notional-functional syllabuses, content-based syllabuses, task-based syllabuses, and integrated approach to syllabus design. And the author briefly illustrates the background that how each syllabus comes into the world.
According to the author, syllabus is based on the broader concept of curriculum and syllabus design means the selection of the content of the curriculum. At first, content selection in curriculum includes linguistic features, and it is reflected in a grammatical syllabus. In 1970s, however, notional syllabus appeared opposing the previous syllabus. Then more recently, with the need of the adoption of a process approach, there has emerged task-based syllabus and content-based syllabus. Most recently, an integrated approach has been prevalent.
The author investigates each syllabus one by one chronologically. First, grammatical syllabuses, which is underlain that language comprises a finite set of rules combined in various ways to make meaning, are yet popular today. During the1970s, it was put in attacks on two aspects; one was the linear of sequence of grammar, which was not represent the complexity of language, and the other was revealed by the development of the field of second language acquisition: the questioning about the necessity of the sequential enumerating of grammatical fragments. Notional-functional syllabuses express various criteria on content of the syllabus: situational, contextual, and extralinguistic factors. The next flow of the designing syllabuses is the content-based syllabus, in which learners acquire the target language in the course of doing others, not direct teaching of language itself. It emphasizes that learners can acquire language in active engagement in communicating. Task-based syllabuses consist of two tasks. One is target tasks, which the learner might do outside of the classroom, and the other is pedagogical tasks, which is for pushing the learner into practicing with each other in the target language to prepare the learner for the real world. In the last part of this article, the author argues for integrated syllabus, which incorporates all of the key experiential and linguistic elements from grammatical syllabuses to notional-functional, to task-based, and to content-based syllabuses.
Review:
The article presents the variety of the syllabus types chronologically. And the author details one by one to make readers understand the flow of the trend in syllabus design in the second language education. In curricula, syllabuses are so important and essential part that this article is helpful for second language teachers. However, it could be more beneficial if this article would present each example syllabus at each explanation of syllabus because some conception of syllabus is abstract without the detailed description and showing the examples.
Citation 4:
Jensen, L. (2001). Planning lessons. In Celce-Murcia, M. (2001), Teaching English as a second or foreign language. (pp. 403-413). Boston, MA: Heinle&Heinle.
Summary:
This article investigates planning lessons. A lesson plan serves as a guide for novice teachers who should make formal lesson plans, and as a convenient tool for experienced teachers. The author of this article first defines what is a lesson plan, and then explains why teachers should make lesson plans, and when and how teachers create lesson plans. Next, the author describes what traits are needed to be a good lesson plan. Moreover, by attaching five brief sample lesson plans at the end of the article, the author shows what is a lesson plan to help readers to understand.
The author insists that all teachers whether they are novices or experts should get into their classrooms with their own lesson plan. This lesson plan can be a form of mental checklist, but a form of written formalized lesson plan is recommended because teachers usually plan lessons from their viewpoints, and yet they sometimes create lesson plans in the terms of an observer or supervisor. According to the author, there are a few reasons why teachers should create lesson plans. First, a lesson plan guides teachers for what to do next and these sequences of activities remind teachers of the goals and objectives for the students. Next, a lesson plan tells teachers what they did in class and this is valuable in that teachers can give students proper assignments and they can use it for regular assessment. In addition, teachers can avoid the repeated same situation, which could occur if teachers do not have a record of lesson plans. There are, moreover, some incidents, which teachers cannot come to class, so their students cannot help meeting an unfamiliar substitute teacher. In this case, if there is no prepared lesson plan, the substitute teacher and the students would be in chaos altogether. Finally, teachers should prepare for their class just as their students should walk into class with their complete assignments. Then when and how teachers plan? Teachers should create both macro planning and micro planning. That is to say, teachers’ lesson plan is a mirror of a philosophy of each teacher and this macro planning affects the micro planning such as methodology, syllabus, texts, and specific lessons. And consulting with colleagues is sometimes needed.
To create a good lesson plan, teachers must consider the students, goals and objectives, methodologies, materials, activities, time constraints, and each lesson plan must be staged as a beginning, a middle, and an end. Lesson plans should begin with a brief description of the class and students, the review of the previous class, the day’s goals and objectives, the list of materials and equipment. The middle section consists of the lesson’s content including procedures with warm-up and review activities, time management, and sequential activities for satisfying the day’s objectives. Teachers should anticipate where a lesson might break down in the middle of the lesson plan. The final component has to mention about summary of the lesson and assignments, and brief next class. It is also good idea to include space for lesson evaluation by the teacher at the very end of the lesson plan for showing what is good or not explicitly and improving the next one. On the whole, good lesson plans show coherence, exhibit variety, and possess flexibility.
Review:
The article presents the overall of lesson planning and helps readers to understand what is a good lesson plan briefly but exactly. It is also show lesson plan template for a 50-minute class, course overview for ten weeks, module overview for five weeks, weekly overview, and sample lesson plan as a form of appendix, so that this article looks helpful and concrete, otherwise, it could be abstract. This article seems helpful especially for novice teachers, who do not know what they should do in class and how they should create a lesson plan in reality even though they know them in theory.
Citation 5:
Bruton, Anthony. (2009). Grammar in not only a liberating force, it is a communicative resource. ELT journal, 63(4), 383-386.
Summary:
The author is currently focusing on language teaching and research methods with his academic profession and also directing a group researching the learning of EFL in state secondary schools. From his professional backgrounds, he argues, in this article, his considerably different points from Richard Cullen’s on the essay of Widdowson (1988) ‘Grammar, and nonsense, and learning’, which may attractive enough to who are interested in communicative language teaching (CLT).
The author wants us to consider grammar as a meaning not as tedious rules or constraints, which indicates contrast between grammatical and lexical meaning. During a language acquisition process, the grammatical meaning will be expressed specifically with highly frequent rate of usage in real contextual or contextualizing situation by putting emphasis on formulating meaning choice into utterances to express meaning not based on a given lexical content or text, according to the author’s counteroffer against Cullen’s perspective.
With these obviously distinct opinions, the author really urges the readers to rethink about the slot-fillers or pattern practices emphasizing the forms or structures without appropriately contextualized communicative drills.
Review:
This article shows that how much inefficient effort Korean English teachers make to have their students successful in learning English. Even though the text is a little bit short of practical examples of implying his opinions to a real classroom, it will be very helpful for Korean English teachers to read this article for their better implementing with innovative thoughts about teaching English involving grammar, especially when they design a curriculum in the beginning.
Citation 6:
Scheffler, P. (2009). Rule Difficulty and the Usefulness of Instruction. ELT journa 6(1), 5-12.
Summary:
From the professional experience the author has had by writing books related to English grammar teaching and doing researches on modern English grammar, second language acquisition, and corpus linguistics, this article contains a refreshing approach to teaching grammar in regard to learners’ perception and expectations about L2 learning.
The author practiced a questionnaire-based study to find out how learners perceive relationship between rule difficulty and the usefulness of explicit instruction, on the basis of the assumption that implies adult L2 learners can be more successful with the structural syllabus and analytical procedures applying explicit code-focused instruction rather than mainly implementing meaning and communicative lessons because adult learners use the domain independent mechanism not like child L1 acquirers. The outcome of the questionnaire that was answered by two Polish adult learner groups with a college academic background shows that the degree of the candidates need for ‘usefulness of instruction’ is almost match with that of perception for ‘level of difficulty’ among the categories of English grammar, i.e., tenses, modal verbs, etc., if just two from eleven categories are excluded in the result.
The fact that the research was performed in limited conditions, including a geographically restricted area, participants’ background and age, and subjective notion to objective one is admitted by the author. However, the author asserts that the respondents requires explicit grammar teaching particularly in difficult grammar areas, and that teachers should take into account what learners feeling about the target language in general.
Review:
Even if the article has to be complemented with further researches and broader investigations, the result of this research indicates that the needs of learners cannot be disregarded when teachers design their lesson plan or syllabus to make the class fruitful. The over 20-yesr-old adults participants of L2 learners’ characteristics might be applied to, at least be helpful for understanding middle and high school L2 learners’ SLA process because adolescents, almost like adults, have already developed their L1 system in their brain.
Sunday, May 9, 2010
Module 4 response #4, 8, 9
Chapter 4 Response: Conceptualizing Concept
As a part of explanation of a framework of course development process, which is well-described in figure.1.1 (p.3), conceptualizing content is explained in this chapter. On the basis of the two components of course development process, which are defining the context and articulating belief, conceptualizing content is to “choices to what is feasible” (p.39) in the consideration of the resources and constrains of situation given or will be given. While making a decision of what and how to teach, “broader modules or themes” seem to be helpful for the course to be more flexible later. To help choices, three categories were suggested: Focus on language, Focus on learning and learners, and Focus on social context. These three consist of 18 areas (p.54). It contains lots ideas and concepts for teaching, and is necessary to take it into consideration deeply. To let it be, three tools are effective to release and organize the content: Grid (p.57), Mind map (p.58), Flow chart (p.66).
Chapter 8 Response: Developing Materials
As a definition of developing materials, it refers in the text to “creating, choosing or adapting, and organizing materials and activities so that students can achieve the objectives that will help them reach the goals of the course” (p.150). It seems to describe it well. Materials are supposed to perform as supporting roles for learning and teaching, not as main roles. I also agree the view materials development as an activity taking place on “a continuum of decision-making and creativity” and responsibility (p.149). Teachers can turn too much focus on material. Like the author asserted, it has to be cautious not to let “the materials overwhelm the learning purposes they were designed to achieve” (p.170).
In the context of material development, “flexibility” (p.170) and “feasibility” (p.171) are important for more productive courses. If the materials are too rigid or strictly prepared, bad effects can be occurred, not to meet the course and students’ need. Like contents and any other components in developing course, materials are necessary to be flexible.
Materials are supposed to be affected by teachers’ “belief” (p.151) and “the resources and constraints of your context” and teachers’ “objectives for” their students (p.170). One more thing, “sequencing” (p.163) impressed me. Before reading, I thought teachers well-educated have the aspect of professional, but now found out it as a technician. In the context of developing materials, well-organized sequencing is quite effective, which is what I have to learn more to be technical.
Chapter 9 Response: Adapting a Textbook
It is quite right to say textbooks are required by most of teachers who “don’t have the time or resources to prepare their own materials” (p.173). Choosing, developing and organizing materials are quite time-consuming. However, textbooks give advantages on that point, and surely there are more advantages (p.174) than that. Teachers here in Korea normally choose textbook as a teaching tool and main material in course. Although some of them sometimes made the textbooks by themselves to fit their objectives, lots of need for textbook, it is not hardly found for teachers to find textbook. Of course, textbooks can be totally fitted to the teachers’ and students’ objectives and the context of course. Textbooks often are added, skipped, and changed. Just like materials, textbooks are changeable “ (p.173).
Before any handing, such as changing or adding, it is necessary to get accustomed to “how its content is organized” (p.188). Once understanding this, you can make adaptation textbook by three level: “Activitiy level”, “Unit level”, and “Syllabus level” (p.188).
Lately, it also takes it into consideration that textbooks like materials are not supposed to play a main role. Textbooks were described as “piano” (p.175) with saying that “Just as a piano does not play music, a textbook does not teach language. The textbook is a stimulus or instrument for teaching and learning” (p.175).
Monday, April 26, 2010
Blog Post Reflection
Likewise, The Chicken and Egg Race. We could have no idea where to start, but can have opinion on that.
After reading, I found the curriculum having been in evolution. In the ppt, the textbook and the article, it was discussed mainly about educational curriculum in different subjects but there was something in common. All those materials browse and try to find out how well curriculum works in several aspects, the aspects that we educators have to take it account. How to see it as is differently mentioned in each material.
In the book, Designing Language Course, Grave (2000) showed a picture of “A Frame of Course Development Process” (p.3) to help understanding the idea about. It is described as two aspects: “No hierarchy”, and “System” (p.3) in the some components such as assessing needs, developing materials, conceptualizing and so on. It can be initialized in any point of the components that affect each other. The author suggested the base of the all the components of course design were “defining the context” and “articulating belief”. Assumption or value was defined as the word ‘belief’. I like the part, the author made those two foundation and used the term as to express his idea. I also agree that it is necessary of “Pedagogical reasoning” (p.5), which should take it into account to evolve knowledge into well-planned course. Most of all, the sentence, “course design is a work in progress” (p.8), was released its meaning. It was like “once course design meets students and the course is underway, it will of necessity be modified” (p.8).
Carroll sees approaches to curriculum mostly in two different ways, a few two different ways. First, he introduced the views to curriculum, which sees it from outside to inside, and vice versa, which means once the curriculum set up, it has to be implemented, the other can change as they go through. Second, a top-down approach. The author told the writing introduces “linkage model” that Markee (1997) mentioned. Not about top down measure, but more focus on integration between teachers and managers. Those different views of curriculum challenged me and suggested there would be more than them. Another interesting thing was that the adult learning was adapted into as teacher learning. As it is seen, several factors such as teachers, students, managers, contents and so on, have to be integrated properly.
The word ‘postmodern’ was quite new to me. I tried to find out what means to education in surfing Internet in Korean. After a few minutes later, I was getting to understand it a little. I found the curriculum design in postmodern education as views in various ways, not just see it as good or bad. It seems to open every feasibility. It was mainly about what goals to gain, what experiences to be utilized, how well organized it, and how effectively evaluated.
All reading resources introduced there are various ways to view curriculum, and gave me questions like “then, how to make effective curriculum”, “where to start”, “what would be more to make the course better”. I am excited to take the next step to explore and study.
Wednesday, April 14, 2010
About me
I am TaeJong, Yu. just call me TJ.
I took B.A. of English literature, Kangneung Nat'l Univ, Kangwondo in 2005.
I am currently teaching middle schoolrs and high ones English
However, I am interested in teaching adults also.
Mobiles are everywhere, so comportable with communicating someone in any purpose instantly. I usually use my cell phone to sending text messages and photos, and talking to my friends and family. However, I have never used mobile devices for language learning or teaching before.
I am happy to take this class, hope to learn a lot of designing curriculum.^^
I took B.A. of English literature, Kangneung Nat'l Univ, Kangwondo in 2005.
I am currently teaching middle schoolrs and high ones English
However, I am interested in teaching adults also.
Mobiles are everywhere, so comportable with communicating someone in any purpose instantly. I usually use my cell phone to sending text messages and photos, and talking to my friends and family. However, I have never used mobile devices for language learning or teaching before.
I am happy to take this class, hope to learn a lot of designing curriculum.^^
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