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
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