Module # 4: Reading Reflection (Graves Chapter 4, 8, 9)

 
      Chapter 4 Response: Conceptualizing Concept

In this chapter, the author is explained about conceptualizing content. It was involved what conceptualizing content is and how to effectively apply the content. The product of conceptualizing is a kind of syllabus in that delineates what you will teach (p.38) this paper suggest the several sort of conceptualizing content which are mind map, grid, list, flow-chart. After reading this chapter, I thought it is not easy how to choose and organize specific content. Conceptualizing content is to “choices to what is feasible” (p.39) as much as we may want to teach many things, the resources and constraints of our situation will help us to narrow our choices to what is feasible. Three forms are the best effective way e to release and organize the content.

Chapter 8 Response: Developing Materials

Materials development means 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 that Materials are supposed to perform as supporting roles for learning and teaching. I agree with this point, “The materials you develop are influenced by your beliefs and understanding about teaching learning languages as they apply to your particular course in its particular context” however teachers should not too much depend on materials. Quite interest thing is flexibility is important so that teachers provide materials that engaging and appropriate. Teachers should consider about flexibility of context what students’ need.

Chapter 9 Response: Adapting a Textbook

Many teachers are required to use textbooks, a majority of teachers don’t have the time or resources to prepare their own materials and so textbooks are a necessity (p.173) after reading, this chapter makes me remind Korea's educational environment. Teachers here in Korea normally choose textbook as a teaching tool and main material in course. This chapter talks about advantages and disadvantages in order to use textbook as a tool in course design. Some teacher simply skipped it other one considers about it. Textbooks can be totally fitted to the teachers’ and students’ objectives and the context of course. Graves says “To understand how a textbook is an instrument or a tool, we can compare it to a musical instrument, a piano, for example. The piano provides you with the means for producing music, but it cannot produce music on its own. The music is produced only when you play it. Playing well requires practice and familiarity with the piece. The more skilled you are, the more beautiful the music.”(p.175) I totally agree this opinion, 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 it should be considerate of textbooks like materials are not supposed to play a main role.

Module #3 Teacher's Curriculum Interview

     My Interview Questions

1.      Could you please introduce yourself briefly?

2.      What do you think is the most important and concerned the points in the design curriculum?

3.      Who designed the lesson plan (program)? What do you think your program based on?

4.      How would you provide differentiate a curriculum the level and aptitude of each student?

5.      How would you manage to surmount the difference of Instruction Methods between diversity levels? Could you share your experience?

6.      What do you think role and qualification of what a teacher ought to be?

7.      What do you think of making up for the weak points when you evaluate present curriculum and Korea's educational environment?

8.      What would you like to be as a teacher to student?

   

It was great meaningful experience to interview for me, before interviewing, I just thought important things were how effectively the teacher was able to instruct to their students. Through this interview, I realized how significant being a teacher and teacher’s role is. Even through; there are lots of teaching materials and good educational environments, it is crucial to have a firm belief and philosophy as an instructor. It is not merely to teach students, but to interact with human. I don’t have any teaching experience yet, but these things have provided a blueprint for the future.

Module #2 Reading Reflection (Graves Chapter 1,2)

 

Not having any experience of teaching, I got a lot of fresh ideas from this book. I already knew about the word ‘context’ but didn’t realize the real meaning of that word. It is important to define what I know about the context and to know as much as possible about the context in order to make decisions about the course and design language courses as a teacher (Graves, 2000, p.13). Also, I got to know that there were really various aspects of context that I should consider before thinking of what I teach and how I teach: people, time, physical setting, teaching resources, and nature of the course and institution (p.16).

Furthermore, I understood that the complex nature of the beliefs and understandings about learning and teaching influences a teacher to make decision in a particular direction (p.25~26). Beliefs that arose from past experience or work experience play an important role at each stage of course design. According to these concepts, I could have a chance to think about my understandings and beliefs of learning and teaching. 

Module # 1

• What is your B.A. degree major, where did you complete it, and when?

I majored in interior design at Sang Myung University some years ago. Before begging this program, I worked for the architectural firm as a graphic designer, also do free-lance work working out of home.

It is totally unconnected with my major between this CSUSB TESOL MA

Program but I had opportunities to learn American culture and society as well as language. After language study abroad in USA, I'd really wanted to proceed to the degree of MA study abroad and I happened to know this CSUSB TESOL MA program.

• Are you a pre-service teacher and if so, what is your target teaching level?
• If you are currently teaching, what is the school, grade, subject? Are your current and target teaching levels the same or different?
• What is your experience with the school curriculum as a learner and/or as a teacher?

As you can see, I didn’t have any experience to instruct as an English teacher. This is my one of a great challenge Over the past few years.

I had just experience about elementary school students as art teacher.

• What mobile technologies are you comfortable with? Which applications do you use on your cell phone? Have you ever used mobile devices for language learning or teaching?

Unfortunately, I don’t use smart phone due to the stipulated time of my cell phone. But I had kind of IPod touch it offers LAMS service, which to participate in classes taught by well-known lecturers.

• What your expectations form a curriculum design course would be?

In all honest, up to this point, I don’t have idea how to design the whole curriculum. In the long run I’d like to teach art as an English teacher through various activities. As if being teacher should know the whole plan of system and affairs, I should learn how to design the whole curriculum as a teacher. Even though It might be hard to design now, as time goes on, I hope to make a curriculum design course through this cores.

Thank you.