Blog reflection 2 by Sujin Kim

Module 4 – Reflection & Mindmap : 

Module 4 – Reflection & Mindmap Chapter 4 Conceptualizing Content Chapter 8 DEVELOPING MATERIAL Chapter 9 ADAPTING A TEXTBOOK Sujin Kim Designing Language Courses by Kathleen Graves 1

Conceptualizing Content : 

Conceptualizing Content The product of conceptualizing content is a kind of syllabus in that it delineates what you will teach. The forms : mind map, grid, list, flow-chart The advantage : help to understand how the syllabus is constructed, become aware of your own priorities with respect to your students. 2

Categories for conceptualizing content : 

Categories for conceptualizing content linguistic skills : grammar, pronunciation, and lexicon situations : the contexts in which one uses language : the supermarket, the travel agency, at a party topics/themes : what the language is used to talk or write about : personal (food, family, hobbies), professional, relate to employment practices, sociocultural communicative functions : persuading, expressing preference, apologizing, asking directions, making small talk competencies : how to perform in a job interview, how to open a bank account tasks : to promote classroom learning that focused on the process of using language content : subject matter : history, math, computer science four skills : speaking, listening, reading, writing genre : texts can range from an academic paper or presentation, to a supermarket flyer or phone message affective goals : include developing a positive and confident attitude toward oneself as a learner, learning to take risks and to learn from one’s mistakes, and developing a positive attitude toward the target language and culture interpersonal skills : “learning how to learn with others.” learning strategies : focus on how one learns : design activities to teach students to be aware of and develop specific learning strategies sociolinguistic skills : choosing and using the appropriate language and extralinguistic behavior for the setting, the purpose, the role and relationship sociocultural skills : involve understanding cultural aspects of identity, values, norms, and customs such as those underlying kinship relationships, expectations of men and women, or gift-giving sociopolitical skills : learning to think critically and take action for effective change in order to participate effectively in one’s community Focus on language Focus on learning and learners Focus on social context 3

Mind map : 

Mind map For a more dynamic image of a syllabus, mind maps are useful tools. A non-linear way of representing the content itself and factors affecting the content. It enables to see the course as a whole, the component parts, and the multiple relationships among the parts. 4

Denise Maksail-Fine’s mind map for high school Spanish (p.61) : 

Denise Maksail-Fine’s mind map for high school Spanish (p.61) 5

Sujin’s mind map for grade one storybook English class : 

I decided to work on mind map because it was the first step for me to design the curriculum. I thought the same as Denise’s first thought that conceptualizing the course content was a piece of cake. Decide on the topic for the unit, then outline the related vocabulary, grammar, and possible activities. But, I was wrong, too. My concept of the curriculum took a many time and the more difficult thing was creating mind map. It was not easy to visualize my idea. Sujin’s mind map for grade one storybook English class 6

Sujin’s mindmap for grade one storybook English class : 

The notion of the “storybook” as something that can involve all four skill is my main objectives. One of the most important in this curriculum is to read, to understand, to interpret, to establish a pleasant relationship with the storybook. I decided to choose the books which would be the good samples of good life, clever life, joy life, and math according to the student of grade one. I have learned a lot that mindmap is a very useful tool to visualize the whole curriculum. Sujin’s mindmap for grade one storybook English class 7

Slide 8: 

Language Learner Social Context Good life Joy life Clever life Math Statistic Pattern/problem solving Mountain/land Plants Animals Friends Ocean Sky Follow the rules Respect other people Good manner All by myself Number/counting Shapes Measuring My family Four seasons My house My body STORY BOOK LISTENING WRITING READING SPEAKING Sujin’s mind map for grade one storybook English class 8

DEVELOPING MATERIAL : 

DEVELOPING MATERIAL For a teacher designing a course, 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. The materials you develop are influenced by your beliefs and understandings about teaching and learning languages as they apply to your particular course in its particular context. 9

Slide 10: 

The most frequent considerations when designing activities (summarized by Graves, which is derived from the teacher’s ideas) 10

Example of Materials : 

Example of Materials Denis Maksail-Fine’s materials on page 165-166 Syllabus for a Spanish three course in an American high school This syllabus used the natural approach (Stephan Krashen. 1982). Natural approach Learners should be as relaxed as possible in the classroom. (Brown, 2007,p.79). The natural approach was aimed at the goal of basic interpersonal communication skills and the teacher was to provide comprehensible(via hearing or reading) input. The teacher was the source of the learners’ input and the creator of an interesting and stimulating variety of classroom activities- commands, games, and small-group work. Speaking is not be taught directly. Speech will emerge once the acquirer has built up enough comprehensible input. (p.295). I think an early stage of learning the language, it is important for the teacher to step in and encourage students to talk. I think this syllabus is focused on grammar and teacher-centered class. In this class activities, there were not varied roles and groupings. Although the students were doing reading, writing, listening and speaking I want to add more communication activities that is not too focused on grammar with various grouping. 11

ADAPTING A TEXTBOOK : 

ADAPTING A TEXTBOOK 12

How can we use a textbook as a course tool? : 

How can we use a textbook as a course tool? The music is produced only when you play it. The more skilled you are, the more beautiful the music. A piano does not play music. A textbook does not teach language. The textbook is a stimulus or instrument for teaching and learning No textbook was written for actual students, so it will need to be adapted in some way! 13

Slide 14: 

Before to use the textbook we should consider the needs and context of the class and investigate the textbook. Then adapt the textbook to the class. 14

A framework for investigating how a textbook is put together : 

A framework for investigating how a textbook is put together How have the authors conceptualized content? How is the material organized? On what basis are the units sequenced? What is the content of a unit? What are the objectives of the units? How does the unit content help to achieve the objectives? 15

East West Basics : 

East West Basics How have the authors conceptualized content? Focus on the language Grammar, topics and associated vocabulary, culture, communicative functions, pronunciation, speaking, and listening (look at the table of contents of East West Basics on page 178-179) Ex) present tense of be is often linked with personal identification, “My name is…, I’m….” 16

Slide 17: 

It is helpful to become familiar with one of the units - what the content of the unit is, - what the objectives are, how the contents helps to achieve the objectives Once you are familiar with the overall content and organizing of the book To make a mind-map and a grid will help 17

Slide 18: 

Once you have “gotten inside” of the textbook and understood how its content is organized, you can consider how you want to adapt it. To use the textbook as a stimulus or instrument for teaching we have to adapt at the activity level, the unit level, and the syllabus level. 18

A range of choices with respect to adapting to textbook : 

A range of choices with respect to adapting to textbook 19

Slide 20: 

Let’s use a textbook as a great tool to teach! 20