Chapter 4 Conceptualizing Content
Conceptualizing content is like a process that makes a product, a syllabus. That is because it defines the part you will deal with or focus on in the course. There are several types of conceptualizing content, which are mind map, grid, list, and flow-chart. Teachers can choose any type of them depending on class situations. And there is another way to conceptualize the content. It is categorizing according to language, learning and learner, and social context. As I read this chapter, I’ve learned many types of conceptualizing to apply in my class. My favorite one is mind map because I can see both the process and the product at the same time at once. Also it looks like a drawing so it would be familiar to students and easy to remember.
Chapter 8 Developing Materials
Developing materials is the planning process to the goals by teachers. Teachers create, choose, adapt, and organize materials in order that students can accomplish the objectives and finally the goals of the course. Graves notes, “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.” (2000. p. 151) It seems that material development is mostly made by teachers. But in retrospect, I wasn’t an active teacher in developing materials at least. I didn’t spend much time on improving materials. I just taught English with the given materials without considering any flexibility about the context. Now that I’ve learned the importance of teachers’ role in developing materials, I will put it into pratice.
Chapter 9 Adapting a Textbook
“In fact, the difference between writing a textbook and teaching from a textbook is that once a textbook is written, it is fixed, whereas when you teach with it, you can make changes in how you use it. The changes stem from your beliefs and understandings, your goals and objectives, your students’ needs, and the requirements of your context.” (Graves, 2000, p. 173) Before I read this chapter, I didn’t think about the value of a textbook much. It was just a government-designated book to me. As a result, too often I ignored a textbook. So whenever I met some difficult parts for students in a textbook, I just skipped them. I didn’t think of changing my teaching method according to the context. I should have tried different ways of teaching. Teachers need to make changes in the way to use a textbook considering their beliefs and understandings, context, and students’ needs.
After I read yours, I felt guilty too. I also did the same thing that you did. When I felt a part is not necessary for my kids, I usually skipped and chose more important section instead. Like you said, I also need to try different ways of teaching according to a context. Thank you for reminding me of my past teaching style.
답글삭제I agree that mind-map is an effective way to show both the process and the product. However, as a form to present syllabus to others, it is not really 'reader-friendly'. That explains why many coursebooks use grids rather than mind-maps, I think.
답글삭제I agree with the opinion, "Teachers need to make changes in the way to use a textbook considering their beliefs and understandings, context, and students’ needs." Even though teacher thinks their beliefs are correct and proper, it's useless if students can not accept they don't satisfy the students' need.
답글삭제I agree with you. Teachers should handle the context with flexibility. Teachers can modify or skip a part of a course while dealing with the context. Teachers should explain the reason for the alteration so that students are not confused.
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