Needless to say, planning goals is crucial in developing curriculum because it sets a direction the curriculum should move to. If the aims set inappropriately, no matter how well teachers teach or no matter how hard students study, the teaching and learning can go meaningless.
These days I have become interested in appreciating wild flowers and trees so that I am trying to know the names of them. Whenever I want to try to learn the names of them, I think of one professor, who taught practical course(실과), in my university. Believe it or not, he asked us to memorize plants’ names and tested us, having his assistant walking around showing the leaf of a plant. No matter how hard I tried to memorize the names of plants in the greenhouse of my school, it was difficult to get perfect score. Those tests made me not to be interested in plant. As a result, I couldn’t remember most of the names soon after finishing the tests. Seeing myself these days and reading this chapter, I was wondering what were his goals of teaching that subject. From my view, he missed one important thing: affective objectives. If he considered it, he might have provided activities for promoting our interest of plants or appreciating our nature.
I think we are likely to overlook nonlanguage outcomes and process objectives since they do not bring out direct result of curriculum in a short time. However, they are the main factors, which lead the meaningful learning, which may change learners’ life, in the long run.
2007년 3월 27일 화요일
2007년 3월 20일 화요일
Reflection2: Situation Analysis
Some examples in the chapter 4 show that a language program without consideration of the context cannot accomplish its goal regardless of how well needs analysis have been done. In other words, the language program should be practical on the basis of analysing reality.
Among some factors – societal, project, institutional, teacher, learner and adoption – that affect the language program, I think teachers are the most important factors because they are the people who implement the course in real. Therefore, teachers should be involved in developing the language program to reflect the reality and they should be informed about new curriculum sufficiently to put it into practice. However, there are few chances to have orientation and, what is worse, it is usually for form's sake. Actually, it requires teachers' time and efforts to get used to new curriculum so many teachers are not willing to accept changes. Of course, trying to understand the national curriculum change and implement it properly is teachers' responsibility. It is, however, not the case in real so I think there should be incentive or systems for helping them. At the same time, ministry of education should always to reflect teachers' opinion.
In public context, I think learner factors are usually ignored even though they are the key participants in curriculum development projects, that is, learners are the people who produce outcomes and learners are the reason why the program exists. Therefore, it is essential to collect as much information as possible. It, at least, should be reflected that they are heterogeneous group in a classroom, they are in a big class and they live in an EFL context.
Other factors which I did not mention here is also seems important so it will be worth trying the situation analysis profile in Appendix 1. The more we know about what's reality, the better the language program will be.
Among some factors – societal, project, institutional, teacher, learner and adoption – that affect the language program, I think teachers are the most important factors because they are the people who implement the course in real. Therefore, teachers should be involved in developing the language program to reflect the reality and they should be informed about new curriculum sufficiently to put it into practice. However, there are few chances to have orientation and, what is worse, it is usually for form's sake. Actually, it requires teachers' time and efforts to get used to new curriculum so many teachers are not willing to accept changes. Of course, trying to understand the national curriculum change and implement it properly is teachers' responsibility. It is, however, not the case in real so I think there should be incentive or systems for helping them. At the same time, ministry of education should always to reflect teachers' opinion.
In public context, I think learner factors are usually ignored even though they are the key participants in curriculum development projects, that is, learners are the people who produce outcomes and learners are the reason why the program exists. Therefore, it is essential to collect as much information as possible. It, at least, should be reflected that they are heterogeneous group in a classroom, they are in a big class and they live in an EFL context.
Other factors which I did not mention here is also seems important so it will be worth trying the situation analysis profile in Appendix 1. The more we know about what's reality, the better the language program will be.
2007년 3월 15일 목요일
Responses to the questions about needs analysis
1. When I think of what students’ needs are, two ideas come into my mind. One is what students want to learn and the other is what they need to learn. These two ideas may be sometimes compatible. However, there may be more chances not to be compatible. Especially, it will be difficult to match these two ideas in teaching ENSP situation and in teaching young learners.
2. No.
3. Even though I can’t remember exactly what the questions were, I think Professor Park and Jenni conducted simple needs analysis.
4. I remember one thing: Jenni reflected one of my responses. I asked her not to force me to speak so that she did.
2. No.
3. Even though I can’t remember exactly what the questions were, I think Professor Park and Jenni conducted simple needs analysis.
4. I remember one thing: Jenni reflected one of my responses. I asked her not to force me to speak so that she did.
2007년 3월 13일 화요일
Reflection 1: Needs Analysis
Even though I have heard the need of needs analysis many times, I didn't know exactly what the purposes, procedures and other considerations of that. I could learn many things while I reading this chapter. The first thing I learned is that needs analysis is not that simple matter, that is, it is far more than just collecting information about learners' need.
Here are things I've learned from reading. First, as for the purposes of needs analysis, the first step is to decide exactly what its purpose or purposes are. Second, needs analysis may take place prior to, during, or after a language program. I have thought that needs analysis always takes place prior to a program before reading this chapter. However, to be an effective and learner-centered program, there need to take place not only "a priori" but also during and after a language program. Third, when needs analysis is administered, many stakeholders situation should be considered by asking some questions. Therefore, I should try to find out their real intention when I see or hear the results of needs analysis because some of them may misuse the result not for learners but for themselves. Fourth, I've learned that what really matters in needs analysis is not collecting the information but interpreting the information. When interpreting the information, my knowledge about language teaching and my philosophy will be influenced. Therefore, I should try to have sufficient knowledge and right philosophy. Lastly but most importantly, I've learned, as Shaw and Dowsett (1986) said, that informal needs analysis is part of a teacher's ongoing responsibilities. To be honest, I have overlooked what my students want and need. I have closed my ears from listening their opinion or complaints. As a teacher, I should listen my students carefully and open my eyes so that I will be able to see what is going on in the classroom, communicate with them and accomplish the teaching goal.
Here are things I've learned from reading. First, as for the purposes of needs analysis, the first step is to decide exactly what its purpose or purposes are. Second, needs analysis may take place prior to, during, or after a language program. I have thought that needs analysis always takes place prior to a program before reading this chapter. However, to be an effective and learner-centered program, there need to take place not only "a priori" but also during and after a language program. Third, when needs analysis is administered, many stakeholders situation should be considered by asking some questions. Therefore, I should try to find out their real intention when I see or hear the results of needs analysis because some of them may misuse the result not for learners but for themselves. Fourth, I've learned that what really matters in needs analysis is not collecting the information but interpreting the information. When interpreting the information, my knowledge about language teaching and my philosophy will be influenced. Therefore, I should try to have sufficient knowledge and right philosophy. Lastly but most importantly, I've learned, as Shaw and Dowsett (1986) said, that informal needs analysis is part of a teacher's ongoing responsibilities. To be honest, I have overlooked what my students want and need. I have closed my ears from listening their opinion or complaints. As a teacher, I should listen my students carefully and open my eyes so that I will be able to see what is going on in the classroom, communicate with them and accomplish the teaching goal.
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