Capter 4
Conceptualizing content is a kind of a syllabus which describes what teachers will teach. Perhaps a useful analogy to conceptualizing content is that of making a part of the planet earth. One map highlights the geological surface features of the territory. Another map highlights the natural recourses. A third map shows the network of roads and towns. A forth map shows population density (Graves, 2000, p.39).
As Graves also said what you choose are their needs, why they are taking the course, and whether and how the course has been described to students or the public, as well as your own experience and preferences. Choice is a key, because you cannot explicitly focus on or do everything. A map which tries to show all the features of the four map listed above would be a mishmash that would be hard to make sense of.
A well-constructed syllabus plays a role like a sign in desert to show a way to a destination. As conceptualizing content varies depending various factors teachers must explicitly present what students will learn with exact goals of course.
Chaper 8
Developing materials is the process of making syllabus more and more specific. When teachers are required to strictly adhere to a textbook and timetable there is little room for them to make decision and to put to use what they have learned from experience, which, in effect, ”deskills” the teacher (Apple, 1986). I don’t think every teacher makes time and effort to develop materials to tech in calls but it is essential job for students to make the most effective class. That is, teachers must be ready to how to make up their material as soon as they get textbooks.
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 (Graves, 2000, p.150).
Even though developing materials are mostly conducted by making choices of teachers based on their belief, understanding and experience, it must be designed to be easy to follow by students and feasible, appropriate for the goal of students.
Chapter 9
It shows not only how teachers can change and evaluate textbooks but also how they exploit the advantages. Even textbook is fixed when it is written, it can be modified by teachers according to students’ goals, needs and requirements of context.
Here are examples of advantages and disadvantages of textbooks (Graves, 2000, p.174).
Advantages
.It provides a syllabus for the course
.It provides security for the students because they have a kind of road map of the course.
.It provides a set of visual, activities, reading, etc., which save the teachers time in finding materials.
.It provides teachers with a basis for assessing students’ learning.
. It may include supporting materials.
.It provides consistency within a program across a given level, if all teachers use the same textbook.
Disadvantages
.The content or examples may not be relevant to the group
.The content may not be at the right level
.There may not include everything teachers want
.There may be the right mix of activities
.The sequence is lockstep
.The activities, reading, visuals, etc. may be boring.
.The material may go out of date.
.The timetable for completing the textbook or parts of it may be unrealistic
There are many more advantages and disadvantages about the textbooks so teachers must try to make use of advantages overcoming disadvantages in order to use a textbook as a tool for a class.
Adopting textbooks is the same as adopting weapons for a battle. Even solders are great if they fight with useless weapon they will be defeated. So solders must adopt good weapons and adapt them to a battle.Like weapons, teachers must know how to adapt textbooks not only to meet the needs and interests of students but also achieve the goals of class.
Yes, exactly! Teacher must know how to adapt textbooks not only to meet the needs and interests of students but also achieve the goals of class. We had used one conversation book that I chose and it worked really well and one of my co-workers suggested using other books too. So we chose another book and have been using it. And it has not been working very well I mean using the new book. Because we kind of hurridly chose the new book. So we couldn't really take a look at it and as we have been teaching we realize we should have examined the book more thoroughly. And now I realized adapting text books is really important when teaching!
ReplyDeleteThank you very much your comment. In my case, as I am teaching students English in an institute like you I have to choose textbooks by myself so I know how important it is to pick up the right textbooks. The efficiency of class absolutely varies depending on textbooks!
ReplyDeleteAs I am not teaching, I had a hard time reading on these chapters. But I got a clear idea from your post that teachers should choose the right textbook and teacher can modify according to the context. And the ability to adapt the texbook appropiate will be the one of power to teacher.
ReplyDeleteThank you for your comment Sujin. Yes, textbooks are as important as weapons in a battle as I mentioned above. So teachers must be careful when they choose textbooks and have ability to utilize textbooks according to class^^
ReplyDeleteGood post Yun Joung So and good comments Yoon Young Choi and Su Jin Kim.
ReplyDeleteAs you already know, there is no textbook that will perfectly fit the needs of all of your students or all of your classes. A textbook, exactly like other materials or technology, is just a tool to help you to achieve your goal. Or to make your life easier with rich ideas you can adjust or compliment accordingly. One of my favorite textbooks is “Academic Encounters” published 2004-2009 by Cambridge University Press. These are series of textbooks for Intermediate, High intermediate, Low Advanced, and Advanced adults for teaching Reading/Study Skills/Writing or Listening/Note Taking/Discussion. For example, each unit in Academic Encounters: Life in Society (Reading …) contains two chapters and four lessons each. Preparing to read the lesson may include thinking about the topic, looking at the pictures, examining graphic material, predicting, and building vocabulary; reading strategies may include skimming, scanning for the main ideas, note taking; after reading strategies may include writing one sentence summary, building vocabulary using context clues, speed-reading techniques; and language focus is always present. Sometimes I’ve thought, no one can be a bad teacher if simply follow that textbook.
Thank you very much for your comment^^ Prof. Antoaneta Bonev. Sometimes You’ve thought, no one can be a bad teacher if simply follow that textbook. Absolutely, I have the same idea as you have. But teachers are not robots so teachers must adjust themselves for a class. But I also sometimes wonder which is the better way whether teachers follow what a textbook say or modify a textbook according to the teachers' will. Oh~~ teacher's job is tough...to educate people...--;
ReplyDeleteI have never thought about developing material regarding students' experience even though it is an obvious thing. Thinking of it, I have always thought students have experienced same as me. I think I need to listen to and care more of them when developing materials.
ReplyDelete