"Most simply put, a curriculum is a guide for learning" (Prevedel, 2003). Even though in most cases teachers don't have a right to choose or organize their curriculum as Prevedel pointed out "the state, funder, or program has made that choice, or time and resources present so many restrictions that the choice is virtually made for them", they could create their own curriculum through supplementary seclection, teaching method and modification if they consider the advantages and disadvantages of three approaches to curriculum: traditional, learner-driven, and critical. Even though three approaches emphasizes different beliefs, "[e]ach functions more as an organizing tool....teachers may find that they draw upon all three approaches when they create curriculum. The important point is that teachers be conscious of "why they are choosing to use each approach" (ppt. 4)
Graves (2000) wrote in chapter two that teachers should define context to focus on designing a course. " A clearer understanding of what is possible within a given amount of time will allow us to be realistic about what we can accomplish" (p. 17). "Problematizing the context helps you decide where to start and what to focus on in planning the course" (p. 21). Being realistic and accomplishable is a key factor to decide if the design is successful or at least useful even though Bonev said that "there is no right or wrong course design" (ppt. 17).
Teachers are subjective being and they bring their educational philosophy into classrooms. Being aware of one's own beliefs is the starting point to know why some things are favorable and others are not when designing a course. As a language teacher, Graves notes that we should examine our beliefs on language, social context of language, learning and learners, and teaching itself. (p. 28)
Graves (2000) wrote in chapter two that teachers should define context to focus on designing a course. " A clearer understanding of what is possible within a given amount of time will allow us to be realistic about what we can accomplish" (p. 17). "Problematizing the context helps you decide where to start and what to focus on in planning the course" (p. 21). Being realistic and accomplishable is a key factor to decide if the design is successful or at least useful even though Bonev said that "there is no right or wrong course design" (ppt. 17).
Teachers are subjective being and they bring their educational philosophy into classrooms. Being aware of one's own beliefs is the starting point to know why some things are favorable and others are not when designing a course. As a language teacher, Graves notes that we should examine our beliefs on language, social context of language, learning and learners, and teaching itself. (p. 28)
References:
Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle Publishers.
Prevedel, A. (2003). Values and beliefs: The world view behind curriculum. Retrieved on Oct. 29, 2010 from http://www.ncsall.net/index.php?id=190.
A teacher gathers information to define the context before designing a course. Then, the teacher makes the design. After he finishes the design, it’s not the end of the job. The teacher modifies the design in different situations while conducting the class. The design before practice is only a guideline which will be modified during the course.
ReplyDeleteIf a teacher designed a course without considering students’ needs, would it be successful? Maybe not. Both the teacher’s beliefs and students’ needs should be reflected in the design.
What Graves notes is absolutely right. We should examine our beliefs on language, social context of language, learning and learners, and teaching itself. For the children, teachers are like the windows to the world. Through this window, they see and experience the world. If it is clear and correct, then children can get the clear and correct view.
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