![]() ![]() I saw that authors made decisions that got fixed on a page, but at any point the decisions could have resulted in something different, depending on one's reasoning. When I started out in materials development in the 1980s, I became fascinated by the possibilities of what could or should be included in a language course. As a materials and curriculum developer, I saw my responsibility as providing a map for teachers that would show how the parts added up to a sensible whole.ĭetermining a sensible whole for a language curriculum is not a straightforward undertaking. How do the lessons fit together as a whole?’ I interpreted this to mean that they did not have a sense of the overall curricular structure and aims for their students’ learning. Indeed, as a teacher educator, I would often hear the refrain from teachers, ‘I know how to plan a good lesson, but I'm not sure what the big picture is. ![]() In the US, this separation is encapsulated in the phrase ‘curriculum and instruction’, where they are seen as separate domains of research and responsibility (Doyle, Reference Doyle and Jackson1992 Kaplan & Owings, Reference Kaplan and Owings2015). As someone who has taught languages, educated teachers, and developed curriculum and materials, I have been puzzled by the separation of curriculum and teaching. Throughout my professional life, I have been interested in the relationship between teachers and curriculum. ![]()
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