Technology
I am inspired to use technology in the classroom to help students get excited about learning Korean. Among the many options of Web 2.0 technology tools, I incorporate YouTube and Linoit the most in my teaching context. Linoit allows students to gain immediate access to authentic materials and to reflect, collaborate and contribute on a canvas that is being shared with everyone.
Occasionally, I incorporate Kahoot to encourage student participation and stimulate learning that is more interesting to my students.
Lately, I have also used PowToon and Podomatic to create my first ebook trailer and ebook reading podcast.
I think technology is a great tool to redesign instructional materials to be delivered in exciting ways that promote transformative teaching and learning.
Culture
I think language is understood in terms of its structural system, communication system and social practice. For the most part, teaching culture has been embedded throughout my own language teaching. Oftentimes, I stop and provide cultural background when I teach listening and reading passages, whether customs, food or expressions unique to Koreans. So, my students learn Korean culture in context. However, recently I have been inspired to develop students’ intercultural competence through Korean literature, not only on a micro level to decode messages but also to learn about the people, culture and history of the Korean language.
I think my role as a teacher is not only to educate my students to learn Korean so they can read, write and speak, but also to educate them to communicate effectively and to broaden their perspectives regarding different lifestyles and respect for diversity.
Assessment
I personally think that no one should be evaluated based on a single test result, as it does not accurately and fairly evaluate student performance. Therefore, I use both formal and informal assessments as tools to measure the students’ mastery of learning outcomes and to determine the need for curricular and instructional adjustments. Assessment results provide information regarding what kind of study strategies I should suggest to assist students in overcoming weaknesses identified during class or through formal assessments.
I am inspired to use technology in the classroom to help students get excited about learning Korean. Among the many options of Web 2.0 technology tools, I incorporate YouTube and Linoit the most in my teaching context. Linoit allows students to gain immediate access to authentic materials and to reflect, collaborate and contribute on a canvas that is being shared with everyone.
Occasionally, I incorporate Kahoot to encourage student participation and stimulate learning that is more interesting to my students.
Lately, I have also used PowToon and Podomatic to create my first ebook trailer and ebook reading podcast.
I think technology is a great tool to redesign instructional materials to be delivered in exciting ways that promote transformative teaching and learning.
Culture
I think language is understood in terms of its structural system, communication system and social practice. For the most part, teaching culture has been embedded throughout my own language teaching. Oftentimes, I stop and provide cultural background when I teach listening and reading passages, whether customs, food or expressions unique to Koreans. So, my students learn Korean culture in context. However, recently I have been inspired to develop students’ intercultural competence through Korean literature, not only on a micro level to decode messages but also to learn about the people, culture and history of the Korean language.
I think my role as a teacher is not only to educate my students to learn Korean so they can read, write and speak, but also to educate them to communicate effectively and to broaden their perspectives regarding different lifestyles and respect for diversity.
Assessment
I personally think that no one should be evaluated based on a single test result, as it does not accurately and fairly evaluate student performance. Therefore, I use both formal and informal assessments as tools to measure the students’ mastery of learning outcomes and to determine the need for curricular and instructional adjustments. Assessment results provide information regarding what kind of study strategies I should suggest to assist students in overcoming weaknesses identified during class or through formal assessments.
