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Tuesday, June 15, 2010. Module #9: Reflection on my rubric and course design. It was difficult for me to make a rubric and the whole course design based on the previously designed rubric even after reading the Chap. 10 of my textbook since I have never made my own rubric and course design before. Now I can get the idea of how I should make a rubric and a course through my professor’s helpful advice, and referring my peer’s work. I appreciate for my professor’s help and my peer’s good job. I hope this cou...

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EESL614pjh | eesl614pjh.blogspot.com Reviews
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Tuesday, June 15, 2010. Module #9: Reflection on my rubric and course design. It was difficult for me to make a rubric and the whole course design based on the previously designed rubric even after reading the Chap. 10 of my textbook since I have never made my own rubric and course design before. Now I can get the idea of how I should make a rubric and a course through my professor’s helpful advice, and referring my peer’s work. I appreciate for my professor’s help and my peer’s good job. I hope this cou...
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1 no comments
2 cover letter
3 sincerely yours
4 course syllubus
5 proficiency level intermediate
6 time 45 minutes
7 course overview
8 course objectives
9 textbook
10 course contents
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no comments,cover letter,sincerely yours,course syllubus,proficiency level intermediate,time 45 minutes,course overview,course objectives,textbook,course contents,1 language,2 learning strategies,course activities,1 teacher centered activities,objectives
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EESL614pjh | eesl614pjh.blogspot.com Reviews

https://eesl614pjh.blogspot.com

Tuesday, June 15, 2010. Module #9: Reflection on my rubric and course design. It was difficult for me to make a rubric and the whole course design based on the previously designed rubric even after reading the Chap. 10 of my textbook since I have never made my own rubric and course design before. Now I can get the idea of how I should make a rubric and a course through my professor’s helpful advice, and referring my peer’s work. I appreciate for my professor’s help and my peer’s good job. I hope this cou...

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EESL614pjh: April 2010

http://eesl614pjh.blogspot.com/2010_04_01_archive.html

Sunday, April 25, 2010. The First Blog Post Response. Here are three questions, which are from the PPT materials and related to the textbook. 1 What does it mean to “define the context of your teaching”? What is the purpose of learning English? What are the students’ sociocultural, socioeconomical, and sociopolitical background? How long is the course? 2 Why is it important to define your particular context of teaching? 3 What does “problematizing the context”mean? Posted by Park, Ji Hae. I'm Park, Ji Hae.

2

EESL614pjh: Module #9: Reflection on my rubric and course design

http://eesl614pjh.blogspot.com/2010/06/episode-3-teacher-curriculum-interview.html

Tuesday, June 15, 2010. Module #9: Reflection on my rubric and course design. It was difficult for me to make a rubric and the whole course design based on the previously designed rubric even after reading the Chap. 10 of my textbook since I have never made my own rubric and course design before. Now I can get the idea of how I should make a rubric and a course through my professor’s helpful advice, and referring my peer’s work. I appreciate for my professor’s help and my peer’s good job.

3

EESL614pjh: Module #8: Revised course design: cover letter & course syllubus

http://eesl614pjh.blogspot.com/2010/06/module-9-reflection-on-my-own-working.html

Sunday, June 13, 2010. Module #8: Revised course design: cover letter and course syllubus. Here is my revised course design. THE RED COLORED CONTENTS WERE REVISED. Curriculum Designer and Coordinator: Park, Ji Hae. Sam Sung Elementary School, Seoul, Korea. Dear my colleagues and the students’ parents. Park, Ji Hae. 2nd Grade English Language Course Syllabus. Course Title: Play with English and Aesop’s Fables. Instructor: Park, Ji Hae. Semester / Year: 2nd semester in 2010. Grade Level: 2nd grade in EFL.

4

EESL614pjh: May 2010

http://eesl614pjh.blogspot.com/2010_05_01_archive.html

Sunday, May 30, 2010. Module #7: Evaluation of Curriculum Materials 2. Based on chapter 10 of the textbook (summary is on the previous page of this blog), I made a curriculum evaluation rubric, and the checklists: one is for generic language art checklist and the other is for grammar curriculum checklist. Here are my rubric, checkllists related to curriculum evalation. Posted by Park, Ji Hae. Module #7: Evaluation of Curriculum Materials. Chapter. 10 Designing An Assessment Plan. Who evaluate the course?

5

EESL614pjh: Module #7: Evaluation of Curriculum Materials 2

http://eesl614pjh.blogspot.com/2010/05/module-7-evaluation-of-curriculum.html

Sunday, May 30, 2010. Module #7: Evaluation of Curriculum Materials 2. Based on chapter 10 of the textbook (summary is on the previous page of this blog), I made a curriculum evaluation rubric, and the checklists: one is for generic language art checklist and the other is for grammar curriculum checklist. Here are my rubric, checkllists related to curriculum evalation. Posted by Park, Ji Hae. Subscribe to: Post Comments (Atom). Module #7: Evaluation of Curriculum Materials 2.

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EESL614pjh

Tuesday, June 15, 2010. Module #9: Reflection on my rubric and course design. It was difficult for me to make a rubric and the whole course design based on the previously designed rubric even after reading the Chap. 10 of my textbook since I have never made my own rubric and course design before. Now I can get the idea of how I should make a rubric and a course through my professor’s helpful advice, and referring my peer’s work. I appreciate for my professor’s help and my peer’s good job. I hope this cou...

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Monday, June 14, 2010. Module #9 Reflection on My Own Working on the Rubric and the Course Design. To the higher levels that are essential for learning and growth in any discipline or profession. To address the use of rubrics in course assignments this paper aims to provide:. 8226; An overview of the types and purposes of rubrics. 8226; A process for designing rubrics for course use. 8226; An introduction to the use of measurement theory and criteria as a basis for insights about how to improve rubrics.

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