2020 NAKS 온라인 연수 발표 자료

2020년 4월 하순부터 시작된 온라인 교육 자료 개발이 6월말에 끝나고 이어서 7월말까지 교육 자료를 이용한 수업 해설 동영상 제작, 또다시 온라인 연수 준비까지…. 코로나로 일순간 멈춘 듯 보였던 한국학교 커뮤니티가 디지털 혁명에 눈을 뜨며 그야말로 혁명적인 변화를 경험하고 있습니다. 처음에는 다른 분들보다 조금 먼저 경험하고 알고 있는 것을 전해야겠다는 생각이었는데, 함께 하면서 저 역시 훨씬 더 많은 것을 배우고 성장하는 기회를 얻었습니다. 연례 학술대회는 취소되었지만 그보다 더 뜨겁고 알찬 온라인 연수의 경험은 또 많은 것을 생각하게 하고 바꾸게 될 것 같은 예감입니다. 이 변화의 한복판에서 다시금 신발끈을 동여매고 한 걸음 한 걸음 힘차게 내딛고 계신 전세계의 한국학교 선생님들을 응원합니다.

21세기 한국어 수업_고급반 이야기 (pdf)

21세기 한국어 수업_고급반 이야기 (ppt)

Flipped Learning Lesson Plan

This posting contains “Lesson Plan for Flipped Learning and Interactive Activity.” In a flipped classroom, students study new concept or materials outside of class first through reading assignment, memorizing new vocabulary or lecture videos of grammar preview, so class time can be used for more meaningful practice saving time for ground work. Below contents is also available in PDF file format. Flipped learning lesson plan-q1rk1g

  1. Unit Theme: Expressing Possession
  2. Learners’ background: 1st semester of college Korean
  3. Link to the flip video: https://youtu.be/EtvRWvjPjL0 (Grammar 3.1 of Integrated Korean Beginning 1: Noun이/가 있어요/없어요)
  4. Comprehension check: https://play.kahoot.it/#/k/e28b376d-eaec-4a48-9cf2-e1a4710fc96b
  5. Interactive Activities:
  • Finding differences (Interpersonal): Two slightly different pictures are given to a pair of students. Each partner has one picture. Then, the partners interview each other to find out how the pictures are different. Each student must list what she/he has and what does not. Pictures can be a campus map with building names, a classroom with things, or someone’s room with stuffs. The teacher makes two copies of the pictures and erase different items from each picture before the class for this activity. To ensure success and a challenge for all, some differences will be obvious for the slowest achievers, some will be difficult for the highest achievers and some in between. To avoid frustration, it is helpful to tell the students how many differences they should look for.

This activity is on the stage of “Apply” and “Analyze” based on Bloom’s Taxonomy, “Practice by doing” and “Discussion group” on the Learning Pyramid and it uses Interpersonal communication mode.

  • Listen, draw and present (Interpretive, interpersonal and presentational): The teacher prepares the script describing two pictures of different places. In class, the teacher asks students to choose one place they want to draw. Then class is divided into two groups. The teacher reads the script to each group and students draw picture based on listening. Then, each student is asked to draw two to four more items of their choice to the picture. So, all the pictures will be slightly different. The class will have time for presentation practice. Students must write down sentences and help each other when there is a problem with vocabulary or sentence structure using their language skills. The teacher helps the whole class. At the end of the activity, two students from each group verbally describe their pictures.

This activity is on the stage of “Apply”, “Analyze” and “Create” based on Bloom’s Taxonomy, “Practice by doing”, “Discussion group” and “Teach others” on the Learning Pyramid and it uses all three communication modes.

 

Online Community_Advanced Class_Korean Weekend School

I attended 2016 AATK Conference and learned about Padlet.com. I loved it, so I decided to use it for my advanced class students in the Korean weekend school at my church for the last school year (2016-2017). I had four middle school students and two foreign adult students. My adult students enjoyed a lot, and middle school students also engaged more than typical in class or email communication. I called it “our online board” which they need to check it at least once per week to do their homework and review class materials.

The link to the online board:

https://padlet.com/gracenuri/advanced1

One learning activity: At the online board, you will find “Listening HW” for every lesson. They can post their answers on the board or bring it to the next class. Some of the students submitted online, but I deleted them once I check it and returned it to students to avoid a clutter on the site.

I created this listening HW especially for my foreign adult students who lack in listening and speaking skills than heritage students. I usually read the listening script once in class, then students can listen once more to do their HW at home. Sometimes I run out of time to do listening activity in class, then I can leave it as HW. In the HW, I usually put translation HW there too. Students then bring it to the next class for my approval. I do this because I want them to grow into true bilingual language users.

Movie TalK_The Way Home

The Movie Talk was one of the hardest assignments during STATTALK Program but it was the most exciting experience for me. I thought about it as creating another authentic or semi-authentic material for students. It is more like “Korean Movie Review” for Korean learning students. It is appropriate for college intermediate level Korean.

1. Theme of lesson: Communication
2. Targeted learning points: Students will learn naturally that communication is not hard after all while tasting this lovely Korean movie.
3. Comment: I made the narration script to reduce error in recording and also to distribute to students after the initial Movie Talk class to enhance their understanding and writing skills. I highlighted the vocabularies and expressions students may have difficulty for easy recognition. However, I may distribute it without highlighting and ask students to highlight and find meanings as an activity. See below the script.

Performance-based Assessment Plan

Level: Novice

Learner’s Age: College students

Theme: Cultural Event

ESSENTIAL QUESTION: What draws you to Korean culture?

Context:
Students have learned about asking and telling location, describing something with adjectives, telling actions with verbs, and telling their purpose of going/coming to somewhere. Students also have learned time expressions.

Interpretive Task: 
Students read a short article from a local paper or magazine about Atlanta Korean Festival usually held in late September or early October. A worksheet will be distributed to check their understanding. The worksheet could ask students find the main idea of the article to underline key words and phrases, or to summarize the main idea in one sentence either in Korean or English.

The focus of the assessment is checking students’ understanding of the text.

After completing the interpretive task, the teacher leads the class in a discussion about Korean Festival. This second part of the Interpretive task makes students to prepare their actual visit to the event. The more they know the more they learn from the event. The teacher can present pictures of cultural aspects of Korea that would appear in the event and more. Below are some example questions the teacher may ask to students:

  • What are the names of these activities?
  • What are the names of these food items?
  • What do you expect to see there?
  • What is your favorite part of Korean culture? Why?
  • Have you visited this event or other Korean cultural event before?
  • Is there any other aspect of Korean culture that is attractive to you?

Students can answer with one word or short phrases, but the teacher can be flexible in use of English for deeper discussion to encourage students to express their understanding of Korean culture.

For an assignment, students team up with peers who have expressed same interest to prepare a poster of a particular Korean cultural aspect. They work together to complete their interpersonal task in upcoming class, so they should plan what they need to bring in to the class, such as poster board, photos, scissors, markers, etc.

Interpersonal Task: 
Students work in pair to construct a poster. Students are expected to use Korean for their discussion and negotiation to reach the same goal.

The teacher can videotape or record the discussion to review later. A checklist might be helpful to assess students’ activity. Providing self-assessment form before the discussion may help students’ performance for the interpersonal tasks.

Presentational Task: 
Students make a poster showcasing their choice of Korean cultural aspect. Each student is expected to write two paragraphs on their poster. The first paragraph should provide factual information and the second paragraph should provide personal reason for the interest. After the presentation, they get feedback from the teacher and/or peers for improvement.

Peer feedback:
Peers give feedback targeting specific areas. Rubric with detailed checklist is provided as a student feedback tool. There should be comment section and sign area for credibility of feedback.

Teacher feedback:
The teacher needs to inform students what is the expectations for their presentation ahead of time. So, students are aware of non-negotiables when they turn in rough draft. If those non-negotiables have not met, the submission should not be accepted.

Evaluation:
The interpretive task is evaluated using the students’ worksheets. The interpersonal task and presentational task are evaluated using a rubric.