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Using Authentic Curriculum and Materials
Step 3: Focus on an aspect of your practice
- Based on the definition you wrote in Step 2 for curriculum development, write down a strategy for collaborating with students to identify a theme on which to build an activity.
- Review your answers to Making Connections on page 88 of Creating Authentic Materials and Activities for the Adult Literacy Classroom and make revisions, if needed.
- What are some ways you might increase the use of authentic materials and activities? What might be your challenges and opportunities? How might you increase the opportunities and decrease the challenges?
- Depending on your teaching context, you could also read:
ESOL/Computer Instruction
"Teaching ESOL Using Word Processing: A Communicative Approach." Steve Quann Diana Satin, Focus on Basics, Volume 4, Issue C, December 2000. (Opens new browser window. Close it to return.)
Summary:
Two instructors describe how they developed a structured and collaborative approach to improving students’ computer and language skills through responding to their learners’ stated needs and interests.
ESOL
"Rediscovering Themselves: Learning to Read for Survival" Melissa Nieves, Focus on Basics, Volume 1, Issue B, May 1997. (Opens new browser window. Close it to return.)
Summary:
The author describes the process by which she worked with colleagues to develop a three-phase program that draws on students’ personal histories as topics and texts for ESOL instruction.
Math
"Developing Adults Numerate Thinking." Mary Jane Schmitt, Focus on Basics, Volume 4, Issue B, September 2000. (Opens new browser window. Close it to return.)
Summary:
This article emphasizes the importance of creating adult-centered math curriculum using realistic decision-making and problem-solving scenarios. The author argues for a shift from “school math” to numeracy and underscores the importance of linking math to the lives of adult learners.
"Numeracy Needs of Adult Literacy Participants"Aydin Yucesan Durgunoglu and Banu Oney, Focus on Basics, Volume 4, Issue B, September 2000. (Opens new browser window. Close it to return.)
Summary:
The authors describe how they investigated their adult learners’ need for mathematical skills and used this information to develop a math curriculum in Turkey.
