Beyond domain–and skill–specific outcomes
6. Authentic activities lead beyond domain–and skill–specific outcomes
Traditional language exercises that appear in coursebooks and workbooks consist of domain and skill specific exercises. For example, students are expected to match the words with their meaning, fill in the gaps, put the sentences in the correct order, mark the sentences true, false or not mentioned or do exercises such as "Listen to three people talking about different adverts and answer the questions for each extract. a) What is the type of the product? b) What is the brand? c) Did the speaker like the advert?". However, activities in life outside the school are not domain specific. People need to use knowledge from a variety of domains to complete the activities successfully.
Traditional language exercises that appear in coursebooks and workbooks consist of domain and skill specific exercises. For example, students are expected to match the words with their meaning, fill in the gaps, put the sentences in the correct order, mark the sentences true, false or not mentioned or do exercises such as "Listen to three people talking about different adverts and answer the questions for each extract. a) What is the type of the product? b) What is the brand? c) Did the speaker like the advert?". However, activities in life outside the school are not domain specific. People need to use knowledge from a variety of domains to complete the activities successfully.
"Hayatın İçindeki Müfredat" was published in 2020 by Ziya Selçuk, the Minister of Education in Turkey. It aims to show parents how the knowledge students learn at school is used in daily life and thus aims at guiding parents to help their children to practice what they learn at school in their daily lives outside the school. I recommend you to read "Pazara Gitmek Ne İşimize Yarar?" (pp. 10-13) as an example of how real world activities incorporate knowledge from a variety of disciplines.