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The curriculum
The curriculum
At the Demonstration School of Kanchanaburi Rajabhat University (DSKRU), the English curriculum for Mathayom 4 and 5 is meticulously designed to ensure students develop essential reading, speaking, writing, and analytical skills. The primary resources utilized in these levels are the books Mastery in Reading 1 and Mastery in Reading 2. These books, authored by Gillian Flaherty, James Bean, Jane Bowring, and Naomi Waterman, serve as the backbone of the curriculum. They provide the learning competencies and objectives, as well as the flow and structure of each lesson to ensure structured and progressive learning.
Content and performance standards
Content and performance standards
Translation:
In Mastery in Reading 1 and 2, the books focus on building essential language skills in reading, speaking, and writing to equip learners with the ability to communicate effectively in diverse contexts. Through structured activities, students enhance their analytical and critical thinking abilities while developing fluency and correctness in language use.
Key Practices for Skill Development:
Reading Skills: Learners practice reading comprehension to identify key points, analyze content, and summarize information effectively. Materials include documentaries and fiction, fostering diverse perspectives and critical interpretation.
Speaking and Writing Skills: Students engage in tasks such as requesting and providing information, expressing opinions, and offering reasons and examples. Topics range from summarizing news and events at local, regional, and national levels to broader social and educational contexts.
Real-World Application: Language practice extends beyond the classroom to real-life and simulated scenarios. Learners use their language skills to communicate, collaborate, and conduct research, utilizing various information sources such as libraries and educational platforms.
Learning Outcomes:
Upon completing the program, students are expected to achieve the following:
Reading Proficiency: Capture main ideas, analyze meaning, summarize content, and express opinions on documentaries and fiction.
Effective Communication: Speak and write clearly to request and provide information, as well as express opinions on news and events appropriately.
Critical Thinking: Analyze and provide thoughtful opinions about local, regional, and societal events.
Practical Language Use: Communicate effectively in classroom settings and educational institutions.
Research and Information Processing: Use foreign languages to research, gather, summarize, and critically evaluate information from various sources.
Teaching practices
Teaching practices
In my brief time observing classes at DSKRU, I noticed that P'Moon's instructions were task-based. She would first discuss key concepts and then assign tasks to students to further deepen their understanding of the topic. I find this method remarkable as it fosters learner-centered learning, allowing students to take charge of their own education by challenging themselves to uncover concepts. Despite the learner-centered nature of P'Moon's instruction, I could still observe the traditional approach to teaching, which effectively complements the modern method of learning.
Despite, in my opinion, the books being predominantly Western-centered, P'Moon provided examples that were highly relevant to the students' schema. For instance, she taught English vocabulary related to shopping by incorporating the Thai language. By connecting their L1 (first language) to the process of learning a foreign language, she effectively bridged the gap between the unfamiliar concepts and the students' existing knowledge, making the learning experience more meaningful and accessible. I also noticed that code-switching is prevalent in the classroom, which, I think, is a great way of alleviating the stress-inducing nature of using an unfamiliar language. This allowed students to participate more in class and not feel alienated in learning a foreign language.
The Learning Environment, learning Materials and technology integration
The Learning Environment, learning Materials and technology integration
DSKRU is equipped with various learning materials and technological tools that are easily accessible to teachers and learners. I was actually astonished to learn that even the prizes are provided by the school. The classrooms are also accommodating to various learning needs of students, which makes the learning environment conducive to learning.
The classrooms are equipped with a projector, whiteboard, computer, wired/wireless microphone, and functional sound systems. They are also well-ventilated, with air conditioning, and well-lit. Each classroom is spacious enough to accommodate 30 students, with some extra space for activities. Each student has a table and chair in good condition for their comfort.
In the English faculty room, teachers can easily access learning materials. The room is equipped with printers, computers, and traditional supplies such as bond paper, cartolina, coloring materials, and more. Not to mention, there is also a wide selection of candies for prizes. The school has a reliable internet connection, free for both teachers and students, which allows them to use various media and tools such as Kahoot, Google, YouTube, Canva, and others for learning.
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