Daniel Craig

Classes I'm Teaching and Those Recently Taught

This is a growing list of courses that I have taught. It's not everything, but a good representation of what I've been doing the last few years+.

Current

• Classroom English
  • This is teaching methods course focusing on how to teach English using English. Honestly, I haven't figured out the scope of the course yet. It's a little vague and doesn't have a consistent history. It's been taught more from an EFL standpoint in the past, but I was hired to take these classes into more of a teacher education direction.
• Advanced & Intermediate English Composition
  • These are straight foreword composition classes. I see these classes working on both academic writing and more informal writing for communication purposes (email, chat/SMS/Twitter, blogs, etc). The classes will use email/personal messaging for one-to-one communications, discussion forums for one-to-many communications, blogs for journaling (self communication), good ol' handwriting and word processors for process writing, and I'm even considering an animation and/or Twitter creative writing project.

Recent

• Sangmyung University
  • English Essay Writing
    • This is a writing course for English Education majors. The focus is on writing essays on SLA/TESOL topics for the Teacher Certification Exam. This is a blend of basic writing instruction paired with academic writing on theory and practice.
• Seoul National University
  • Public Health Administrators
    • This is a beginner-level English class for members of the Public Health Administrators program in the School of Public Health at SNU.
  • Academic English Writing
    • Focuses on larger pieces of writing. We quickly move through paragraphs and essays and focus more on research writing.
  • Conference Preparation
    • This is a unique course that attempts to tackle 3 important aspects of conference participation: abstract writing, presentation skills, and conversation. The course is primarily dedicated to presentation skills, with writing and conversation used as a ramp-up and ramp-down to the course.
  • English Pronunciation & Listening
    • This is a great dual-focus course that initially separates the pronunciation and listening components, but merges them as the course progresses. The dual focus is meant to reduce fatigue (pronunciation for 7 weeks gets tedious) and to emphasize the interaction of the two skill sets.
  • English Conversation - Level 4
    • This is a conversation course for intermediate/upper-intermediate learners. The course is aimed at increasing fluency through prolonged interactions with both English materials and speakers. The course is loosely organized through a functional syllabus, with nearly half of the course dedicate to discussion of student-derived topics.
• Indiana University
  • Computer Assisted Language Learning (CALL) - Default course page
    Computer Assisted Language Learning (CALL) (summer II 2006)
    Computer Assisted Language Learning (CALL) (summer II 2005)
    • The CALL courses were focused on helping pre-service/in-service teachers to integrate technologies into their teaching methods. I see CALL as a part of basic methods, not as a mystical other. I have a personal belief in and focus on adapting existing technologies and resources for use in the language classroom. With the existence of so many resources, why do we need to re-invent the wheel. Therefore, this class focused on finding, evaluating, and repurposing resources for teachers' classroom needs. There was then a secondary focus on developing their own resources and supplementary materials for those times when nothing else will do.
  • ESL/EFL Instruction and Assessment Approaches (fall 2005)
    ESL/EFL Instruction and Assessment Approaches (spring 2006 - ICP)
    ESL/EFL Instruction and Assessment Approaches (spring 2006 - ICCATs)
    • This course focused on basic TESL/SLA theory and assessment. The theory component included popular learning theories and instructional theories (primarily language instruction theory). The assessment component discussed both common and alternative assessments, which a focus on the latter. These courses were primarily for Indiana ESL teachers, so the projects and examples were geared most for them; however, the fall 2005 class was about 50% international students, so the content changed significantly to meet their needs.