Up to now, my teammate, Beryl, and I have finished the selection of the grammar points

for the first draft of our curriculum (See Appendix A). During the initial stages of curriculum

development, we struggled with grammar, which seemed too complex for our students to

understand as we selected structures based on our experience. That is, we were selecting the

content, particularly on the basis of this semester’s teaching experience in which all our students

are seniors. However, by browsing through the PEDAL database (teaching materials from the

previous semesters), we have realized that our curriculum is more for general future use instead

of solely targeting senior A1-A2 level students. Thus, we designed a simple and advanced

section for grammar as this allows future teachers to choose language points more flexibly.

Another point that I would love to highlight is that the same tense is being used

repeatedly on purpose. During this semester’s teaching, we both observed that learning tenses is

quite demanding for our students, especially for those whose first language does not have the

concept of tense. Therefore, we both believe that introducing tenses more frequently would allow

students to have more time to process and understand them. Moreover, tenses are introduced in

different topics so that students can be exposed to various scenarios and practice using them.

Throughout the curriculum development process and the PEDAL team meeting, I gained

a deeper understanding of community service learning. Attending the PEDAL meeting on

November 27th was instructive and thought-provoking. As I participate in this project not only

as a teacher but also as part of the community, I realize that we need to consider the bigger

picture while working on this community service learning project. That is, to my understanding,

the curriculum serves as the foundation for the future development and improvement of PEDAL,

providing a relatively standard structure that other tasks can build upon. In general, we all handle

different issues in our own unique ways, based on our roles and functions in this community. In
this particular case, I am in the position of a teacher, serving as a bridge between the students and

administrators of PEDAL. More importantly, the class EDUC 8215 provided me with a platform

to critically reflect on my individual and group work, which is closely connected to my teaching

experience and my role as a partner of PEDAL.

 Appendix A

https://docs.google.com/document/d/1s76z5tMDbVbBi7X6KnFL9Mwngg3nR7W3/edit?

usp=sharing&ouid=111928542010210698321&rtpof=true&sd=true