MATERIAL DESIGN

<span class='text_page_counter'>(1)</span>Developing Materials.

<span class='text_page_counter'>(2)</span> Overview  . . Definition of Developing Materials Basis to choose, adapt, or develop materials 3 possible ways to develop materials:   . Materials evaluation Materials design Materials/ textbooks adaptation.

<span class='text_page_counter'>(3)</span> Developing Materials Determining the organizing principle(s) (e.g., themes, genres, tasks). Identifying the course unit based on the organizing principle(s). Sequencing the units. Determining unit content and developing materials. Organizing unit content.

<span class='text_page_counter'>(4)</span> Developing Materials . For a teacher designing a course, materials development means creating, choosing or adapting, and organizing materials and activities so that students can achieve the objectives that will help them reach the goals of the course.. . Materials development encompasses decisions about the actual materials you use, as well as the activities students do, and how the materials and activities are organized into lessons..

<span class='text_page_counter'>(5)</span> A list of considerations for Developing Materials . The students and their needs. . The goals and objectives of the course. . The view of how students learn and of the students and teacher roles in the classroom. . The aspects of language students need to learn. . The types of activities.

<span class='text_page_counter'>(6)</span> A list of considerations for Designing Activities 1.. 2.. 3. 4.. 5.. Activities should be relevant to students’ experience and knowledge Activities should be relevant to students’ outside of class needs Activities should build students’ confidence Activities should allow students to problem solve, discover, analyze Activities should help students develop specific skills & strategies.

<span class='text_page_counter'>(7)</span> A list of considerations for Designing Activities (cont.) 6.. 7.. 8.. 9.. 10.. 11.. Activities should help students develop specific language & skills they need for authentic communication Activities should integrate the 4 skills: speaking, listening, reading, and writing Activities should enable students to understand how a text is structured Activities should enable students to understand cultural context, cultural differences Activities should enable students to develop social awareness Activities should be as authentic as possible.

<span class='text_page_counter'>(8)</span> A list of considerations for Designing Activities (cont.) 12. 13.. 14.. 15.. Activities should vary the roles and groupings Activities should be of various types and purposes Activities should use authentic texts or realia when possible Activities should employ a variety of materials.

<span class='text_page_counter'>(9)</span> Considerations for Developing Materials: Making choices . Material:. Semi-authentic Authentic. Pedagogical . Tasks/ Activities: Real world. Pedagogical . In the real world. Language output (by students):. Controlled. Open-ended.

<span class='text_page_counter'>(10)</span> Overview  . . Definition of Developing Materials Basis to choose, adapt, or develop materials 3 possible ways to develop materials: .  . Materials evaluation: select from existing materials Materials design: write your own materials Materials/ textbooks adaptation: modify existing materials.

<span class='text_page_counter'>(11)</span> Materials evaluation.

<span class='text_page_counter'>(12)</span> Materials Evaluation . . Evaluation is basically a matching process: matching needs with the available solutions In short, it is selecting from existing materials.

<span class='text_page_counter'>(13)</span> Materials Evaluation Define criteria On what bases will you judge materials? Which criteria will be more important?. Subjective analysis. Objective analysis. Analysis of your course, in terms of materials requirements. Analysis of materials being evaluated. Matching How far does the material match your needs?.

<span class='text_page_counter'>(14)</span> Materials Evaluation (cont.) Subjective analysis. Objective analysis. Audience. Who are your learners?. Who is the material intended for?. Aims. What are the aims of your course?. What are the aims of the materials?. What language points Content should be covered?. What language points do the materials cover?.

<span class='text_page_counter'>(15)</span> Materials Evaluation (cont.) Subjective analysis. Objective analysis. What text-types should be included?. What kinds of texts are there in the materials?. How should the content Content be organized throughout the course?. How is the content organized throughout the materials?. How should the content How is the content be sequenced throughout sequenced throughout the course? the book?.

<span class='text_page_counter'>(16)</span> Materials Evaluation (cont.) Method ology. Subjective analysis. Objective analysis. What kinds of exercises/tasks are needed? What teaching-learning techniques are to be used?. What kinds of exercises are included in the materials? What teaching-learning techniques can be used with the materials??. What guidance/support for teaching the course will be needed?. What guidance do the materials provide?.

<span class='text_page_counter'>(17)</span> Materials Evaluation (cont.) . . . Answer questions on subjective column first to identify your requirements. This information can be then used as a basis for writing your own materials or as input to the later stages of materials evaluation. Analyze the materials you have selected by answering objective questions. Compare the findings. Make your choice..

<span class='text_page_counter'>(18)</span> Ways to develop materials . . . Materials evaluation: selecting from existing materials Materials design: writing your own materials Materials adaptation: modifying existing materials.

<span class='text_page_counter'>(19)</span> Materials design      . Why design materials? Defining objectives A model of materials design Using the models Activities sequencing Hints for designing materials.

<span class='text_page_counter'>(20)</span> Why write materials? . . . Materials fitting specific subject area of particular learners might not be available in the market. Even when they are available, there might be some restrictions (currency, import restrictions) For non-educational reasons, e.g. enhancing the reputation of an institution or an individual.

<span class='text_page_counter'>(21)</span> Defining objectives: What are materials supposed to do? Materials provide a stimulus to learning, they should contain:. .   . . Interesting texts Enjoyable activities Opportunities for learners to use their existing knowledge and skills Content which both learner and teacher can cope with.

<span class='text_page_counter'>(22)</span> Defining objectives: What are materials supposed to do? (cont.) . . . Materials help to organize the teachinglearning process through various activities. A material model must be clear, systematic but flexible (not tightly structured) to allow for creativity and variety. Materials reflect the author’s view of the nature of language and learning process. Materials reflect the nature of the learning task.

<span class='text_page_counter'>(23)</span> Defining objectives: What are materials supposed to do? (cont.) . . Materials help broaden the basis of teacher training (by introducing teachers to new techniques). Materials provide models of correct and appropriate language use. It should not simply be a statement of language use but the analysis of discourse..

<span class='text_page_counter'>(24)</span> A material design model . The model consists of 4 elements: input, content focus, language focus, task. INPUT CONTENT. LANGUAGE TASK.

<span class='text_page_counter'>(25)</span> Elements of the model of materials design . Input: a text, dialogue, video-recording, diagram, or any piece of communication data. It provides:     . stimulus material for activities; new language items; correct models of language use; a topic for communication; opportunities for learners to use their existing skills and knowledge of the language and the subject matter..

<span class='text_page_counter'>(26)</span> Elements of the model of materials design (cont.) . . . Content focus: meaningful communication in the classroom should be generated as language is a means of conveying information and feelings. Language focus: good materials should involve not only communication activities but also the knowledge of language necessary. Task: materials should be design to lead towards a communication task in which learners use the content and language knowledge they have learnt..

<span class='text_page_counter'>(27)</span> An expanded materials model starter. INPUT CONTENT. LANGUAGE TASK. student’s own knowledge and ability. additional input. project.

<span class='text_page_counter'>(28)</span> Using the models . Stage 1: Find your text basing on three criteria .  . . It should be naturally occurring piece of communication It should be suited to the learners’ needs and interests It should be capable of generating useful classroom activities. Stage 2: Go to the end of the model. Think of the task that learner could do at the end of the unit – details not needed (to assess the potential of the text for classroom activities).

<span class='text_page_counter'>(29)</span> Using the models (cont.) . . . . . Stage 3: Go back to the syllabus and think if the task will benefit your learners or not. Stage 4: Decide what language structures, vocabulary, functions, content the input contains. Stage 5: Think of some exercises and activities to practice the items you have identified Stage 6: Go back to the input and make any revision to make it more useful if possible Stage 7: Go through stage 1-6 again with the revised input..

<span class='text_page_counter'>(30)</span> Using the models (cont.) . . . Stage 8: Check new materials against the syllabus and amend accordingly. Stage 9: Try the materials in the classroom. Stage 10: Revise materials with regards to classroom use..

<span class='text_page_counter'>(31)</span> Activities sequencing  . . . . From simpler to more complex From more controlled, to more open-ended (requiring more initiative) From providing knowledge or skills to requiring using them From using receptive skills to using productive skills (input before action) From using productive skills to activate knowledge to using receptive skills to consolidate knowledge.

<span class='text_page_counter'>(32)</span> Other approaches to sequencing . . Going from the other (another’s viewpoint) to self, the subjective (one’s own viewpoint) Or the steps could be reversed, from personal experience to universal experience.

<span class='text_page_counter'>(33)</span> Some hints for designing materials   . . . Use existing materials as a source for ideas It’s better to work in a team Don’t set out to write materials on the first draft Don’t underestimate the time needed for writing materials Pay careful attention to the appearance of your materials.

<span class='text_page_counter'>(34)</span> Adapting a textbook.

<span class='text_page_counter'>(35)</span> Opinions about textbooks . . . Teacher 1: “I don’t use a textbook. I prepare all my own teaching materials. After all, I know my students’ needs better than any course book writer does.” Teacher 2: “I couldn’t teach without a textbook. I use it just like a recipe. Follow it page by page, and you can’t go wrong.” Teacher 3: “I find my course book very useful. I use it a lot of the time. But not all the time.”.

<span class='text_page_counter'>(36)</span> Aims of “adapting a textbook” To show teachers like Teacher 1 that using a textbook isn’t such a bad idea after all  To prove to teachers like Teacher 2 that one needn’t be a slave to a textbook  To suggest to teachers like Teacher 3 some new ways of deciding when and how to get away from the textbook  To help you to teach more actively and flexibly in order to accommodate the needs of the students .

<span class='text_page_counter'>(37)</span> Adapting a textbook .   . Advantages and disadvantages of using a textbook How to adapt a textbook Choices in adapting a textbook Suggestions.

<span class='text_page_counter'>(38)</span> Advantages and disadvantages of using a textbook  -. Advantages Provides a syllabus for the course Provides a kind of road map of the course for the students Helps the teacher to save time in finding materials Provides teachers with a basis for assessing students’ learning Provides supporting materials Provides consistency.

<span class='text_page_counter'>(39)</span> Advantages and disadvantages of using a textbook (cont.)  -. Disadvantages The content or examples may not be relevant to the students The content may not be at the right level There may be too much focus on one aspects of language and not enough focus on others There may not be the right mix of activities The sequence is lockstep The activities, readings, visuals, etc. may be boring The material may go out of date The timetable for completing the textbook or parts of it may be unrealistic.

<span class='text_page_counter'>(40)</span> How to adapt a textbook  -. -. . Getting inside a textbook Investigating how a textbook is put together Understanding the hidden curriculum of the textbook Considering other factors.

<span class='text_page_counter'>(41)</span> Investigating how a textbook is put together .     . How have the authors conceptualized content? How is the material organized? On what basis are the units sequenced? What is the content of a unit? What are the objectives of the unit? How does the unit content help to achieve the objectives?.

<span class='text_page_counter'>(42)</span> Understanding the hidden curriculum of the textbook  . . What is “hidden curriculum”? Why do you need to be aware of the hidden curriculum? How to check out the hidden curriculum in a textbook?.

<span class='text_page_counter'>(43)</span> Understanding the hidden curriculum of the textbook  -. -. What is “hidden curriculum”? The underlying messages that go beyond factual information of the course content These may have to do with religious, political beliefs, or with attitudes towards certain kinds of people, nationalities, or cultures.

<span class='text_page_counter'>(44)</span> Understanding the hidden curriculum of the textbook (cont.) . -. -. Why do you need to be aware of the hidden curriculum? For the sake of your own teaching integrity Because learners who identify with groups who are discriminated against in the course content may feel disadvantaged and learn less well.

<span class='text_page_counter'>(45)</span> Understanding the hidden curriculum of the textbook (cont.) . -. How to check out the hidden curriculum in a textbook? Sexism Social orientation Values.

<span class='text_page_counter'>(46)</span> Considering other factors  . . The givens of your context Your beliefs and understandings about how people learn languages Your students’ needs and interests.

<span class='text_page_counter'>(47)</span> Choices in adapting a textbook . . . Activity level: change, supplement, eliminate activities Unit level: change the order of activities and adapt existing activities Syllabus level: change, add to, or eliminate parts of the syllabus.

<span class='text_page_counter'>(48)</span> An example of adapting a textbook at the activity level Simone’s adaptations of unit 13 of Intercom 2000 Book 1 Presentation activity Time: About 15 minutes Grammar: Past tense of verb to be (was/were).

<span class='text_page_counter'>(49)</span> What is in the textbook The unit begins with a dialogue between Toshio Ito, from Japan, and the Logans, friends he is visiting in the United States. The introduction to the dialogue includes contrasts between the present and past such as: “Last week he was in Hong Kong and Tokyo” “This week he is in Winfield at the home of his friends, the Logans.”.

<span class='text_page_counter'>(50)</span> What is in Simone’s lesson plan Divide the board into two columns (present/past) 2. Write sentences about yourself and your family in the columns. Past Present I____ a student in 1976. I____ a teacher at ACBEU. I____ 7 years old in 1977. I____ 25 years old. My parents____ single in 1977. My parents___ married. 1.. 3. 4.. Ask students to try to complete the blanks using the verb to be in the past and present Pair students up and ask them to write sentences about themselves and their parents in the present and in the past to be shared with their partners.

<span class='text_page_counter'>(51)</span> Suggestions   . Making your own tapes Introducing a reading text Making up writing exercises.

<span class='text_page_counter'>(52)</span> Making your own tapes . . . Taping records and radio broadcasts (where legal) Taping various model voices, both monologues and dialogues Taping the students’ own voices.

<span class='text_page_counter'>(53)</span> Introducing a reading text .  . Asking students to do a listening exercise Using visuals Pre-teaching crucial vocabulary.

<span class='text_page_counter'>(54)</span> Making up writing exercises  . .  . Neither too hard nor too easy Relevant, both to the students and the subject dealt with in the learning unit Linguistically suitable, both in terms of grammar and vocabulary Not to long Have some kinds of communicative purpose (functional/ personal/ imaginative).

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