Rubena St. Louis BAW 09

Good instructional materials: Based on theoretically sound learning principles. Use of prior knowledge. Cognitive Linguistic World knowledge Learning styles

Based on theoretically sound learning principles.

Use of prior knowledge.

Cognitive

Linguistic

World knowledge

Learning styles

Good instructional materials: Arouse and maintain interest and attention .

Arouse and maintain interest

and

attention .

Good instructional materials: Provide examples of language use . “ ..the outcome of language learning depends on large measure on the amount and kind of exposure to the target language …” Spolsky, (1989)

Provide examples of language use .

“ ..the outcome of language learning depends on large measure on the amount and kind of exposure to the target language …”

Spolsky, (1989)

Good instructional materials: Create appropriate learning atmosphere “ a mental block, caused by affective factors ... that prevents input from reaching the language acquisition device.........” ( Krashen,1985 )

Create appropriate learning atmosphere

“ a mental block, caused by affective factors ... that prevents input from reaching the language acquisition device.........” ( Krashen,1985 )

Good instructional materials: Build confidence Use pair work Encourage interaction Use interesting activities Use “fun” activities

Build confidence

Use pair work

Encourage interaction

Use interesting activities

Use “fun” activities

Good instructional materials: Build confidence Give enough time Individual learner differences Give feedback Explicit Appropriate Individual Give encouragement

Build confidence

Give enough time

Individual learner differences

Give feedback

Explicit

Appropriate

Individual

Give encouragement

Good instructional materials: Relevant to students and their needs . Variety of activities Allow student creativity Increase expectancy of success Grade level of difficulty

Relevant to students and their needs .

Variety of activities

Allow student creativity

Increase expectancy of success

Grade level of difficulty

Good instructional materials: Provide opportunities for interaction Negotiation of meaning Reformulations Formation of hypothesis Testing of hypothesis

Provide opportunities for interaction

Negotiation of meaning

Reformulations

Formation of hypothesis

Testing of hypothesis

Good instructional materials: Provide involvement with authentic tasks Authentic tasks are those having the same types of cognitive challenges as complicated real-world tasks do. Egbert, Chin-chi Chao, & Hanson-Smith, (1999)

Provide involvement with authentic tasks

Authentic tasks are those having the same types of cognitive challenges as complicated real-world tasks do.

Egbert, Chin-chi Chao, & Hanson-Smith, (1999)

Good instructional materials: Include a variety of tasks. Deep semantic level Problem solving Emotionally significant to learner Variety of language input Focus on meaning Focus on form

Include a variety of tasks.

Deep semantic level

Problem solving

Emotionally significant to learner

Variety of language input

Focus on meaning

Focus on form

Good instructional materials: Encourage learner autonomy. Teacher as facilitator Learner-centred Learner as decision maker Learner creates internal system

Encourage learner autonomy.

Teacher as facilitator

Learner-centred

Learner as decision maker

Learner creates internal system

Learning delivered almost anywhere at any time Materials easy to update Large number of resources available Ability to include multiple media Real-time content through video conferencing video streaming chat rooms

Learning delivered almost anywhere at any time

Materials easy to update

Large number of resources available

Ability to include multiple media

Real-time content through

video conferencing

video streaming

chat rooms

Increased interaction Learners and facilitators Learners and learners Learner centred Use of different learning styles Immediate feedback on progress

Increased interaction

Learners and facilitators

Learners and learners

Learner centred

Use of different learning styles

Immediate feedback on progress

Age: Sex: Linguistic level: Cognitive level: Interests: Learning styles: Attitude:

Stimulate students Arouse students’ interest Catch students’ attention Cause an impact Engage students Promote interaction Produce a variety of activities

Stimulate students

Arouse students’ interest

Catch students’ attention

Cause an impact

Engage students

Promote interaction

Produce a variety of activities

What am I teaching? Content? Functions? Language? Where is the learning taking place? How is the learning taking place? How much time do I have? What resources are available?

What am I teaching?

Content?

Functions?

Language?

Where is the learning taking place?

How is the learning taking place?

How much time do I have?

What resources are available?

Type of input/output Video Audio Text Type of activity Introduction Practice Consolidation Type of control Teacher Student

Type of input/output

Video

Audio

Text

Type of activity

Introduction

Practice

Consolidation

Type of control

Teacher

Student

User friendly On or off line Cost effective Secure Effective

User friendly

On or off line

Cost effective

Secure

Effective

Some tools

Age group: ________________ Level: ______________ Microsoft image gallery Picture show (BubbleShare) Audio (Springdoo) Student initiated search Reports Oral:podcast Written: Video segment (beauty pageant) Audio (police line up) Describe people both orally and in writing. Ask & answer questions…. Verbs: Adjectives: Nouns: Will they do what is required of them? Check instructions Exercise generator (Hot potatoes) Search engine (google) Voice recorder Vocabulary Labelling Drag & drop Matching Games Guess who? Hang man (Images) Pictures Photos Flash cards Texts Use of adjectives nouns related to the topic Present simple tense To describe someone: Physically Personality Problems Tools Activities correspond Outcomes/ objectives Authentic material needed Learning Outcomes Objectives

Traditional activities Open ended questions Multiple choice questions One correct answer Several correct answers True or False questions Cloze activities Fill-in-the-blanks Drag and drop Matching Ordering Input stimulus Visual Text Drawing/Picture Video Aural Music/lyrics of a song Recital of a poem Monologue Dialogue

Open ended questions

Multiple choice questions

One correct answer

Several correct answers

True or False questions

Cloze activities

Fill-in-the-blanks

Drag and drop

Matching

Ordering

Input stimulus

Visual

Text

Drawing/Picture

Video

Aural

Music/lyrics of a song

Recital of a poem

Monologue

Dialogue

The more creative side of things… Make, show and tell Move over Spielberg! I’m afraid that I don’t agree with you there.

Some sites Hotpotatoes: http://hotpot.uvic.ca/ Script O: http://www.readingmatrix.com/quizmaker/index.php Word learner: http://www.wordlearner.com/ Audacity: http://audacity.sourceforge.net/ Springdoo: http://www.springdoo.com/ Voice thread: http://voicethread.com/#home Splash cast: http://web.splashcast.net/catalog/search.aspx Zimmer twins: http://www.abc.net.au/zimmertwins/ Comic creator: http://www.readwritethink.org/materials/comic/ Bubbleshare: http://www.bubbleshare.com/ Discovery school educator: http://puzzlemaker.discoveryeducation.com/

Hotpotatoes: http://hotpot.uvic.ca/

Script O: http://www.readingmatrix.com/quizmaker/index.php

Word learner: http://www.wordlearner.com/

Audacity: http://audacity.sourceforge.net/

Springdoo: http://www.springdoo.com/

Voice thread: http://voicethread.com/#home

Splash cast: http://web.splashcast.net/catalog/search.aspx

Zimmer twins: http://www.abc.net.au/zimmertwins/

Comic creator: http://www.readwritethink.org/materials/comic/

Bubbleshare: http://www.bubbleshare.com/

Discovery school educator: http://puzzlemaker.discoveryeducation.com/