The document discusses the role and design of instructional materials. It begins by outlining different forms of teaching materials, including printed materials like books and worksheets, and non-printed materials like audio recordings and videos. It then discusses the functions of materials, including as a source of language, learning support, motivation, and reference. The document also discusses the advantages and criticisms of using authentic versus created instructional materials. Overall, the document provides guidance on evaluating, selecting, adapting, developing, and monitoring the use of effective instructional materials.
1. The Role and
Design of
Instructional
Materials
Instructor:
Farouk Imam A.M.Pd.I., M.Pd.
Presenter: PIC
2. The Form of Teaching Materials
Printed materials
ex. books, workbooks, worksheets, readers
Nonprint materials
ex. cassette, audio materials, videos
Both print and nonprint sources
ex. self-access materials,
materials on the Internet
Magazines, newspapers, TV programs
3. The role of materials (Cunningsworth,
1995)
A resource for presentation materials
A source of activities for learner practice and communicative interaction
A reference source for learners on grammar, vocabulary, pronunciation,
and so on
A source of stimulation and ideas for classroom activities
A syllabus
A support for less experienced teachers
4. The functions of materials
As a source of language
As a learning support
For motivation and stimulation
For reference
(Dudley-Evans & St. John, 1998)
5. Authentic versus created materials
Authentic materials:
Teaching resources that are not specially prepared for
pedagogical purpose
Created materials:
Text books and other specially developed instructional
resources
6. Advantages of authentic materials
have a positive effect on learner motivation
provide authentic cultural information about the target culture
provide exposure to real language
relate more closely to learners’ needs
support a more creative approach to teaching
(Phillips & Shettlesworth, 1978; Clarke, 1989; Peacock,
1997)
7. Critics of using authentic
materials
Created materials can also be motivating for
learners
Authentic materials often contain difficult
language
Created materials may be superior to authentic
materials because they are generally built around
a graded syllabus
Using authentic materials is a burden for teachers
8. Past and current trends in
English language textbooks
Then
UK/ US publisher
dominance
Native speaker
expertise
Culturally insensitive
Low risk / competition
Little design
Artificial texts and tasks
Single-volume titles
Now
Rise in local publishing
Nonnative speaker
competence
Culturally sensitive
High risk / competition
Design rich
Authenticity
Multicomponent/multimedi
a
9. Advantages of using
commercial textbooks
Provide structure and a syllabus for a program
Help standardize instruction
Maintain quality
Provide a variety of learning resources
Be efficient
Provide effective language models and input
Train teachers
Visually appealing
10. Negative effects of
commercial textbooks
May contain inauthentic language
May distort content
May not reflect students’ needs
Can deskill teachers
Be expensive
11. Evaluating textbooks
Before evaluating a textbook, information is
needed on the following issues:
The role of the textbook in the program
ex. Will it be used with small classes or large ones?
The teachers in the program
ex. Are teachers free to adapt and supplement the
book?
The learners in the program
ex. What do learners typically expect in a textbook?
12. Criteria for textbook evaluation
They should:
Correspond to learners’ needs.
Match the aims and objectives of the language learning program.
Reflect the present or future uses
Take account of students’ needs
Have a clear role as a support for learning
(Cunningsworth, 1995)
13. A checklist for textbook
evaluation and selection ( Appendix
2)
Organized under the following categories (p. 274)
Aims and approaches
Design and organization
Language content
Skills
Topic
Methodology
Teachers’ books
Practical considerations (Cunningsworth, 1995)
14. Questions to ask when
selecting ESP materials
Will the materials stimulate and motivate?
To what extend does the material match the stated learning
objectives and your learning objectives?
To what extent will the materials support the learning process?
(Dudley-Evans & St. John, 1998)
15. Factors involved in textbook
evaluation and selection
Program factors
Teacher factors
Learner factors
Content factors
Pedagogical factors
16. Adapting textbooks
A good provider of materials will be able to:
Select appropriately from what is available
Be creative with what is available
Modify activities to suit learners’ needs
Supplement by providing extra activities
(Dudley-Evans & St. John,
1998)
17. Forms of adaptation
Modifying content
Adding or deleting content
Reorganizing content
Addressing omissions
Modifying tasks
Extending tasks
18. Preparing materials for a program
Advantages:
‧Relevance
‧Develop expertise
‧Reputation
‧Flexibility
Disadvantages
‧Cost
‧Quality
‧Training
19. The nature of materials
development
The process of materials development:
Preparation: ex. critical analysis of texts
Representation: ex. examples, demonstrations
Selection: ex. choice from modes of teaching,
organizing, managing, and arranging
Adapting and tailoring to student characteristics:
ex. consideration of social class, gender, age
(Shulman, 1987)
20. Characteristics for good language
teaching materials (Tomlinson, 1998)
Materials should:
achieve impact
help learners feel at ease
help learners to develop confidence
be relevant and useful to students
require and facilitate learner self-investment
expose the learners to language in authentic use
provide the learners with opportunities to achieve
communicative purpose
take into account that positive effects of instruction
are usually delayed
21. Characteristics for good language
teaching materials
Materials should:
take into account that the learners have different learning
styles
take into account that learners differ in affective attitudes
permit a silent period at the beginning of instruction
maximize learning potential
not rely too much on controlled practice
provide opportunities for outcome feedback
Learners must be ready to acquire the points being taught
The learners’ attention should be drawn to linguistic
features of the input
22. Decisions in materials design
Processes of program design and materials
design:
Developing aims
Developing objectives
Developing a syllabus
Organizing the course into units
Developing a structure for units
Sequencing units
Choosing input and sources
Selecting exercise types
24. Selecting exercise types (Appendix 1, p.272)
An example of exercises that involve a
nonlinguistic response to the text:
Ordering a sequence of pictures
Comparing texts and pictures
Matching
Using illustrations
Completing a document
Mapping it out
Using the information in a text
Jigsaw reading (Grellet, 1981)
25. Selecting exercise types
An example of exercises that involve a
linguistic response to the text:
Reorganizing the information: recording
events
Reorganizing the information: using grids
Comparing several texts
Completing a document
Question types
Study skills: summarizing
Study skills: note taking
(Grellet, 1981)
26. Managing a materials writing
project ( Appendix 3, p. 277)
A team-based writing project involves:
Selecting the project team
Planning the number of stages involved
Identifying reviewers
Planning the writing schedule
Piloting the materials
Design and production
27. Monitoring the use of
materials
Forms of Monitoring:
Observation
Feedback sessions
Written reports
Review
Students’ reviews