http://sandymillin.wordpress.com/braztesolmawsig has full details of the presentation
Abstract
As teachers, we can feel a difference when we’re teaching from materials which seem to ‘flow’ perfectly compared to materials which don’t. However, when we create our own materials, it can be difficult to find that same flow. In this talk, I’ll show you techniques to make your materials flow, including through the use of scaffolding for productive tasks, and the exploitation of a single exercise in a range of different ways.
Bio
Sandy is a freelance ELT consultant, teacher trainer, and materials writer. She writes a blog at http://sandymillin.wordpress.com and tweets @sandymillin. She is currently researching the knowledge, skills and attitudes which are needed for effective materials writing, as part of her MA dissertation. Sandy has self-published three books. She has also written for various publishers, including contributing to workbooks for National Geographic’s Keynote series and being a co-author on The CELTA Course Trainee Book and Trainer’s Manual Second Edition. She is an IATEFL ambassador.
5. http://sandymillin.wordpress.com/braztesolmawsig
And ‘flow’ in materials writing?
1. Clear overall aims and activity aims
2. Easy for learners and teachers to navigate
3. Sense of direction: Clear beginning, middle and end to the materials
4. Continuity: One activity flows logically into the next
5. Engaging and enjoyable for learners and teachers
6. Challenges learners
7. Gives learners a feeling of control
8. Sets learners up for success
Combining John Hughes (2014) and my own ideas
6. http://sandymillin.wordpress.com/braztesolmawsig
1. Clear overall aims and activity aims
Overall aim = what the materials as a whole should help learners to achieve
Communicated concisely to users of the materials
If you don’t know where you’re going, how do you know when you’ve got there?
Activity aims = how each activity contributes to the overall aim and moves
learners towards it
Step-by-step: providing support to achieve the overall aim (and improve further,
if time)
7. http://sandymillin.wordpress.com/braztesolmawsig
1. Clear overall aims and activity aims
SMART:
Specific
Measurable
Achievable
Realistic
Timed
For teachers / learners:
I know what I have to do
I know how to assess my progress
I can achieve this (perhaps with help)
This will help me in the real world
I can do this in the time available to me
+ each activity will help me to improve
8. http://sandymillin.wordpress.com/braztesolmawsig
2. Easy for teachers and learners to navigate
Headings
Numbering
Activities
Questions
Referencing
Grammar notes
Vocabulary lists
Other exercises
Instructions / Rubrics
Consistent wording
Consistent fonts (bold?)
Accompanied by examples
Layout
Uncluttered
Clear contrasts between colours
Easy to read fonts / text sizes
Teacher’s notes!
Combining John Hughes (2014) and my own ideas
10. http://sandymillin.wordpress.com/braztesolmawsig
4. Continuity: One activity flows logically
into the next
Have you ever used materials where…?
The topic keeps changing: one minute you’re talking about holidays, then food,
then learning languages, then…
There are sudden jumps of focus: from reading, to grammar practice, to
learning some new vocabulary, to writing…
Learners are asked to suddenly asked to start reading, listening, speaking or
writing, with no warning or preparation, and then are given little to no support to
complete it
11. http://sandymillin.wordpress.com/braztesolmawsig
4. Continuity: One activity flows logically
into the next
Don’t do that, do this:
The topic keeps changing: one minute you’re talking about holidays, then food,
then learning languages, then…
There are sudden jumps of focus: from reading, to grammar practice, to
learning some new vocabulary, to writing…
Learners are asked to suddenly asked to start reading, listening, speaking or
writing, with no warning or preparation, and then are given little to no support to
complete it
Stick to a consistent topic throughout the set of materials and throughout each
activity.
If you write materials which integrate skills and language, make sure they all
contribute to the overall aim. No grammar / vocab ‘just because…’!
Provide support (‘scaffolding’) for skills work.
For all skills = lead into the topic first.
For writing/speaking = thinking time, useful language, time to upgrade.
For reading / listening = develop skills, don’t just test them.
12. http://sandymillin.wordpress.com/braztesolmawsig
5. Engaging and enjoyable for learners and
teachers
use
stories activate
emotions
build in
learner
choice
provide
support for
pair work
and group
work
provide
appropriate
challenge
make
progress
visible
teach
learners
how to
learn
include
surprise,
mystery
and
puzzles
build
teacher-
student
rapport
start small
and build
up
build
rapport
between
learners
13. http://sandymillin.wordpress.com/braztesolmawsig
6. Challenges learners
4 activities to add challenge:
Cover the sentences / words. Can
you remember them?
Test your partner: what can they
remember? Can you help them
with pictures or acting?
Time yourself: can you do it again
faster?
Can you write down these 3 super-
fast sentences? Now can you say
them yourself?
14. http://sandymillin.wordpress.com/braztesolmawsig
7. Gives learners a feeling of control
Offer choice:
Do you want to work alone, in pairs or in
groups?
Do you want to write or speak?
Include how to learn:
Dictionary skills
Making use of online translators
How can ChatGPT help you
Include tips on approaching tasks:
Why not try…?
If it’s difficult, you could…
16. http://sandymillin.wordpress.com/braztesolmawsig
‘Flow’ in materials writing
1. Clear overall aims and activity aims
2. Easy for learners and teachers to navigate
3. Sense of direction: Clear beginning, middle and end to the materials
4. Continuity: One activity flows logically into the next
5. Engaging and enjoyable for learners and teachers
6. Challenges learners
7. Gives learners a feeling of control
8. Sets learners up for success
Combining John Hughes (2014) and my own ideas
