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English Language Teaching Materials and Media: Instructional Material and Med...
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Designing materials for teaching autonomy
Materials used in teaching can take many forms and should facilitate the learning process. When designing materials, they should match learning objectives, stimulate learners, and support the learning process. Some key factors to consider include learner needs, available resources, the teacher's skills, and curriculum context. Effective materials encourage interaction, integrated language use, and developing learning strategies. They should be authentic, attractive, and provide clear instructions. Some examples of materials a teacher can design are flashcards, wall charts, posters, and magazine pictures. Benefits of designing materials include motivating learners and allowing teacher autonomy, while disadvantages include the time required and ensuring quality.
Selectinganddevelopingteaching 120420101822-phpapp01
This document discusses the important role that teaching materials play in language instruction. It summarizes that while students should be the center of instruction, teachers and students often rely heavily on materials, so materials tend to control the content and methods of instruction. Good materials have an instructional philosophy and approach that suit students' needs, use correct and current English, and provide support for learning. The document also discusses how teachers can evaluate, obtain, and adapt materials to best support their students.
A historical overview of teaching materials
The document provides a historical overview of teaching materials used in English language learning. It discusses the different types of materials, including printed materials like textbooks, workbooks, and supplementary readers, as well as non-printed materials like audio recordings, videos, and charts. Teaching materials are important as they support teachers by providing exercises and activities to engage learners, and help realize the objectives of the syllabus. For students, materials provide exposure to the language and instruct them how to practice and use language. Materials should authentically represent communication and culture while also promoting language learning through tasks and exercises that challenge students' competence. Textbooks specifically present foundational information, illustrate concepts, and allow students to learn at their own pace through review
Instructional Materials
Requirements on Preparation for Instructional Materials Subject of BSED-III Major in English Students of RMMC-MI
Selecting and developing teaching
This document discusses the role of teaching materials in language instruction. It notes that while learners should be the center of instruction, materials often end up controlling instruction because teachers and learners rely heavily on them. Good materials have an instructional philosophy and approach that suit learners' needs, use accurate and up-to-date English, and provide support for learning. Teachers must carefully evaluate materials and be aware of commercial influences and copyright issues when selecting materials.
Developing principled frameworks for material development
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Presentation materials design created by Shama Kalam Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
Recommended
English Language Teaching Materials and Media: Instructional Material and Med...
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Designing materials for teaching autonomy
Materials used in teaching can take many forms and should facilitate the learning process. When designing materials, they should match learning objectives, stimulate learners, and support the learning process. Some key factors to consider include learner needs, available resources, the teacher's skills, and curriculum context. Effective materials encourage interaction, integrated language use, and developing learning strategies. They should be authentic, attractive, and provide clear instructions. Some examples of materials a teacher can design are flashcards, wall charts, posters, and magazine pictures. Benefits of designing materials include motivating learners and allowing teacher autonomy, while disadvantages include the time required and ensuring quality.
Selectinganddevelopingteaching 120420101822-phpapp01
This document discusses the important role that teaching materials play in language instruction. It summarizes that while students should be the center of instruction, teachers and students often rely heavily on materials, so materials tend to control the content and methods of instruction. Good materials have an instructional philosophy and approach that suit students' needs, use correct and current English, and provide support for learning. The document also discusses how teachers can evaluate, obtain, and adapt materials to best support their students.
A historical overview of teaching materials
The document provides a historical overview of teaching materials used in English language learning. It discusses the different types of materials, including printed materials like textbooks, workbooks, and supplementary readers, as well as non-printed materials like audio recordings, videos, and charts. Teaching materials are important as they support teachers by providing exercises and activities to engage learners, and help realize the objectives of the syllabus. For students, materials provide exposure to the language and instruct them how to practice and use language. Materials should authentically represent communication and culture while also promoting language learning through tasks and exercises that challenge students' competence. Textbooks specifically present foundational information, illustrate concepts, and allow students to learn at their own pace through review
Instructional Materials
Requirements on Preparation for Instructional Materials Subject of BSED-III Major in English Students of RMMC-MI
Selecting and developing teaching
This document discusses the role of teaching materials in language instruction. It notes that while learners should be the center of instruction, materials often end up controlling instruction because teachers and learners rely heavily on them. Good materials have an instructional philosophy and approach that suit learners' needs, use accurate and up-to-date English, and provide support for learning. Teachers must carefully evaluate materials and be aware of commercial influences and copyright issues when selecting materials.
Developing principled frameworks for material development
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Presentation materials design created by Shama Kalam Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
6. Evaluation of materials against agreed objectives
References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
DEVELOPMENT-OF (1).pptx
This document discusses the development of instructional materials. It begins by stating the objectives of understanding what instructional materials are, how they are developed, and applying that knowledge. It then provides examples of instructional materials like textbooks, workbooks, graphs, and charts. The document outlines the process of developing materials, which includes selecting, adapting, and creating materials that are tailored to students and aligned with learning outcomes. It emphasizes understanding students, adapting proven materials, and creating contextualized materials using local resources. The goals are to make materials engaging and help students learn effectively. Developing materials in a thoughtful way can support teaching and learning.
551 1627-1-pb
This document summarizes an article about using authentic materials in the English language classroom. It discusses the importance of materials in language teaching and how authentic materials can enrich traditional lessons and be interesting for learners. Authentic materials refer to materials that are not simplified and come from real-life contexts. The document also outlines some characteristics of good materials, such as achieving impact, being relevant, drawing attention to linguistic features, and providing opportunities for feedback.
Learning.activity.4.males.quishpe.andrea.english.teaching.methodology
Effective instructional materials consider teacher, learner, and contextual factors. Teacher factors include language proficiency, training, experience, and teaching style. Learner factors include learning style, needs, interests, and motivation. Contextual factors include school culture, classroom conditions, class size, and teaching resources. Commercial materials are commonly used but can be adapted to meet classroom needs. When designing materials, the sequencing and integration of language skills and linking to learning objectives is important. Materials development has advanced to facilitate language acquisition and development through established principles and procedures.
Designing materials 2
The document discusses the importance of designing effective teaching materials. It states that materials should stimulate learning, match learning objectives, and support the learning process. Good materials arouse interest, meet learner needs, provide language examples and activities, and encourage authentic use. When designing materials, one should consider learner needs, available resources, teaching experience, the curriculum, and make materials contextualized, encourage interaction, develop learning skills, offer integrated language use, be authentic, attractive, and have clear instructions. Examples of materials that can be designed include flashcards, pictures, wall charts, posters and newspaper articles. Advantages of designing materials include motivating learners and encouraging teacher autonomy, while disadvantages include the time required and ensuring coherence.
Developing Material Design_Meeting 2.pptx
1. The document discusses different types of teaching materials and syllabi used in English language teaching. It defines materials as anything used to help students learn a language, including textbooks, workbooks, videos, and other resources.
2. Traditional materials focus more on grammar patterns and accuracy, while communicative materials emphasize using language for real-life communication. Authentic materials are not specifically made for language teaching.
3. A syllabus translates curriculum goals into specific learning objectives. Types of syllabi include structural, focusing on grammar; functional/notional, focusing on language functions; and situational or topic-based, organizing around real or imaginary contexts.
Materials for teaching literacy through.pptx
Instructional materials are tools used by teachers to simplify and stimulate learning. They include both visual and audio aids that can be concrete or non-concrete. The purpose of instructional materials is to help students develop abilities like reading, listening, problem solving, and communication through interacting with words, symbols and ideas. Having effective instructional materials is important because they help avoid overemphasis on memorization and allow students to gain practical experience that helps develop skills and concepts in a variety of ways.
The Role and Design of Instructional Materials
The role and design of instructional materials Mehdi Sufi
Mehdi Sufi @_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
Mehdi Sufi @_MehdiSufi
Mehdi Sufi
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The document provides information about instructional materials (IMs) for teaching English. It discusses the role and types of IMs, including textbooks, workbooks, teachers' guides, and multimedia materials. It also outlines factors to consider in preparing and evaluating IMs, such as learning objectives, learners' needs and styles, and principles of instructional design. Different types of syllabi are described, like structural, notional-functional, and task-based, and considerations for writing effective IMs including understanding, structuring, sequencing, and reviewing content.
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The document discusses guidelines for designing effective teaching materials. It notes that materials should stimulate learners, meet their needs, provide meaningful activities, and examples of language use. When designing materials, teachers should consider learner needs, available resources, their own competence, and the curriculum. Good materials arouse interest, involve learners, foster autonomy, and promote language use. Overall, the document provides a framework to help teachers create materials that enhance learning.
Preparation and Evaluation of Instructional Materials
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Preparation and Evaluation of Instructional Materials
This document provides information about a face-to-face instructional session on preparing and evaluating instructional materials for a Bachelor of Secondary Education program. The session will take place on December 2, 2017 in Bangkok, Thailand and will be led by Mr. Frederick Pagalan Obniala. The session will cover topics such as types of instructional materials, factors affecting materials preparation, instructional system development using the ADDIE model, and guidelines for syllabus design and evaluation of instructional materials. Students will be evaluated through attendance, group presentations, forum questions, paper requirements, and a final examination.
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2. It outlines the theoretical foundations of the series, which are based on task-based learning, cooperative learning, cross-curricular studies, and a cross-cultural approach.
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NLP and its Use in Education
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Tabuk University, Tabuk, Saudi Arabia
source: https://thesai.org/Downloads/Volume5No12/Paper_10-Natural_Language_Processing.pdf
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This document discusses the importance of designing effective teaching materials. It notes that materials should stimulate learners, match learning objectives, and support the learning process. When designing materials, one should consider learner needs, available resources, teaching experience, and the curriculum. Guidelines for effective materials include contextualizing them, encouraging interaction and integrated language use, using authentic examples, and providing clear instructions. Both advantages like increased motivation and disadvantages like time requirements are discussed.
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This document discusses the importance of designing effective teaching materials. It notes that materials should stimulate learners, match learning objectives, and support the learning process. When designing materials, one should consider learner needs, available resources, teaching experience, and the curriculum. Guidelines for effective materials include contextualizing them, encouraging interaction and integrated language use, using authentic examples, and providing clear instructions. Both advantages such as increased motivation and disadvantages like time requirements are discussed.
13 april 2018 life sciences teaching learning-materials
Teaching and learning materials are resources used by teachers to support and organize the learning process. While textbooks are an obvious example of such materials, effective teaching and learning involves a variety of resources beyond textbooks alone, including worksheets, 3D models, pictures, wall charts, CDs, simulations, and other tools, equipment, and reference materials. Developing effective teaching and learning materials requires considering criteria such as addressing curriculum needs, supporting inclusive and active learning, and meeting the interests and developmental levels of students.
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This will be used as part of your Personal Professional Portfolio once graded.
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This document discusses the importance of designing effective teaching materials. It notes that materials should stimulate learners, match learning objectives, and support the learning process. When designing materials, one should consider learner needs, available resources, teaching experience, and the curriculum. Guidelines for effective materials include contextualizing them, encouraging interaction and integrated language use, using authentic examples, and providing clear instructions. Both advantages like increased motivation and disadvantages like time requirements are discussed.
Designing materials 2 1
This document discusses the importance of designing effective teaching materials. It notes that materials should stimulate learners, match learning objectives, and support the learning process. When designing materials, one should consider learner needs, available resources, teaching experience, and the curriculum. Guidelines for effective materials include contextualizing them, encouraging interaction and integrated language use, using authentic examples, and providing clear instructions. Both advantages such as increased motivation and disadvantages like time requirements are discussed.
13 april 2018 life sciences teaching learning-materials
Teaching and learning materials are resources used by teachers to support and organize the learning process. While textbooks are an obvious example of such materials, effective teaching and learning involves a variety of resources beyond textbooks alone, including worksheets, 3D models, pictures, wall charts, CDs, simulations, and other tools, equipment, and reference materials. Developing effective teaching and learning materials requires considering criteria such as addressing curriculum needs, supporting inclusive and active learning, and meeting the interests and developmental levels of students.
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This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
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- 2. Essence Of Learning Materials Instructional materials, as many would claim, serve as the heart of active engagement of students in language learning. In other words, aside from the teacher's pedagogy, students need tangible as well as intangible aids to ensure that language learning engagement is meaningful and relevant. Instructional materials are resources with embedded information used to meet specific course-based learning goals, outcomes, and objectives. If a teacher uses selected resources to teach their students during instruction and active
- 3. Essence Of Learning Materials This includes assessment and testing items that help students retain information. For instance, these materials could encompass a PowerPoint presentation elucidating key language concepts, a computer with interactive language learning software, a selection of textbooks providing in-depth explanations and exercises, instructional cassette tapes for auditory learning, and various other tools tailored to facilitate effective language acquisition. These examples offer students real-life, face-to-face demonstrations of the principles and applications of language learning.
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