Esp751
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The document outlines a systematic process for evaluating existing teaching materials to determine how well they match required criteria for a new course. It involves identifying needs based on questions about learners, aims, content, methodology, exercises, and more. Existing materials are then analyzed by answering the same questions. The analyses are compared to see how closely the materials match the desired features. The materials that provide the best match across important criteria are selected. Documentation of the evaluation can then support decisions made regarding material selection. The process aims to identify suitable existing materials to reduce duplication of effort in developing new ones from scratch.
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Materials evaluation
The document provides guidance on evaluating educational materials. It outlines a process for systematically analyzing materials requirements, evaluating available materials options, and selecting materials that best meet identified needs. Key steps include defining evaluation criteria, conducting subjective and objective analyses of learner and content needs, and comparing needs analyses to features of existing materials while assigning point values to identify the best match. The goal is to systematically select materials through a matching process rather than duplicating effort.
Esp materials evaluation
The document outlines a process for systematically evaluating materials by first identifying requirements, then analyzing selected materials against those requirements using objective and subjective criteria. Materials are scored on a scale based on how well they match desired features, with the highest-scoring materials that match the most important criteria being selected. The evaluation process aims to match needs with available solutions in a way that saves effort and possible reveals existing materials that fulfill requirements.
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There are three ways to develop teaching materials: selecting existing materials, writing new materials, or modifying existing materials. Material evaluation involves judging materials based on defined criteria to determine how well they fit the intended purpose. The major steps of evaluation are defining criteria, subjective analysis of desired criteria, objective analysis of how the material meets criteria, and matching the material to needs. Evaluation provides ideas on both best practices and pitfalls to avoid when writing new materials.
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To evaluate materials effectively, one must first define evaluation criteria based on the needs of the course. Both subjective and objective analysis should then be used to analyze how well materials meet the criteria. This involves subjectively determining desired criteria fulfillment and objectively analyzing how the materials realize the criteria. Finally, materials are matched to needs by assessing how closely they fulfill the defined criteria.
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Materials evaluation
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This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
Language learning materials development
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Esp section 3 application
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
From Syllabus to Materials Development
The document discusses considerations for developing teaching materials. It lists resources commonly used, and notes that teachers may need to write their own materials to address learner needs. When writing new materials, teachers should consider learner needs, linguistic and cultural factors, authenticity, layout, context, and pedagogical approach. An effective materials development process involves identifying needs, exploring the topic area, developing suitable content, revising materials based on teacher and student feedback, and evaluating whether the materials achieved their intended learning objectives. The most important factor to keep in mind is developing materials that are learner-centered and help teachers understand their students' needs.
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
Similar to Esp751 (20)
Design and Development of Learning Resource Materials
Design and Development of Learning Resource Materials
Preparation and evaluation of instruction materials
Preparation and evaluation of instruction materials
Presentation materials design created by Shama Kalam Siddiqui
Presentation materials design created by Shama Kalam Siddiqui
Esp751
- 1. made by group 751
- 5. Subjective Analysis (materials requirements) Objective Analysis (materials evaluation) Audience 1A Who are the learners? 1B Who is the material intended for? Aims 2A What are the aims of the course? 2B What are the aims of the materials?
- 7. 5A The Proportion of work on each macro-skill (e.g. reading) Skill-integrated work 6A The needed Micro-skills 5B The Proportion of work on each skill Skill-integrated work 6B The Micro-skills that are covered in the material
- 8. 7A The text types that should be included -Manuals,Letters, Dialogues, Experimental Reports, Visual texts (pictures, diagrams, charts, graphs, cartoons etc.), Listening texts 7B The kinds of texts in the materials
- 11. 9A How should a content be organised throughout the course? 10A How should a content be organised within the course units? 11A How is the content senquenced throughout the course? 9B How is the content organised throughout the materials? 10B How is the content organised within units? 11B How is the content sequenced throughout the book?
- 12. 12 A How should the content be sequenced within a unit? 12 B How is the content sequenced within a unit?
- 13. Methodology 13 A What theory of learning should the course be based on? 14A What aspects of the learners' attitudes to learning English should the course take into account? 13B What theory of learning are the materials are based on? 14B What attitudes to learning English are the materials based on?
- 14. 15A What kinds of exercisesasks are needed? (guided free?) 16A What teaching-learning techniques are to be used? 15B What kinds of exercisesasks are included in the materials? 16B What teaching-learning techniques can be used with the materials?
- 15. 17A What aids are available for use? 18A What guidance for teaching the course will be needed? 19A How flexible do the materials need to be? 17B What aids do the materials require? 18B What guidance do the materials provide? 19B In what ways are the materials flexible?
- 16. 20A What price range is necessary? 21A When and in what quantities should the materials be available? 20B What is the price ? 21B When and how readily can the materials be obtained?
- 18. Compare the A and B findings How? Award the points
- 20. Make your choice and use your findings to prepare any documentation needed for defending your decision
- 21. Conclusion We observed the materials evaluation as one way of exploiting a course design It can save a lot of duplication of effort by possibly revealing materials that can provide all or part of your materials needs The evaluation process should be systematic The evaluation process is best seen as a matching exercise : matching your analyzed needs with available solutions