This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This presentation slide is submitted by Pradana Akbar T (16716251022), Simon Petrus Kita Ngatu (16716251008), and Adi Kurniawan (1671251016) in order to fulfill the task requirement of Resource-based learning materials development class.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This presentation slide is submitted by Pradana Akbar T (16716251022), Simon Petrus Kita Ngatu (16716251008), and Adi Kurniawan (1671251016) in order to fulfill the task requirement of Resource-based learning materials development class.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
English-language acquisition
For Education students English majors.
It focuses on how to help students acquire the proper grammar, how to enhance their vocabulary and their reading skills as a learner's.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
English-language acquisition
For Education students English majors.
It focuses on how to help students acquire the proper grammar, how to enhance their vocabulary and their reading skills as a learner's.
Individualization, Self-Access and Learner Training & Observing the Language ...Dewi Nurul
This presentation was presented in RBL Materials Development class as a group project. The topics covered in this presentation are Individualization, Self-Access and Learning Training as well as Observing the Language Classroom. Each topic consists of several sub-topics which are featured with brief explanation.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Developing principled frameworks for material developmentH. R. Marasabessy
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 Shama 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
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
4. “
Materials evaluation is a procedure that
involves measuring the value (or potential
value) of a set of learning materials.
-Tomlinson, 2003-
4
5. Point out:
○ There is a gap between the existing ELT books and real
need of ELT Materials
○ Involve teachers in an understanding of why the
materials have been written in such a way and how
they can make effective use of them in the classroom.
○ Evaluation criteria may be developed by the teachers
empowering their beliefs on language learning for their
students within their context.
5
6. Teacher’s think
Many teachers still have no idea about developing material
or even just adapting, because they already focus on
adopting the given (published) materials and still need
assistance to evaluate the materials.
6
8. The External Evaluation
It aims to examine the organization of the materials as stated
explicitly by the author/publisher by looking at:
1. The “blurb” or the claims made on the cover of the teacher’s
or student’s book.
2. The introduction and table of content.
It enables the evaluator to assess the content, the objectives, and
they follow-up tasks.
8
10. “Blurb” + Introduction
The intended audience
The proficiency level
The context in which the materials are to be used
How the language has been presented and organized into
teachable units/lessons.
The author’s views on language and methodology and the
relationship between the language, the learning process and
the learner.
10
11. 11
The Internal Evaluation
It is aimed to analyze the extent to which the aforementioned
factors in the external evaluation stage match up with the
internal consistency and organization of the materials as
stated by the author publisher.
12. 12
Criteria in Internal Evaluation
The presentation of the skills in materials
The grading and sequencing of the materials
The spot in which reading/discourse skills are involved
The spot in which listening skills are involved
The incorporation of speaking materials into the nature of real interaction
The relationship of tests and exercise to learner needs and course content
The degree of material appropriateness to different learning styles
Engaging materials for learner–teacher interaction and relationship
13. 13
Overall Evaluation: The Parameters
The usability factor that indicates the possibility to integrate the materials
into a particular syllabus
The generalizability factor that show the level of restriction of the material
which results on the degree of usefulness of the materials.
The adaptability factor that implies the material adaptive characteristic to
match up different contexts.
The flexibility factor that represents the rigidity of the material sequencing
and grading which influences the structure of the syllabus
15. Point out: Concepts of adopting and adapting (McDonough,
2013):
○ Adopting: whole course book
○ Adapting: the parts that make up the whole or
modification.
15
16. Two Basic Criteria
of Adapting
Materials
(McDonough, 2013)
Internal
(what the
materials
offer)
External
(what we have)
16
Choice of Topics
Skill Covered
Proficiency Level
Grading of Exercise
Physical Environment
Resources
Class Size
Learner Characteristic
17. 1. Teaching Contexts
2. Course
Requirements
3. Learners
4. Teachers
5. Materials
Reason in Adapting
Materials
Depend on the whole
range of variables
operating in your own
teaching situation and
teacher’s priorities.
17
18. Principles and Techniques of
Adapting
Adapting Principles:
Personalizing
Individualizing
Localizing
Modernizing
Catering for all learner styles
18
Adapting Techniques:
Adding
Deleting
Modifying
Simplifying
Reordering
19. Simplifying
Many elements of the language course can be simplified, including
the instructions and explanations that accompany exercises and
activities, so it becomes easier to understand by learners.
In simplifying the text, we can simplify it according to:
Sentence structure
Lexical content
Grammatical structure
19
20. Re-ordering
It refers to the possibility of putting the parts of the course book in a
different order.
A reordering of material is appropriate in the following kinds of
situations:
The length of the teaching program may be too short for the course
book to be worked through from beginning to end.
Reordering can include separating items of content from each other
as well as regrouping them and putting them together.
20
23. The Teacher and Technology
23
Technology can be described as follows (Bax, 2003):
1. Restricted
2. Open
3. Integrated
4. Normalized
Factors for integrating technology in teaching practice:
1. Access to technology
2. Institution support
3. Teachers’ personal confidence in using technology
4. Students’ needs
24. The Technologies
Web 2.0 as the second
generation of Web
structure, allows us not
only to read content
disseminated via the
Internet but also write to
the Web as well.
For example : Wikipedia,
Blog, YouTube, Voice
thread
24
25. Computers and Reading
Computers can assist reading in three ways:
1. Incidental reading
2. Reading comprehension
3. Text manipulation
25
26. Computers and Writing
Computer can assist writing in three ways:
1. Generating and modifying a text by using word processors.
2. Developing students’ writing skill
3. Collaborative writing by using Wiki
26
27. • Networked technologies put social
interaction at their center.
• Developing language and
intercultural awareness through
computer such as using email, blog,
YouTube, etc.
• Developing learners’ ICT skills
Networked
Technologies:
Computers,
Communication
and Collaboration
27
28. Reference
○ McDonough, J., Shaw, C. & Masuhara, H.
2013. Materials and Methods in ELT. A
Teacher’s Guide: Third Edition. Wiley-
Blacwell.UK
28
30. 30
Discussion
We have assumed that as teachers we all use published teaching
materials and rarely doing any evaluation for our materials.
1. What do you think about this condition?
2. Could we ever teach a foreign language without published
materials? Is it ever possible for everything we need for a
course to be contained in one textbook?
3. What technologies will you use to assist students in speaking
and listening skill?
Editor's Notes
By doing evaluation, it can help us to develop insights into different views of language and learning, and into the principles of materials design, and is something we do against the background of a knowledge of our learners and of the demands and potential of our teaching situation.
For some teachers, the selection of a good textbook can be valuable, particularly in contexts where the assimilation of stimulating, authentic materials can be difficult to organize.
Tomlinson and Masuhara (2004) explain how evaluation criteria can be developed by teachers articulating their beliefs on language learning for their students within their contexts and then using them together with learning principles from the literature for the evaluation, adaptation and development of materials.
Masuhara (2006) uses an example of an adaptation process that involves the use of self-developed evaluation criteria. She demonstrates how teachers can deepen their critical and creative awareness required for developing principled materials through adaptation.
In this stage, it asks questions about what the materials contain, what they aim to achieve and what they ask learners to do.
We also need to check the table content whether it is represents a ‘bridge’ between the external claim made for the materials and what will actually be presented ‘inside’ the materials themselves.
The intended audience: we need to ascertain who the materials are targeted at. The topics that will motivate one audience will probably not be suitable for another.
The proficiency level: most materials claim to aim at a particular level, such as false beginner or lower intermediate.
We need to establish whether the materials are for teaching general learners or perhaps for teaching English for Specific Purposes (ESP).
It’s more or less about the amount and the length of the task, learning activities, effective time taking for each task.
As we discussed before, a strong claims are often made for these materials.
In order to perform an effective internal inspection of the materials, we need to examine at least two units (preferably more) of a book or set of materials to investigate the following factors:
There is a clearly direct relationship between evaluating and adapting materials, both in terms of the reasons for doing so and the criteria used.
According to Tomlinson, it is more realistic to assume that, however careful the design of the materials and the evaluating process, some changes will have to be made at some level in most teaching context.
In adapting the materials, a teacher can match external and internal criteria. And then, the adapted materials does not necessarily need to be written down or made permanent.
Masuhara and Tomlinson (2004) summarize what factors may trigger a willingness feeling to adapting the materials, they are..
E.g. national, regional, institutional, cultural situations
E.g. objectives, syllabus, methodology, assessment in learning.
E.g. age, language level, prior learning, experience, learning style
E.g. teaching style, belief about teaching and learning
E.g. tasks, texts, activities, learning and teaching philosophy, methodology.
Personalizing: increasing the relevance of content in relation to learners’ interest and their needs.
Individualizing: learning style both of individuals and of the members of a class working closely together.
Localizing: looking for the needs, problems, and solution for English lang. teaching and process according to your own country.
Modernizing: being up to date with the recently teaching techniques that adjusted with your learners’ ability and school equipment.