POLLMA

• Understanding


  • Requires matching materials to learners abilities and prior knowledge
• Structuring/Clarifying


  • Organizing the materials so that it is clear to the students
  • Directions, objective and main ideas are stated clearly
  • Internal and final summaries cover the content
  • Transition between the main ideas is smooth and well-integrated
  • Writing is not vague
  • Sufficient examples are provided
  • New terms are defined
  • Adequate practice and review assignment reinforce new learning
• Sequencing


  • Arrangement of the materials to provide for continuous cumulative learning
  • Simple to complex
  • Parts to whole
  • Whole to parts
  • Chronological arrangement
• Balancing


  • Establishing vertical and horizontal balance relationship
  • Vertical Relationship- Building a content and experiences in the lessons
  • Horizontal Relationship- Establish a multi-disciplinary and unified the views of different subjects
• Explaining


  • The way of headings, terms, illustration, and summary exercises are integrated with content
• Pacing


  • How much and how quickly the lesson in the textbook are presented
• Reviewing


  • Extent to which the materials allows student to link ideas to all concept in the form of review
• Elaborating


  • Ensures that student learn better through a variety of ways
  • Comparing and contrasting
  • Drawing inferences
  • Paraphrasing
  • Summarizing
  • Predicting
  • Explaining
• Transfer of learning


  • The first two organizers seem to work best with intrinsically motivated student who need to be extrinsically motivated
• Authentic materials


  Text that were not specially prepared for pedagogic purposes (For Education purposes)
• Authentic materials


  • Photograph
  • Video selection
  • Other teaching resources
• Created materials


  Textbook and other specially developed instructional resources
• Advantages of authentic materials


  • Positive effect on learner motivation
  • More interesting and creative than the creative materials
  • They provide authentic cultural information about the target culture
  • They provide exposure to the real language rather than the artificial text found in created materials
  • They relate more closely to learners need and hence, provide a link between the classroom and students need in the real world
  • They support a more creative approach to teaching
• Advantages of created materials


  • Creative materials can also be motivating for learners
  • Authentic materials can often contain difficult language and a needed vocabulary items
  • Creative materials maybe superior to authentic materials because they are generally built around graded syllabus and hence, provide a systematic coverage of teaching items
  • Using authentic materials is a burden for teacher
• External evaluation


  • Examine the organization of the materials as stated explicitly by the author of the publishers
• Internal evaluation


  • In-depth investigation of the value of the material in relation to its objectives, principles, lesson design and assessment procedures
• Overall evaluation


  • Usability
  • Generalizability
  • Adaptability
  • Flexibility
• Adaptation of instructional materials


  The process of modification of the original composition of the material to suit to the context of the intended learners
• Guides for adapting instructional materials


  • Choose a Renowned and Credible author
  • Ask permission from the author of the chosen instructional materials or simply acknowledge him/her
  • Modify certain ideas to suit to your purpose and context
  • Validate the material by experts of the Fields
• Personalizing


  • Increasing the relevance of the content in relation to learners' interest and their academic, education or professional use
• Individualizing


  • Address the learning styles of both the individuals and of the members a class working together
• Localizing


  • Takes into account that the international geography of English Language teaching and recognizes that what may work well in one region may not work in another
• Usability


  How far could the materials be integrated into a particular syllabus as core or as supplementary materials.
• Generalizability


  How the materials could be used by the individual or a group of people.
• Adaptability


  Can parts be added/ extracted used in another context or modified for local circumstances.
• Flexibility


  How rigid are the sequencing and grading? Can materials be used in different ways.
• Personalizing


  Refers to increasing the relevance of the content in relation to learners' interest and their academic, education or professional use.
• Individualizing 


  Adress the learning styles of both the individual and of the members a class working together.
• Localizing


  The National Geography of English language teaching and recognizes that what may work well in one region may not work in another region.
• Overall evaluation


  It analyzes the value of the materials in relation to its usability, generalizability, adaptability, and flexibility.
• Internal evaluation


  At this stage, the evaluator analyzes the extent to which claims in introduction and blurbs actually match up with the internal consistency and the organization of the materials.
• Internal evaluation


  At least two unit of a book or set of materials need to be inspected in order to perform an effective evaluation.
• Internal evaluation


  Analyzes what the book tells us about itself by looking at the blurbs, introduction, and table of contents.
• In the Concept related in intrinsically 


  Drawing evenly on the instruction knowledge, The concept of the principle or the theories of the subject.
• In Inquiry related in intrinsically


  Derived from critical thinking and procedure in fluid by learning theories and scholar in the field.
• In Learner related in extrinsically 


  Related to the need, interest, or experiences of the students.
• In Utilization related in extrinsically 


  Show how people can use and proceed with them in real life situation.