midterm

• Authentic materials


  Materials used in the classroom not just for the purpose of learning
• Non-Authentic materials


  Materials used in the classroom specifically designed for learning
• Instructional Materials


  Apparatus for the performance of a given taskLogical connection with the subject matter<|>Systematic description of techniques and exercises used in the classroom<|>Used without confusion in short period of time
• Instructional Materials for Teaching Learning


  Tool that contain instructions to learners and teachers, which specify each increment of learning, the contents to be learned, techniques of presentation; practice and use of that content; and modes of teaching associated with those techniques<|>Basis for much of the language input learners receive and the language practice occurs in the classroom
• Instructional Materials


  • Important element within the curriculum
  • Often the most tangible and visible aspect of it
  • Can provide a detailed specification of content even in the absence of the syllabus
• IMS do not replace the teacher. As tools, they make the classroom more interesting and meaningful
• IMS SHOULD BE SUITABLE AND EFFECTIVELY USED TO ENHANCE LEARNING
• Material Development


  Both a field of study and a practical undertaking<|>Procedure of the design, implementation and evaluation of language teaching materials<|>Anything done by materials developers to facilitate the learning of language teaching
• Role of Instructional Materials

  • Provide a source of language input and exploit those sources in a way that maximizes the likelihood of intake
  • Can define the goals of the syllabus and the roles of the teachers and the learners within the instructional process
• IMs are tools that help teachers aid the learning experience of the students
• Edgar Dale's Cone of Learning


  After 2 weeks, we tend to remember 10% of what we READ, 20% of what we HEAR, 30% of what we SEE, 50% of what we SEE & HEAR, 70% of what we SAY, 90% of what we SAY & DO
• Why Use Instructional Materials


  • Clarity - Learners will understand what you are telling them when they can see as well as hear
  • Attention - people are much more attentive with the use of visual aids. They hold attention to students
  • Memory Retention - students are more attentive and can understand better when there are IMS, hence, they will remember what you teach them
  • Poise - use of visual aids makes a teacher more comfortable and confident in the delivery of her lesson. Can make good impression
• Roles of Instructional Materials

  • Resource for presentation materials during learning process
  • Source of activities for learner practice and communicative interaction
  • Reference source for learners on grammar, vocabulary, pronunciation, etc.
  • Source of simulation and ideas for classroom activities
• Non-Projected Materials


  • Real objects, models, printed materials
  • Graphics and photographs
• Projected Materials


  • Syllabus
  • Part of a syllabus
  • Support for less experienced teachers
• Functions of IMS


  • As a source of language
  • As a learning support (Scaffolding)
  • For motivation and stimulation
  • For reference
• Examples & Classification of Instructional Materials

  • Audiovisual Materials
  • Hardware and Software
• Types of Instructional Materials

  • Chalkboard
  • Realia/Real Object
  • Models
  • Books
  • Charts
  • Bulletin Boards
  • Mock-ups
  • Pictures
  • Document cameras
  • Overhead Transparencies and Overhead Projectors (OHP)
  • Video/Films
  • Audio Recording
  • PowerPoint Presentation
  • Electronic Materials (CDs, DVDs, CD-ROM and the internet)
• Teachers' Criteria for Determining the Quality of Instructional Materials

  • Accuracy, visual appeal
  • Alignment to standards, depth of knowledge
  • Ease of use, support
  • Engagement, ability to meet student needs
• Trusted Sources for Instructional Materials

  • Made by and for teachers
  • Include teacher comments, opinions, and reviews
  • Ratings based on use by teachers (with information about student characteristics)
• FRAMEWORKS OF MATERIALS AND METHODS

  • Context
  • Learners
  • Educational Setting
• PRINCIPLES IN MATERIALS DESIGN (NUNAN, 1988)

  • Curriculum Planning
  • Curriculum Implementation
  • Curriculum Evaluation
• Open Educational Resources (OER) are free educational materials with an open license
• Interactive Data


  Allows to engage with the information dynamically, often through interactive visualizations or dashboards
• Types

  • Graphic Organisers
  • Infographics
• Graphics


  Visual elements such as diagrams, charts, graphs, maps, and illustrations that are used to convey information effectively
• Lecture Notes


  • Represent a concise and complete outline of the most important points and ideas, especially those considered most important by your professor
  • Can clarify ideas not fully understood in the text or elaborate on material that the text mentions only briefly
• PowerPoint


  Used in many fields due to their ability to organize and structure information, create a consistent format, and provide the audience with visuals. Educators often use this type of presentation in their classrooms in order to guide the class through a lecture
• Prezi


  Used to highlight key points without all the distractions that regular slideshows may present. Teachers can use the tool in a traditional classroom setting to lay out key ideas, or they can design full lessons to be viewed at home either independently or through a virtual class meeting
• Adobe Captive


  A powerful tool used in various industries to create elearning content such as interactive videos, virtual reality walkthroughs, multi-module courses, and more. Allows the creation of three different modules-demo, training and assessment- from a single recording
• Movies as Instructional Material


  • Offer a rich and versatile resource for enhancing the educational experience
  • By thoughtfully integrating audiovisual media into the curriculum, educators can create a more engaging, contextual, and inclusive learning environment that addresses various learning styles and fosters critical thinking, cultural awareness, and empathy
• TV Clips as Instructional Material


  • Valuable instructional material in the digital age offering concise and engaging content that can enhance the educational experience
  • Provide real-world examples and visual stimulation, making learning more relatable and dynamic
• YouTube as Instructional Material


  • A versatile and powerful instructional material that can greatly enhance the educational experience
  • By carefully selecting and integrating YouTube content into the curriculum
• Materials


  Anything which is used by teachers and learners to facilitate the learning of a language
• Materials development


  Any systematic description of the techniques and exercises to be used in classroom teaching
• Principles of SLA acquisition relevant to the development of materials for the teaching of languages

  • Materials can achieve impact through novelty, variety, attractive presentation, appealing content, and achievable challenge
  • Materials should help learners feel at ease and self-confident
  • What is being taught should be perceived by learners as relevant and useful
  • Materials should require and facilitate learner self-investment
  • Learners must be ready to acquire the points being taught
  • Materials should expose the learners to language in authentic use
  • The learners' attention should be drawn to linguistic features of the input
  • Materials should provide the learners with opportunities to use the target language to achieve communicative purposes
  • Materials should take into account that the positive effects of instruction are usually delayed
  • Materials should take into account that learners differ in learning styles
  • Materials should take into account that learners differ in affective attitudes
  • Materials should permit a silent period at the beginning of instruction
  • Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional involvement
  • Materials should not rely too much on controlled practice
  • Materials should provide opportunities for outcome feedback
• Principles of language acquisition 1

  • Learners are exposed to rich, meaningful and comprehensible input of language in use
  • Materials contain a lot of spoken and written texts likely meaningful to the learners
  • The language the learners are exposed to is authentic
  • The language input is contextualized
  • Learners are exposed to sufficient samples of language in authentic use
• Principles of language acquisition 2

  • Learners need to be engaged both affectively and cognitively in the language experience
  • Prioritize the potential for engagement
  • Make use of activities that get the learners to think about what they are reading or listening and respond to it personally
  • Make use of activities that get learners to think and feel before, during and after using the target language
• Principles of language acquisition 3

  • Learners who achieve positive effect are much more likely to achieve communicative competence
  • Make sure the texts and tasks are interesting, relevant and enjoyable to exert positive influence on the learner's attitudes
  • Set achievable challenges to help learners' self-esteem when success is accomplished
  • Stimulate emotive responses through the use of music, song, literature, art, etc. through making use of controversial and provocative texts
• Principles of language acquisition 4

  • L2 learners can benefit from using those mental resources which they typically utilize when acquiring their L1
  • Make use of activities that get learners to visualize and/or use inner speech before, during and after experiencing a written or spoken text
  • Make use of activities that help the learners to reflect on their mental activity during a task and then to try to make more use of mental strategies in a similar task