The role and design of instructional materials

• 1. The role and design ofinstructional materialsPresented by: Hay Sovichea1 Prepared by: Hay Sovichea (MA Student)

2. Contents Authentic versus created materialsTextbooks Evaluating textbooks Adapting textbooks Preparing materials for a programManaging a materials writingproject Monitoring the use of materials2 Prepared by: Hay Sovichea (MA Student) 3. The role and design ofinstructional materials Teaching materials are a key component in mostlanguage programs that the teachers use as thebasis for much of the language input the leanersreceive and the language practice that occurs in theclassroom. Inexperienced teachers, materials may also serve asa form of teacher training they provide ideas onhow to plan and teach lessons as well as formatsthat teachers can use. The materials may take the of:a. Printed materials such as books, workbooks,worksheet..b. Non printed materials such as cassette or audio,3 Prepared by: Hay Sovichea (MA Student) 4. The role and design ofinstructional materialsc. Materials that comprise both print and nonprintsources such as self-access materials and materialson the intertet. Cunningsworth (1995, 7) summarizes the role ofmaterials (particularly course books) in languageteaching as:A resource for presentation materials (spoken andwritten)A source of activities for learner practice andcommunicative interactionA reference source for learner on grammar,vocabulary, pronunciation, and so on4 Prepared by: Hay Sovichea (MA Student)A source of stimulation and ideas for classroom 5. The role and design ofinstructional materialsA syllabus ( where they reflect learning objectivesthat have already been determined)A support for less experienced teachers whohave yet to gain in confidence Dudley-Evans and St. John (1998, 170-171)suggest that for teachers of ESP courses,materials serve the following functions:1) As a source of language2) As a learning support3) For motivation and stimulation4) For reference5 Prepared by: Hay Sovichea (MA Student) 6. Authentic versus createdmaterialsAuthentic materials refers to the use in teachingof texts, photo graphs, video selections, and otherteaching resources that were not speciallyprepared for pedagogical purposes. Createdmaterials refers to textbooks and other speciallydeveloped instructional resources. Advantages claiming for authentic materials are(Phillips and Shettles worth 1978; Clarke 1989;Peacock 1997):1) They have the positive effect on learnermotivation6 Prepared by: Hay Sovichea (MA Student)2) They provide authentic cultural informationabout the target culture 7. Authentic versus createdmaterials1) They provide exposure to real language2) They relate more closely to learners needs3) They support a more creative approach toteaching However, critics of the use of authentic materialspoint out:1) Created materials can also be motivating forlearners2) Authentic materials often contain difficultlanguage3) Created materials may be superior to authentic7 Prepared by: Hay Sovichea (MA Student)material 8. Textbooks Textbooks are used in different ways in languageprograms such as a reading textbook, a writingtextbook, a grammar textbook, a speakingtextbook, a listening textbook together withaudiocassettes or CDs. The use of commercial textbooks in teaching hasboth advantages and disadvantages, dependingon how they are used Among the principal advantages are:1. They provide structure and a syllabus for aprogram.2. They help standardize instruction.8 Prepared by: Hay Sovichea (MA Student) 9. Textbooks4. They provide a variety of resources.5. They are efficient.6. They can provide effective language models andinput.7. They can train teachers.8. They are visually appealing. Disadvantages are:1. They may contain inauthentic language.2. They may distort content.3. They may not reflect students needs.4. They can deskill teachers5. They are expensive.9 Prepared by: Hay Sovichea (MA Student) 10. Evaluating textbooks To evaluate textbooks we need the information on thefollowing issues:The role of the textbook in the program Is there a well-developed curriculum that describesthe objectives syllabus and content of the program orwill this be determined by the text book? Will the book or the textbook series provide the coreof the program, or is it one of several different booksthat will be used? Will it be used with small classes or large ones? Will learners be expected to buy a workbook as wellor should the textbook provide all the practice10 stuPredpearend tbsy: Hnaey Seodvic?hea (MA Student) 11. Evaluating textbooksThe teachers in the programHow experienced are the teachers in the programand what is their level of training? Are they native speakers of English? If not, how welldo they speak English?Do teachers tend to follow the textbook closely or dothey use the book simply as a resource? Do teachers play a part in selecting the books theyteach from? Are teachers free to adapt and supplement thebook?11 Prepared by: Hay Sovichea (MA Student) 12. Evaluating textbooksThe learners in the program Is each student required to buy a book?What do learners typically expect in a textbook? Will they use the book in class and at home?How will they use the book in class? Is it the primarysource of classroom activities?How much are they prepared to pay for a book? Two factors are involved in the development ofcommercial textbooks:1. The books representing the interests of the author2. The books representing the interests of publisher12 Prepared by: Hay Sovichea (MA Student) 13. Evaluating textbooksCriteria for textbook evaluationCunningsworth (1995) proposes 4 criteria forevaluating textbooks, particularly course books:1. They should correspond to learners s needs.2. They should reflect the uses (present or future) thatlearners will make of the language.3. They should take account of students s needs aslearners and should facilitate their learningprocesses, without dogmatically imposing arigidmethod.4. They should have a clear role as a support forlearning.13 Prepared by: Hay Sovichea (MA Student) 14. Evaluating textbooksCunningsworth (1995) presents a checklist fortextbook evaluation and selection: Aims and approaches Design and organization Language content Skills Topic Methodology Teachers books Practical consideration14 Prepared by: Hay Sovichea (MA Student) 15. Adapting textbooks Most teachers are not creators of teachingmaterials but providers of good materials. Dudley-Evans and St. John (1998, 173)suggest that a good provider of materialswill be able to:1. Select appropriately from what is available2. Be creative with what is available3. Modify activities to suit learners needs4. Supplement by providing extra activities(and extra input)15 Prepared by: Hay Sovichea (MA Student) 16. Adapting textbooks Commercial textbooks are used with someforms of adaptation to make them moresuitable for particular context. The formsare:1. Modifying content2. Adding or deleting content3. Reorganizing content4. Addressing omissions5. Modifying tasks6. Extending tasks16 Prepared by: Hay Sovichea (MA Student) 17. Preparing materials for aprogram For the setting up a material development projectneed to be carefully considered both the advantagesand disadvantages at the outset (start). Advantages: Advantages of building a materialsdevelopment component into a program include:- Relevance: Directly relevant to students andinstitutional needs.- Develop expertise: Develop expertise among staff,giving them a greater understanding of thecharacteristics and concerns.- Flexibility: Materials produced within the institutioncan be revised or adapted as needed, giving themgreater flexibility than a commercial course book.17 Prepared by: Hay Sovichea (MA Student) 18. Preparing materials for aprogram Disadvantages :- Cost: Quality materials take time toproduce and adequate staff time as well asresources need to be allocated to such aproject.- Quality: Teacher-made materials will notnormally have the same standard of designand production.- Training: To prepare teachers for materialswriting projects, adequate training should beprovided.18 Prepared by: Hay Sovichea (MA Student) 19. Preparing materials for aprogram Decisions in materials design- Developing aims- Developing objectives- Developing a syllabus- Organizing the course into units- Developing a structure for units- Sequencing units19 Prepared by: Hay Sovichea (MA Student) 20. Managing a materials writingproject The management of a team-based writingproject involves the following issues: Selecting the project team Project directorWriters Media specialist Editor Illustrator20 Prepared by: Hay Sovichea (MA Student) 21. Managing a materials writingproject Designer Planning the number of stages involved Identifying reviewers Planning the writing schedule Piloting the materials Design and production21 Prepared by: Hay Sovichea (MA Student) 22. Monitoring the use of materials As the teachers use materials they adapt andtransform them to suit the needs of particulargroups of learners and their own teaching styles. Therefore, it is useful to collect information onhow teachers use course books and otherteaching materials in their teaching. The collected information serve the followingpurposes:To document effective ways of using materialsTo provide feedback on how materials workTo keep a record of additions, deletions, andsupplementary materials teachers may haveused with the materials22 Prepared by: Hay Sovichea (MA Student) 23. Monitoring the use of materialsMonitoring may take the following forms: Observation: classroom visits Feedback sessions: group meeting, teachersdiscuss their experience with material.Written reports: the use of reflection sheets ofwritten feedback, teachers make brief notes aboutwhat worked well and what did not work well orgive suggestions. Reviews: written reviews by teacher orgroup of teacher on their experiences with aset of materials. Students review: comments from students.23 Prepared by: Hay Sovichea (MA Student) 24. Discussion Questions1. What roles do instructional materials play in yourlanguage program?2. Have you any experience with using authenticmaterials in teaching?3. What do you think is an appropriate role forcommercial materials in a language program?4. Examine a commercial textbook and its suitabilityfor a specific teaching context. What criteria wouldyou use to evaluate it? In what way do you thinkthe book would need to be adapted to suit theneeds of the program?5. Other 24 Prepared by: Hay Sovichea (MA Student) 25. ReferenceJACK C. RICHARDS,(2001) CURRICULUMDEVELOPMENT in LANGUAGE TEACHING,southeast Asian Ministers of Education Organization,Regional Language Centre, Singapore25 Prepared by: Hay Sovichea (MA Student)