The Role and Design of Instructional Materials

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THE ROLE and DESIGN of INSTRUCTIONAL

MATERIALS

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•Printed materials (books,workbooks, etc.)

•Non-print materials (audio and video cassettes, computer-based materials)

•Materials that comprise both print and non-print sources (self-access materials and materials on the internet)

Instructional materials can be

in the form of

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A resource for presentation materials (spoken and written)A source of activities for learner practice and communicative interactionA reference source for learners on grammar, vocabulary and pronunciationA source of stimulation and ideas for classroom activitiesA syllabusA support for less experienced

teachers

The role of materials in FLT: (Cunningsworth)

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According to Dudley-Evans & St. John for the teachers of ESP courses,

materials serve the following functions:

as a source of language

as a learning support

for motivation and stimulation

for reference

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Advantages of authentic materials are:

They have positive effect on learner motivation.

They provide authentic cultural information about the target culture.

They provide exposure to real language.

They relate more closely to learners’ needs.

They support a more creative approach to teaching

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Critics of authentic materials

Created materials can also be motivating for learners.

Authentic materials often contain difficult language.

Created materials may be superior to authentic materials since they are generally built around a graded syllabus.

Using authentic materials might be a burden for teachers.

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SYLLABUS DESIGN CRITERIA

LEARNABILITY (students are able to learn it) FREQUENCY (the set up of time) COVERAGE (scope) USEFULNESS (the useful of the syllabus)

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DIFFERENT TYPES OF SYLLABUSES

1. The grammar syllabus

2. The lexical syllabus

3. The functional syllabus

4. The situational syllabus

5. The topic-based syllabus

6. The task based syllabus

HW: Make a summary of what are they…..

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THE MULTI-SYLLABUS IS:

the combination of items from grammar, lexis, language functions, situations, topics, tasks, different language skill tasks or pronunciation issues.

However, this might cause a compromise between the competing claims of different organizing elements in practice.

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• •

SELECTING AREAS FOR ASSESSMENT

Price Availability Layout and design Instructions Methodology Syllabus type, selection and grading

Language study activities

Language skill activities

Topics Cultural

acceptability Usability Teacher’s guide

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THE PAGE SHOULD LOOK CLEAN AND UNCLUTTERED

THE LESSON SEQUENCE SHOULD BE EASY TO FOLLOW

THE ILLUSTRATIONS SHOULD BE ATTRACTIVE AND APPROPRIATE

THE INSTRUCTIONS SHOULD BE EASY TO READ

STATING BELIEFS

Which one do you choose?

USING STATEMENTS FOR ASSESSMENT

Area Assessment Statements

Coursebook 1 Coursebook 2 Coursebook 3

Layoutand design

The page is uncluttered

The lesson sequence is easy to follow

The illustrations are attractive and appropriate for the age group

The instructions are easy to read

OK

OK

OK

OK

OK

OK

OK

OK

X

X

X

X

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Teacher RecordUnit / Lesson

General comments

(timing, effectiveness, ease, etc.)

Comment on the advantages/disadvantages of:

Exercise 1:

Exercise 2:

Exercise 3:

Exercise 4:

How did the students react to the lesson?

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Student Response What was your favorite lesson in the book during the last semester? Why?

What was your least favorite lesson from the book during last semester? Why?

What was your favorite activity during the last semester?

What was your least favorite activity during the last semester? Why?

Discuss with your friends…..

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INTERESTS of the AUTHORconcerned to produce a text that teachers will find innovative, creative, relevant to their learners’ needs and that they will enjoy teaching from.

INTERESTS of the PUBLISHERThe publisher is primarily motivated by financial success.

vs.

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A GOOD PROVIDER OF MATERIALS WILL BE ABLE

TO:

1. select appropriately from what is available

2. be creative with what is available

3. modify activities to suit learners’ needs

4. ssupplement by providing extra activities

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ADVANTAGES OF PREPARING MATERIALS FOR A PROGRAM

1. Relevance

2. Develop expertise

3. Reputation

4. Flexibility

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1. Cost

2. Quality

3. Training

DISADVANTAGES OF PREPARING MATERIALS FOR A

PROGRAM

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CHARACTERISTICS OF GOOD MATERIALS (According to Rowntree)

arouse the learners’ interest

remind them of earlier learning

tell them what they will be learning next

explain new learning content to them

relate these ideas to learners’ previous learning

get learners to think about new content

help them get feedback on their learning

encourage them to practice

make sure they know what they are supposed to

be doing

enable them to check their progress

help them to do better

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Factors to consider before making a

plan

Language level of our students

Their educational and cultural background

Their likely levels of motivation

Their different learning styles

The content and the organization of the syllabus

Requirements of any exams students are working towards

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Four main planning elements

Activities: what kind of activity is best for our students?

Skills: making the decision about which language skills we wish our students to develop

Language: deciding to what extent we are going to introduce language and have our students learn it

Content: Finding contents that will fascinate the students is the hardest part

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Teacher’s knowledge of the students

PRE-PLANNING AND THE PLAN

Teacher’s knowledge of the syllabus

Activities Language type Subject & contentLanguage skills

Practical realities

THE PLAN

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jungle path

0% 100%

vague (corridor) plan formal plan

follow the coursebook exactly planning notes

TYPES OF TEACHERS IN TERMS OF LESSON PLANNING

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PRE-PLANNING BACKGROUND

1. Class at intermediate level, 31 students, ages 18-31

2. They participate well when not tired

3. They like creative activities

4. Light classroom, whiteboard, OHP

5. Topic: forms of transport

6. Next item on Gr. Syllabus: should have + done

7. The students have not had any reading skills work recently

8. The students need more oral fluency work

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PRE-PLANNING DECISIONS

1. The lesson should include an oral fluency activity.

2. The lesson should include the introduction of should have + done

3. It would be nice to have some reading in the lesson.

4. The lesson should continue with the transport theme - but make it significantly different in some way.

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THE PLAN

Topic: A text about a space station

The Sequence:

1. Oral fluency activity

2. Reading for prediction and gist

3. Ending the story

4. New language introduction

5. Language practice

6. Role-play

(Additional tasks might be necessary)

These lesson plans can also be used as records and research tools.

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THE FORMAL PLAN

Class description and timetable fit: who the students are, and what can be expected of them. We also need to say where the lesson fits in a sequence of classes.

Lesson aims: Aims should reflect what we hope the students will be able to do, not what the teacher is going to do.

Activities, procedures, and timing: these factors are all in the main body of a formal plan. They are very detailed.

Problems and possibilities: a good plan tries to predict these and suggests ways of dealing with them.

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Before and during

Short and long-term goals

Thematic strands

Language planning

Activity balance

PLANNING A SEQUENCE OF LESSONS

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USING LESSON PLANS

Magic moments

Sensible diversion

Unforeseen problems

Action and ReactionWhy we may need modification?