Teaching English 11. Materials design Nancy Grimm – Michael Meyer – Laurenz Volkmann.
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Transcript of Teaching English 11. Materials design Nancy Grimm – Michael Meyer – Laurenz Volkmann.
Teaching English11. Materials design
Nancy Grimm – Michael Meyer – Laurenz Volkmann
2
0. Table of contents
1. Curricula and textbooks1.1 Curriculum design1.2 The textbook: friend or foe?
2. Designing effective materials2.1 Materials and tasks2.2 Basic tips for designing
worksheets
3. Digitally designed materials
4. Recommended reading5. Acknowledgments
Chapter 11: Materials design
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Discuss:
Have a look at the cartoon. Reflect on the status as well as the advantages and disadvantages (for teachers, students, lessons) of using the textbook, comparing this to the use of self-designed materials.
Chapter 11: Materials design
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1.1 Curriculum design
1. Curricula and textbooks
- Standards- Curriculum/a- In-school syllabus
- Textbooks - Students’ needs
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1.1 Curriculum design – input, process, output
1. Curricula and textbooks
what content (= input)
and in which sequence of
learnable units(= syllabus)
InputSyllabus
how teaching is carried out(= process)
and with which learning procedures, activities, etc. (= methodology)
ProcessMethodology
what learners are able to do (= output)
after a period of instruction, e.g., a
school year(= learning outcome)
Output Learning Outcome
based on Richards 2013
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1.1 Curriculum design
Input
Process
OutputForward design: input first
1. Curricula and textbooks
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1.1 Curriculum design
Central design: process first
1. Curricula and textbooks
Input
Output
Process
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1.1 Curriculum design
Backward design: output first
1. Curricula and textbooks
Input
Process
Outcome
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1.1 Curriculum design – forward, central, backward design
Richards 2013: 30, adapted
1. Curricula and textbooks
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1.1 Curriculum design – forward, central, backward design
Richards 2013: 30, adapted
1. Curricula and textbooks
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1.1 Curriculum design
Study the EFL curriculum in the area you are studying or teaching in. Which design elements can you identify in the curriculum? With fellow students or colleagues, discuss how well the curriculum supports the planning of lessons.
1. Curricula and textbooks
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1.2 The textbook: friend or foe? – teacher types
Textbook = resource of materials, content, teaching ideas, learning support, and reference
1. Curricula and textbooks
cf. Sercu 2000: 627, Nold 2007: 128
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1.2 The textbook: friend or foe? – pros
Systematization and structure of material
Standardization
Quality
Multimodality
Efficiency
Support
1. Curricula and textbooks
cf. Sercu 2000: 627, Richards 2007: 254-55
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1.2 The textbook: friend or foe? – cons
Inauthentic language
Distorted and/or stereotypical content
Neglect of students’ needs and interests
Deskilling of teachers
Money
1. Curricula and textbooks
cf. Sercu 2000: 627, Richards 2007: 254-55
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1.2 The textbook: friend or foe?
Study a current EFL textbook. Which of the aforementioned advantages and disadvantages do you find in the textbook? How would you counteract the disadvantages?
1. Curricula and textbooks
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2. Designing effective materials – pros
Positive effect on learner motivation
Authentic cultural information
Exposure to real language
Support a more creative approach to teaching
2. Designing effective materials
based on Richards 2007: 252-53
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2. Designing effective materials – cons
Inferior quality
Copyright infringement
Linguistic difficulty or mistakes
Lack of structure
Limited time
Financial burden
2. Designing effective materials
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2.1 Materials and tasks – evaluation of materials
2. Designing effective materialsbased on Howard & Major 2005: 104-07
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2.1 Materials and tasks – evaluation of materials
2. Designing effective materialsbased on Howard & Major 2005: 104-07
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2.1 Materials and tasks
With fellow students or colleagues, discuss which of items on the checklist are more/less important. If possible, try to agree on a ranking.
2. Designing effective materials
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2.1 Materials and tasks
Tasks complexity grading sequencing
Kultusministerkonferenz 2012: 1-2, adapted extracts
2. Designing effective materials
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2.1 Materials and tasks
Grading tasks
based on Nunan 2000: 102-03
2. Designing effective materials
Learner
Confidence
Motivation
Learning experience
Learning pace
Ability in language
skills
Cultural knowledge/ awareness
Linguistic knowledge
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2.1 Materials and tasks
Have a look at two or three pages from a current textbook. Evaluate the complexity of the tasks, if and how they are graded, and if the task sequence seems coherent.
2. Designing effective materials
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2.2 Basic tips for designing worksheets
2. Designing effective materials
Header
Footer
Mar
gin
Mar
gin
Line spacing
Font
High
lighti
ng
Layo
ut
Annotations
Visuals
Sources
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3. Digitally designed materials
Digital technology
Efficiency
Appeal
Creativity
AdaptationMediation
Sharing
Cooperation
3. Digitally designed materials
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3. Digitally designed materials
Popplet – organizing and presenting ideas
3. Digitally designed materials
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3. Digitally designed materials
Tagxedo – word clouds with style
3. Digitally designed materials
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3. Digitally designed materials: Glogster – interactive working space
3. Digitally designed materials
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3. Digitally designed materials: LearningApps – interactive teaching modules
3. Digitally designed materials
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3. Digitally designed materials
Try out the tools introduced above and create a popplet or an interactive poster about materials design as introduced in this chapter.
3. Digitally designed materials
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Recommended reading
García Mayo, María del Pilar, ed. (2007). Investigating Tasks in Formal Language Learning. Clevedon: Multilingual Matters. Mishan, Freda (2005). Designing Authenticity into Language Learning Materials. Bristol: Intellect.Motteram, Gary (2011). Developing Language-Learning Materials with Technology. In: Brian Tomlinson, ed. Materials Development in Language Teaching. 2nd ed. Cambridge et al.: Cambridge University Press, 303-27.Richards, Jack C. (2007). Curriculum Development in Language Teaching. Cambridge et al.: Cambridge University Press.Tomlinson, Brian, ed. (2011). Materials Development in Language Teaching. 2nd ed. Cambridge et al.: Cambridge University Press.Tomlinson, Brian, ed. (2013). Developing Materials for Language Teaching. 2nd ed. London et al.: Bloomsbury.Chapter 11: Materials design
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AcknowledgmentsHoward, Jocelyn & Joe Major (2005). Guidelines for Designing Effective English Language Teaching Materials. http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf.
Kultusministerkonferenz (2012). Operatoren für das Fach Englisch. http://www.kmk.org/fileadmin/pdf/Bildung/Auslandsschulwesen/Kerncurriculum/Operatoren_fuer_das_Fach_Englisch_Stand_Oktober_2012_ueberarbeitet.pdf.
Nold, Günter (2007). Die Arbeit mit dem Lehrwerk. In: Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des Englischunterrichts. Berlin: Cornelsen, 127-36.
Nunan, David (2000). Designing Tasks for the Communicative Classroom. Cambridge et al.: Cambridge University Press.
Richards, Jack C. (2007). Curriculum Development in Language Teaching. Cambridge et al.: Cambridge University Press.
Richards, Jack C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. In: RELC Journal 44.1, 5-33.
Sercu, Lies (2000). Textbooks. In: Michael Byram, ed. Routledge Encyclopedia of Teaching and Learning. London et al.: Routledge, 626-28.
Chapter 11: Materials design
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AcknowledgmentsThe cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014. Slide 4: http://wright2.wikispaces.com/State+Standards, http://
tisteahe2012.blogspot.de/2012/09/why-is-it-important-to-have-education.html, http://hoganhayes.blogspot.de/2014/10/thoughts-on-writing-in-english-from.html
Slides 9 & 10: Characteristics of forward, central, and backward design, based on Richards 2013: 30 Slide 18 & 19: Materials design checklist, based on Howard & Major 2005: 104 – 07 Slide 21: Language performance requirements, based on Kultusministerkonferenz 2012: 1-2 Slide 26: Sample popplet; pictures Wikipedia/Wikimedia – http://
en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Dallas_Mavericks_logo.svg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Victory_Plaza_1.jpg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Rick_Carlisle.jpg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Jason_Terry.jpg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Jason_Kidd_drives_Feb_24_2008.jpg
Slide 27: word cloud created with Tagxedo (www.tagxedo.com) Slide 28: sample glogs – http://earypr.edu.glogster.com/english-grammar-and-vocabulary-townhouse/?=glogpedia-source,
http://davidohf.edu.glogster.com/the-shawshank-redemption/?=glogpedia-source, http://garciasammy.edu.glogster.com/the-road-revolution/?=glogpedia-source
Slide 29: screenshot of LearningApps-homepage (learningapps.org); screenshots of sample modules – http://learningapps.org/1440523, http://learningapps.org/271811, http://learningapps.org/192427
Chapter 11: Materials design