A framework for materials writing
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The document discusses a structured framework for materials writing, emphasizing the importance of evaluating and adapting materials based on teachers' observations and learners' needs. It outlines a seven-step process including identifying needs, contextual realization, pedagogical realization, production, student use, and evaluation of materials. Ultimately, it stresses that effective materials stem from a thorough understanding of learners and that teachers should be equipped with a grounding in materials writing to enhance their teaching practices.
A framework for materials writing
- 1. A Framework for Materials Writing Mohammad ALMALLAH 145394
- 2. “We learnt from this class that material evaluation is an important process. We, as a teachers, should be able to identify what works and what does not work so that we ensure that the materials giving to students are effective and appropriate to their learning objectives. Surprising to see that most materials writers use their intuitions rather than specific principles or procedures when designing materials” (Tomlinson, 2011).”Obviously they are very experienced but still I can’t imagine designing materials without any kind of structure.”
- 3. The process of materials writing
- 4. 1) Identification of a need to create materials by learner or teacher The writers state that the teacher must have observed a particular need for materials creation. It could be an inadequate coursebook, exam preparation, more culturally appropriate or a better match with the students’ learning styles
- 5. 2) Exploration of the need or problem in terms of what language, meanings, functions, skills Once identified, the teacher needs to think about the medium and skill the students need to practice. Is it new language or consolidation ? Is it ESP like for exams or business ? Then you would need to consider the skill you want to practice or would you prefer a mixed-skill authentic approach?
- 6. 3) Contextual realisation of the proposed new materials by the finding of ideas contexts and texts with which to work Now, you have the shape of the lesson you need to gain the substance with your raw materials. Because you are making it yourself, in your cultural context, using your knowledge of the learners and your preference in teaching styles you are in a very positive position to please both yourself and your students.
- 7. 4) Pedagogical realisation of materials by the finding of appropriate activities and exercises AND the writing of instructions of use Clarity is so important in instructions and the teacher must be sure to have the answers ready and to have done the activity first. Also, think of the ease of use, attractiveness and relevance.
- 8. 5) Physical production of materials involving consideration of layout, type, size, reproductions. In the age of technology and the increasing use of technology in the classroom, materials can be created online and either emailed or done as a whole class on the Interactive Whiteboard. Therefore the material does not get tatty, can be recycled and the format could even be used again with a different language focus.
- 9. The teachers path through the production of new or adapted materials
- 10. • The steps can be followed in order or they can be used in a flexible way depending on the need and objectives that teachers may wish to fulfill. • After writing materials evaluation is essential, teachers must have in mind ways of gathering data to produce feedback of the materials written in order to determine whether the materials have to be rewritten, discarded, or may be used again. • Not in all the cases the materials are evaluated once the students use them, these can also be evaluated by colleagues or professionals. • Nevertheless, the decision of evaluating before students use the materials or while they do it will depend on the characteristics of the teaching context.
- 11. 1. Identification of need for materials This may be for many reasons : change of focus of the class from general to exam English, materials are inappropriate or out-dated, the medium has changed from paper to technology. 2. Exploration of need What combination of needs do the students have ? Do they need to practice the Simple Past in a Reading medium ? Do they need to know instructions in a Speaking context ? The teachers path through the production of new or adapted materials
- 12. The teachers path through the production of new or adapted materials 3. Contextual realisation of materials This stage is when your materials come alive for your learners as you have tried to balance their language needs, learning styles, tastes, cultural awareness and perhaps their technological level 4. Pedagogical realisation of materials The tasks and instructions to achieve your aims 5. Production of materials Online or paper ? Copies needed ?
- 13. The teachers path through the production of new or adapted materials 6. Student use of materials Does the material practice the language aim of the lesson ? Do the students find them useful ? Are there any complications that you didn’t think of ? 7. Evaluation of materials against agreed objectives Does it practice the skill/language needed ? Did the students enjoy it ? Was it too easy or difficult ? Was the timing about right ? Any extension opportunities ? Could you use a different approach to the materials ? Is it possible to differentiate the materials in order to use with a range of classes ? Does it provide opportunities for students to have real input into the class ?
- 14. Summing up • The most effective materials are those which are based on a thorough understanding of learners’ needs • “Teachers understand their own learners best”. Teachers become researchers and they are more sensitive and responsive to their learners’ learning needs and preferred learning styles.
- 15. Summing up • “All teachers need a grounding in materials writing”. Writing materials is part of teaching practices and following frameworks of materials writing also help them to develop a set of criteria to evaluate materials produced by others. • “All teachers teach themselves”. When picking input, and working with frameworks and procedures teachers 'teach themselves' and this enable them to produce more effective materials.
- 16. Thank You