Materials models (1)
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1. The document provides advice and principles for developing effective teaching materials based on the work of Methold, Hutchinson and Waters, and Tomlinson. 2. Key principles include taking local needs and conditions into account, dividing materials into teachable segments, achieving impact, relevance, and learner self-investment. 3. Examples are given of how principles like authenticity, interaction, focus on language, and application beyond the classroom can be realized in materials.
Materials models (1)
- 1. ADVICE, PRINCIPLES, and MODELS Prepared by: Ms. Rimsky Nikolai S. Gervacio Ms. Georgina Kusano
- 2. Anyone writing for other teachers would do well to heed the advice of Methold (1972), whose suggestions are based on years of
- 3. “Many materials fail not because they are bad in themselves, but because they are bad in the situation in which they are used.”
- 4. In other words, they fail to take local needs or conditions into account.
- 5. According to Methold, good materials will have the following 1. characteristics: Set out to teach a predetermined body of knowledge. E.g. what is contained in a syllabus.
- 6. 2. Be divided into teachable segments (i.e. take account of both time constraints & the quantity of material that can be included in a particular lesson.)
- 7. 3. Take into account such principles as variety, weighting, the content validity of exercises, & the need for 4. Take into recycling. account local conditions.
- 8. Teachers writing a course that they will teach to their own students will of course take local realities into account; the more distant one is from the reality of the classroom in which the materials will be used, the more important it is to inform oneself about the context and the eventual users.
- 9. It is to be expected that experienced writers will also have a few words of wisdom, at least, to offer the less experienced. Hutchinson and Waters (1987: 26), for instance, advise: • Use existing materials as sources of ideas • Work with other people if possible
- 10. • Don’t expect to write materials that are perfect the first time Don’t underestimate the time needed Pay attention to the appearance of the materials
- 11. Principles are more valuable than advice, and Tomlinson (1998c) has proposed an extensive set of principles, each of which is discussed in some detail.
- 12. 1. Materials should achieve impact. 2. Materials should help the learners feel at ease. 3. Materials should help learners develop confidence.
- 13. 4. What is being taught should be perceived by learners as relevant and useful. 5. Materials should require and facilitate learner self-investment. 6. Learners must be ready to acquire the points being taught
- 14. 7. Materials should expose the learners to language in authentic use. 8. The learner’s attention should be drawn to linguistic features of the input.
- 15. 9. Materials should provide the learners with opportunities to use the language to achieve communicative purposes. 10. Materials should take into account that the positive effects of instruction are usually delayed.
- 16. 11. Materials should take into account that learners differ in learning style.
- 17. 12. Materials should take into account that learners differ in affective attitudes. 13. Materials should permit a silent period at the beginning of instruction
- 18. 14. Materials should examine learning potential by encouraging intellectual, aesthetic, & emotional involvement which stimulates both right and left brain activity.
- 19. 15. Materials should not rely too much on controlled practice. 16. Materials should provide opportunities for outcome feedback.
- 20. For novice writers, principles are probably most valuable whey they are illustrated with examples which indicate how the principles can be translated into practice. Tomlinson’s approach is to indicate how the principles could be applied;
- 21. Nunan (1988b:1) shows how the following principles were realised in a particular set of materials.
- 22. 1. Materials should be clearly linked to the curriculum they serve.
- 23. 2. Materials should be authentic in terms of text and task. 3. Materials should stimulate interaction.
- 24. 4. Materials should allow learners to focus on formal aspects of the language. 5. Materials should encourage learners develop learning skills and skills in learning.
- 25. 6. Materials should encourage learners to apply their developing language skills to the world beyond the classroom.
- 26. The materials: •Can be exploited in a variety of ways;
- 27. The materials: * Reflect the outside world;
- 28. The materials: * Foster independent learning by making students more aware of learning process;
- 29. The materials: • Are suitable for different levels of individual proficiency and preferred learning styles;
- 30. The materials: * Can act as a model for the development of teachers’ own variations on these materials;
- 31. The materials: • Reflect the socio-cultural context within they will be used.
- 32. Materials should: • Act as stimulus to learning
- 33. Materials should: • Help to organize the teaching- learning process;
- 34. Materials should: • Embody a view of the nature of teaching and learning;
- 35. Materials should: • Reflect the nature of the learning task.;
- 36. Materials should • Provide models of correct and appropria te language
- 37. Hutchinson and Waters’ (1987) Materials development model input content language task Student’s own Additional knowledge and input abilities project