The Role of Designing Instructional Material
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This document discusses the role of instructional materials and textbook evaluation. It provides definitions of textbooks and instructional materials. Textbooks can serve several roles, such as a resource for teaching, a source of activities and information for learners, and a support for less experienced teachers. When evaluating textbooks, it is important to consider the needs of learners, teachers, and the language program. Some criteria for evaluation include how well the textbook corresponds to learners' needs and reflects their purposes, accounts for their needs as learners, and supports the learning process.
The Role of Designing Instructional Material
- 1. Nurul Ida Setyana 123 221 230 Rizki Sabilla Ramadhani 123 221 257
- 2. The Role and Designing of Instructional Material
- 3. The Notion of Teaching Materials Authentic Versus Created Materials Textbooks Evaluating Textbooks Criteria for Textbook Evaluation
- 4. a key component in most language programs Serve as a form of teacher training and provide ideas on how to plan and teach lessons well
- 5. printed Non-print materials that comprise both print and non-print sources
- 6. Cunningsworth (1995,7) the role of materials in language teaching as A resource for presentation materials A source of activities for learner practice and communicative interaction
- 7. A reference source for learners on grammar, Vocabulary, pronoun-ciation, and so on A source of stimulation and ideas for classroom activities
- 8. A support for less experienced teachers A syllabus (where they reflect learning objectives been determined)
- 9. positive effect on learner motivation provide authentic cultural information
- 10. related more closely between the classroom and students’ needs in the real world support a more creative approach to teaching Reading texts are ideal to teach/practice mini-skills
- 11. too culturally biased Too many structures are mixed Preparation= Consuming time Material is outdated easily
- 13. Textbook A textbook is a manual of instruction or a standard book in any branch of study
- 14. What are the differences between past and current textbook for instructional material?
- 15. Past VS Current textbook NO PAST CURRENT 1. Author and academic centered Market led 2. Uncertain global market Specific fragmented markets 3. European focus Pasific Rim/ Latin American focus 4. Sell what is published culture and methodology of origin International or local culture indigeneous learning situations 5. English for its own sake UK/US publisher dominance English for specific purposes rise in local publishing 6. Native speaker expertise Nonnative speaker competence 7. Culturally insensitive Culturally sensitive 8. Low risk/competition High risk/competition 9. Little design Design rich 10. Artificial texts and tasks Authenticity 11. Single-volume titles Multicompoonent/multimedia
- 16. Textbooks are used in different ways to develop language skill: Reading textbook Writing textbook Grammar textbook Speaking textbook Listening textbook
- 17. Depend on how materials are used 1. Provide structure and syllabus 2. Help standardize instruction 3. Maintain quality 4. Provide a variety of learning resources 5. Efficient and save teacher’s time 6. Provide effective language models and input 7. Train teachers 8. Visually appealing
- 18. 1. Contain inauthentic language 2. Distort content 3. Not reflect students’ needs 4. Deskill teachers 5. Expensive
- 19. Problem: Evaluation can only be done by considering something in relation to its purpose Teachers Responsible Ability Choose Material Solution: In making decisions about the role of commercial textbooks in a program, the impact of textbooks on the program, on teachers, and on learners has to be carefully assessed.
- 20. Before evaluating textbook, information is needed on the following issues: The role of the textbook in the program The teacher in the program The learners in the program
- 21. There are two factors are involved in the development of commercial textbooks Representing the interests of the author Representing the interests of the publisher
- 22. Criteria for textbook evaluation 1. Correspond to learners’ needs 2. Reflect the uses (present or future) to student’s purpose
- 23. 3. Take account of students’ needs as learners 4. Have a clear role as a support for learning
- 24. Checklist for textbook evaluation Aims and approaches Design and organization Language content Skills Topic Practical considerations Teacher’s books Methodology
- 25. The main issues involved in textbook evaluation and selection