Introduction to materials development

#languagelearning #materials #development
Language Learning Materials Development

1. Introduction to Materials Development Presented: Mary Honey T. Quilab

2. Outline 01 Materials and Materials Development 02 Roles of Instructional Materials 03 Trends and Issues in Materials Development 04 Principles in Materials Development

3. Outline 05 Factors Affecting Materials Preparation 06 Framework of Materials and Methods 07 Guidelines and Procedures of Materials Development

4. Materials and Materials Development

5. Instructional Materials Definition Especially designed classroom tools which contain instructions to learners and teachers, and which specify each increment of learning

6. Instructional Materials Definition Serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom

7. Instructional Materials Definition An important element within the curriculum and often the most tangible and visible aspect of it

8. Instructional Materials Definition Provide a detailed specification of content, even in the absence of the syllabus

9. Instructional Materials Definition Define the goals of the syllabus, and the roles of the teachers and the learners within the instructional process

10. Materials Development Definition Studies the principles and procedures of the design, implementation and evaluation of language teaching materials

11. Materials Development Definition Involves production, evaluation, and adaptation of language teaching materials

12. Roles of Instructional Materials

13. Roles of Instructional Materials Source of stimulation and ideas for classroom activities Resource for presentation materials Source of activities for learner practice and communicative interaction Reference for learners on different language topics Syllabus Support for less experienced teachers

14. Trends and Issues in Materials Development

15. Trends and Issues in Materials Development VS Teachers would put together a book from their successful classroom materials and submit it to a publisher. Publishers commission books from professional writers. PAST PRESENT

16. Trends and Issues in Materials Development VS Published materials were driven by the writers’ experience, imagination and intuitions. Published materials are driven by the publisher’s perceptions of what they can successfully sell. PAST PRESENT

17. Trends and Issues in Materials Development VS Uncertain global market Artificial texts and tasks English for its own sake Market-led Authenticity gets more focused English for specific purpose PAST PRESENT

18. Trends and Issues in Materials Development VS Little design Single-volume titles Culture and methodology of origin Design rich Multicomponent/ multimedia International or local culture PAST PRESENT

19. Trends and Issues in Materials Development VS UK/US publisher dominance Sell what is published Author- and academic-centered Rise in local publishing Specific fragmental markets Indigenous learning situation PAST PRESENT

20. Basic Principles of Materials Development

21. Basic Principles of Materials Development Materials should achieve impact. Materials should help learners feel at ease. Materials should help learners develop confidence. Materials should require and facilitate learner-investment.

22. Basic Principles of Materials Development What is being taught should be perceived by learners as useful and relevant. Learners must be ready to acquire the points being taught. Materials should expose the learners to language in authentic use. The learners’ attention should be drawn to linguistic features of the input.

23. Basic Principles of Materials Development Materials should provide the learners with opportunities to use the target language. Materials should take into account that the positive effects of instruction are usually delayed. Materials should take into account that learners differ in learning styles. Materials should take into account that learners differ in affective attitudes.

24. Basic Principles of Materials Development Materials should permit a silent period at the beginning of the instruction. Materials should involve intellectual, aesthetic, and emotional activities. Materials should not rely too much on controlled practice. Materials should provide opportunities for outcome feedback.

25. Factors Affecting Materials Preparation

26. Factors Affecting Materials Preparation The curriculum, syllabus, and learning competencies Learners’ learning styles, aptitudes, proficiency Pedagogical principles held by the teachers Societal demands

27. Frameworks of Materials and Methods

28. Framework of Materials and Methods CONTEXT LEARNERS EDUCATIONAL SETTING IMPLEMENTATION OF GOALS SYLLABUS CONSTRUCTION MATERIALS, CLASSROOM METHODS

29. Contextual Factors 01 Learner Factors Age and interests Level of proficiency in English Aptitude and attitudes in learning Motivation and personality Learning styles Academic and educational level 02 Educational Setting Role of English in the country and in the school Available resources and support personnel Number of pupils Physical and social environment Types of test and procedures for monitoring Management and administration

30. Infographic Style An expression of opinion on the nature of language and learning A guide for teacher and learner A statement of what is to be learnt Syllabus

31. Types of Syllabus 01 Structural or Formal Syllabus A collection of forms and structures, usually grammatical, of the language being taught 02 Notional or Functional Syllabus A collection of the functions that are performed when language is used or the notions that a language is used to express

32. Types of Syllabus 03 Situational Syllabus A collection of real or imaginary situations in which language occurs or is used. Involves several participants who are engaged in some activity Involves a number of functions, combined into a plausible segment of discourse Aims to teach the language that occurs in the specific situations

33. Types of Syllabus 04 Skill-based Syllabus A collection of specific abilities that may play a part using language Groups linguistic competencies together into generalized types of behavior 05 Task-based Syllabus A series of complex and purposeful tasks Activities with a purpose other than language learning Integrate language and other skills in specific settings of the language

34. Types of Syllabus 06 Content-based Syllabus Concerned with the teaching of information through the use of the target language

35. Factors to Consider in Writing IMs Understanding 01 Structuring / Clarifying 02 Balancing 04 Sequencing 03

36. Factors to Consider in Writing IMs Explaining 05 Pacing 06 Elaborating 08 Reviewing 07 Transfer of learning 09

37. Design, Development & Dissemination of Materials

38. Design, Development & Dissemination of Materials Detailed Writing of the Specification Goals of the materials Subject matter Modes of presentation Format of the materials Technical details Developmental Phase Writing the experimental materials Internal evaluation of materials Controlled tryout Design Phase Accumulated experience Rationale for the design Conceptual framework Dissemination Phase Extensive use of the new IM Field evaluation of the IM

39. Guidelines for Developing Materials

40. Guidelines for Developing Materials 01 02 03 04 Development of Curriculum Grid Selection of Themes Needs Assessment Setting Up Objectives

41. Guidelines for Developing Materials 05 06 07 08 Selection and Arrangement of Content Titles and Captions Deciding on the Format Scriptwriting

42. Guidelines for Developing Materials 10 07 08 09 Editing Illustrations

43. Thank you!