material designing and selection in tesl

How to design material in teaching

1. MATERIAL DESIGN AND SELECTION IN TESL

2. TASK 

3. HOW TO DEVELOP A MATERIAL EVALUATION CHECKLIST One of the ways to develop evaluation checklists is through a qualitative method. The method allows the developer to gain a deep understanding of the construct under investigation. 

4. Features to be considered in preparing material evaluation checklist 1 "What is there" Publication date  Intended users Type of material Classroom time required Intended context of use Physical aspects, such as durability, components, use of colour The way the material is divided up across components How the student’s book is organized How learners and teachers are helped to find their way around

5. Features to be considered in preparing material evaluation checklist    2 ‘What is required of users’ Tasks - what the learner has to do Whether their focus will be on  form, meaning or both What cognitive operations will be required What form of classroom organization will be involved (e.g., individual work, whole class) What medium will be involved Who will be the source of language or information

6. Features to be considered in preparing material evaluation checklist   3 'What is implied’ Selection and sequencing of content (syllabus) and tasks Distribution of information across Teacher and student components reconsideration of information collected

7. Our Material Evaluation Checklist 2 parts: General attributes Teaching-learning content

8. A. The book in relation to syllabus and curriculum of KPM  5 4 3 2 1 1. Does the book matches to the specifications of the syllabus. B. Methodology 5 4 3 2 1 2. The practices can be fully used and can embrace the various methodologies in teaching the language C. Suitability to learners 5 4 3 2 1 3. It is consistent to background knowledge and level of students. 4. It is consistent to the socio-economic context. 5. It is culturally acceptable to the learners. 6. It is compatible to the needs of the learners. 7. It is compatible to the interests of the learners. General Attributes

9. D. Physical and utilitarian attributes  5 4 3 2 1 8. Its layout is attractive.   9. It indicates efficient use of text and visuals.   10. It is durable.   11. It is cost-effective.   12. Its size is appropriate.   13. The printing quality is high.

10. A. General 5 4 3 2 1 1. Most of the tasks in the book are interesting and fun. 2. Tasks move from simple to complex. 3. Task objectives are achievable. 4. Cultural sensitivities have been considered. 5. The language in the textbook is natural and real. 6. The situations created in the dialogues sound natural and real. 7. The material is up-to-date. 8. It covers a variety of topics from different fields. B. Reading 5 4 3 2 1 9. Texts are graded. 10. Length is appropriate. 11. Texts are interesting. Teaching-Learning Content

11. C. Writing  5 4 3 2 1 12. Tasks have achievable goals and take into consideration learner capabilities.   13. Models are provided for different genres.   14. Tasks are interesting.   D. Vocabulary  5 4 3 2 1 15. The load (number of new words in each lesson) is appropriate to the level   16. There is a good distribution (simple to complex) of vocabulary load across chapters and the whole book.   17. Words are efficiently repeated and recycled across the book.   18. Words are contextualized.

12. E. Grammar 5 4 3 2 1 19. The spread of grammar is achievable. 20. The grammar is contextualized. 21. Examples are interesting. 22. Grammar is introduced explicitly and reworked incidentally throughout the book 23. Grammar is reworked implicitly throughout the book. F. Exercises 5 4 3 2 1 24. They are learner friendly and have clear instructions. 25. They are adequate. 26. They help students who are under/over-achievers. G. Presence of Computer-Assisted Language Learning (CALL) 5 4 3 2 1 27. The website / QR code / link provides useful information and language activities. 28. The website / QR code / link is organized and easy to navigate. 29. The website / QR code / link fits with the intended curriculum goals.

13. MATERIAL CHOSEN

14. It is a Year 6 English Language Workbook for Malaysian National   (SK) Schools. It is based on UPSR latest format. It is coherent with the current syllabus. It follows textbook topics. It incorporates HOTS & I-Think It interacts in Teaching and Learning Strategies ( PdP ). It includes PBD evaluation.

15. An Overview of the Evaluation Complies with KPM syllabus and curriculum Appropriate for various teaching methodologies Culturally appropriate Compatible with leaners’ background knowledge, needs and interest Efficient use of text and visuals Affordably priced (under RM7.00)

16. An Overview of the Evaluation Tasks : simple to complex Content is realistic, varied, and up to date Reading and Writing : graded, appropriate, and interesting Vocabulary and Grammar : repeated, reinforced, and contextualized Exercises and Activities : 21 st century learning which is suitable for both under and over-achievers Presence of CALL : QR code for additional activities and tasks

17. This course book was chosen as it fulfilled almost all the requirements listed in the material evaluation checklist. Thus, we believe this book is the most suitable to be used for Year 6 students.

18. THANK YOU