This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
4. “
Materials evaluation is a procedure that
involves measuring the value (or potential
value) of a set of learning materials.
-Tomlinson, 2003-
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5. Point out:
○ There is a gap between the existing ELT books and real
need of ELT Materials
○ Involve teachers in an understanding of why the
materials have been written in such a way and how
they can make effective use of them in the classroom.
○ Evaluation criteria may be developed by the teachers
empowering their beliefs on language learning for their
students within their context.
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6. Teacher’s think
Many teachers still have no idea about developing material
or even just adapting, because they already focus on
adopting the given (published) materials and still need
assistance to evaluate the materials.
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8. The External Evaluation
It aims to examine the organization of the materials as stated
explicitly by the author/publisher by looking at:
1. The “blurb” or the claims made on the cover of the teacher’s
or student’s book.
2. The introduction and table of content.
It enables the evaluator to assess the content, the objectives, and
they follow-up tasks.
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10. “Blurb” + Introduction
The intended audience
The proficiency level
The context in which the materials are to be used
How the language has been presented and organized into
teachable units/lessons.
The author’s views on language and methodology and the
relationship between the language, the learning process and
the learner.
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11. 11
The Internal Evaluation
It is aimed to analyze the extent to which the aforementioned
factors in the external evaluation stage match up with the
internal consistency and organization of the materials as
stated by the author publisher.
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Criteria in Internal Evaluation
The presentation of the skills in materials
The grading and sequencing of the materials
The spot in which reading/discourse skills are involved
The spot in which listening skills are involved
The incorporation of speaking materials into the nature of real interaction
The relationship of tests and exercise to learner needs and course content
The degree of material appropriateness to different learning styles
Engaging materials for learner–teacher interaction and relationship
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Overall Evaluation: The Parameters
The usability factor that indicates the possibility to integrate the materials
into a particular syllabus
The generalizability factor that show the level of restriction of the material
which results on the degree of usefulness of the materials.
The adaptability factor that implies the material adaptive characteristic to
match up different contexts.
The flexibility factor that represents the rigidity of the material sequencing
and grading which influences the structure of the syllabus
15. Point out: Concepts of adopting and adapting (McDonough,
2013):
○ Adopting: whole course book
○ Adapting: the parts that make up the whole or
modification.
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16. Two Basic Criteria
of Adapting
Materials
(McDonough, 2013)
Internal
(what the
materials
offer)
External
(what we have)
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Choice of Topics
Skill Covered
Proficiency Level
Grading of Exercise
Physical Environment
Resources
Class Size
Learner Characteristic
17. 1. Teaching Contexts
2. Course
Requirements
3. Learners
4. Teachers
5. Materials
Reason in Adapting
Materials
Depend on the whole
range of variables
operating in your own
teaching situation and
teacher’s priorities.
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18. Principles and Techniques of
Adapting
Adapting Principles:
Personalizing
Individualizing
Localizing
Modernizing
Catering for all learner styles
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Adapting Techniques:
Adding
Deleting
Modifying
Simplifying
Reordering
19. Simplifying
Many elements of the language course can be simplified, including
the instructions and explanations that accompany exercises and
activities, so it becomes easier to understand by learners.
In simplifying the text, we can simplify it according to:
Sentence structure
Lexical content
Grammatical structure
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20. Re-ordering
It refers to the possibility of putting the parts of the course book in a
different order.
A reordering of material is appropriate in the following kinds of
situations:
The length of the teaching program may be too short for the course
book to be worked through from beginning to end.
Reordering can include separating items of content from each other
as well as regrouping them and putting them together.
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23. The Teacher and Technology
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Technology can be described as follows (Bax, 2003):
1. Restricted
2. Open
3. Integrated
4. Normalized
Factors for integrating technology in teaching practice:
1. Access to technology
2. Institution support
3. Teachers’ personal confidence in using technology
4. Students’ needs
24. The Technologies
Web 2.0 as the second
generation of Web
structure, allows us not
only to read content
disseminated via the
Internet but also write to
the Web as well.
For example : Wikipedia,
Blog, YouTube, Voice
thread
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25. Computers and Reading
Computers can assist reading in three ways:
1. Incidental reading
2. Reading comprehension
3. Text manipulation
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26. Computers and Writing
Computer can assist writing in three ways:
1. Generating and modifying a text by using word processors.
2. Developing students’ writing skill
3. Collaborative writing by using Wiki
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27. • Networked technologies put social
interaction at their center.
• Developing language and
intercultural awareness through
computer such as using email, blog,
YouTube, etc.
• Developing learners’ ICT skills
Networked
Technologies:
Computers,
Communication
and Collaboration
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28. Reference
○ McDonough, J., Shaw, C. & Masuhara, H.
2013. Materials and Methods in ELT. A
Teacher’s Guide: Third Edition. Wiley-
Blacwell.UK
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30. 30
Discussion
We have assumed that as teachers we all use published teaching
materials and rarely doing any evaluation for our materials.
1. What do you think about this condition?
2. Could we ever teach a foreign language without published
materials? Is it ever possible for everything we need for a
course to be contained in one textbook?
3. What technologies will you use to assist students in speaking
and listening skill?
Notas del editor
By doing evaluation, it can help us to develop insights into different views of language and learning, and into the principles of materials design, and is something we do against the background of a knowledge of our learners and of the demands and potential of our teaching situation.
For some teachers, the selection of a good textbook can be valuable, particularly in contexts where the assimilation of stimulating, authentic materials can be difficult to organize.
Tomlinson and Masuhara (2004) explain how evaluation criteria can be developed by teachers articulating their beliefs on language learning for their students within their contexts and then using them together with learning principles from the literature for the evaluation, adaptation and development of materials.
Masuhara (2006) uses an example of an adaptation process that involves the use of self-developed evaluation criteria. She demonstrates how teachers can deepen their critical and creative awareness required for developing principled materials through adaptation.
In this stage, it asks questions about what the materials contain, what they aim to achieve and what they ask learners to do.
We also need to check the table content whether it is represents a ‘bridge’ between the external claim made for the materials and what will actually be presented ‘inside’ the materials themselves.
The intended audience: we need to ascertain who the materials are targeted at. The topics that will motivate one audience will probably not be suitable for another.
The proficiency level: most materials claim to aim at a particular level, such as false beginner or lower intermediate.
We need to establish whether the materials are for teaching general learners or perhaps for teaching English for Specific Purposes (ESP).
It’s more or less about the amount and the length of the task, learning activities, effective time taking for each task.
As we discussed before, a strong claims are often made for these materials.
In order to perform an effective internal inspection of the materials, we need to examine at least two units (preferably more) of a book or set of materials to investigate the following factors:
There is a clearly direct relationship between evaluating and adapting materials, both in terms of the reasons for doing so and the criteria used.
According to Tomlinson, it is more realistic to assume that, however careful the design of the materials and the evaluating process, some changes will have to be made at some level in most teaching context.
In adapting the materials, a teacher can match external and internal criteria. And then, the adapted materials does not necessarily need to be written down or made permanent.
Masuhara and Tomlinson (2004) summarize what factors may trigger a willingness feeling to adapting the materials, they are..
E.g. national, regional, institutional, cultural situations
E.g. objectives, syllabus, methodology, assessment in learning.
E.g. age, language level, prior learning, experience, learning style
E.g. teaching style, belief about teaching and learning
E.g. tasks, texts, activities, learning and teaching philosophy, methodology.
Personalizing: increasing the relevance of content in relation to learners’ interest and their needs.
Individualizing: learning style both of individuals and of the members of a class working closely together.
Localizing: looking for the needs, problems, and solution for English lang. teaching and process according to your own country.
Modernizing: being up to date with the recently teaching techniques that adjusted with your learners’ ability and school equipment.