Materials adaptation

Wendy ArnoldMiddle East series

20th March-3rd April 2010

From curriculum to learner!

Matching the curriculum to the learners

needs

Overview of session1) Why does a coursebook need to be learner

friendly?2) Identifying different learning styles3) Identifying activities for different learning styles4) Identifying why specific activities lead to

learning5) Identifying why specific activities do NOT lead to

learning6) Identifying HOW to modify activities so they

lead to learning

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Materials

Do 90%

Say & write 70%

Hear 20%

Analyse, evaluate,

create, design……

Apply, practise, demonstrate……….

Based on Edgar Dale cone of experience

Read 10%

See 30%

See & hear 50%

List, defineexplain, describe…….

IMPLICATIONS FOR OUR CLASSROOMS

PRODUCTIVE SKILLS OF WRITING AND SPEAKING ARE

VERY IMPORTANT!BUT

You can’t have them without practising receptive skills of listening and reading!

Something to consider about language learning ….

THINK-PAIR-SHARE

read write say hear

You need to …… a word before you can ….. itYou need to ….. a word before you can …. itYou need to …. a word before you can …. It(Linse 2005)

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You need toHEAR

a word before you canSAY

it

WHY?7

You need toSAY

a word before you canREAD

itWHY?

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You need toREAD

a word before you canWRITE

itWHY?

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Why do materials need to be learner friendly?

THINKPAIR – share your ideas with a partnerSHARE – two pairs share ideasAGREE on 2 reasons why materials should be

learner friendly

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Identifying different learning styles (different ways people learn)

GROUPWORKTHINK

What do you know about learning styles?

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Identifying different learning styles

SHARE

Identify 2 characteristics of learning styles

1)2)

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Did you include these?

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Do these help?

Profits going down

Roses in full bloomA cute baby

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You could add these

• Ambiguous picture • Brainstorming around a word

REFLECT How can you use these in your lessons?Why would you use these ideas?

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An auditory learnerAnd here is how we’re going to win

I can see 6 legs

You need to add flour!

Add an egg

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You could add these

• Classifying• Brainstorming around a word

REFLECT How can you use these in your lessons?Why would you use these ideas?

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Kinesthetic learner

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You could add these

• Wendy says• Making a fortune teller

REFLECT How can you use these in your lessons?Why would you use these ideas?

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Identifying activities for different learning styles

GROUPWORKLook at the materials carefully. Identify an

activity for a)Visual learnerb)Auditory learnerc) Kinesthetic learnersDiscuss WHY you think these activities match

these learning styles20

A closer look at the materials

VISUAL

AUDITORY

KINESTHETIC

Identifying why specific activities lead to learning

THINKChoose one activity and consider WHAT would

be learntNow consider WHY learning would happenPAIR – share your ideas with a partner

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Activities and learning stylesGROUPWORKIdentify activities which are NOT suitable for

a) Visual learnersb)Auditory learnersc) Kinesthetic learners

Consider WHY they are not suitable?Consider how to make them suitable!

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Modifying materials

GROUPWORKShare what you have done with another group

Identify 1 modification that can be done to an activity in order to make it suitable for

a)Visual learnersb)Auditory learnersc) Kinesthetic learners

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Identifying HOW to modify activities so they lead to learning

THINKHow can you make one of these activities for

each learning style … learner friendly?

Visual learner activity Auditory learner activity Kinesthetic learner activity

Modification ideas Modification ideas Modification ideas

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Putting it all together!

GROUP

You have 5 minutes to plan a given language concept. You are going to teach it to another group. REMEMBER

- Learning styles- Mixed ability!

Materials Workshop: Primary

Tell your partner:

1) 1 thing which is new information for you

2) 1 thing which surprises you

3) 1 thing you want to try in your class this week if you are a teacher.

MANY THANKS

You have been a wonderful group.

Many thanks for working so well together.

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Useful websitesFor students:http://younglearners.eslreading.org/http://www.britishcouncil.org/kids-games.htmFor teachers:http://www.teachers.tv/stages/primaryhttp://www.teachingenglish.org.uk/For parents:http://www.britishcouncil.org/parents.htm

References

Linse, C (2005) Young Learners. New York:McGraw Hill

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