Date post: | 13-Apr-2017 |
Category: |
Education |
Upload: | nicolas-dantaz |
View: | 485 times |
Download: | 0 times |
Teaching in a material world
Nicolás Dantaz Rico2015 Winter Retreat
PIAP & BC, Chile
AGENDA FOR TODAY
123
Introduction to materials and their adaptation
How to adapt materials for the ELT classroom
Putting theory into practice
EXPECTATIONS
321
new things you want to learn
things you want to review
thing you can contribute
What did I do?
What does it say?
What does it say?There is a vast range of materials available to
teachers; some are provided with the coursebook, others
are adapted or created at home by the teacher.
Which is this range of
materials?
Game Time!
Playing
Playing
Material Evaluation
What characterizes
good materials?
Characteristics of good materials
1) Me2) Mem3) C4) G5) Ch6) Mo7) A
aningfulorable
ommunicativeenerativeallengingnitoreable
chievable
How do materials and activities differ?
MATERIALS ACTIVITIES
Any teachingobject used inthe classroom
Active manipulation of materials
What about these?
Situational Game Time!
Fancy a Coffee?
Welcome back!It’s materials adaptation
time!
Good morning, class!
Go to page 48 in your books and do activities 1, 2 and 3.
I have to teach the book from cover to cover.
I don’t have time to plan anything interesting. I teach over 40 hours a week
My students are not motivated. If they do the activities in the book, at least I am teaching them something.
Why reinvent the wheel? The book has been adapted to the reality of our country.
Reasons for using a textbook• Provides idea of progress and achievement and helps measure it.• Published materials are more credible than “in house” materials.• Economical: little preparation.• Provides a structure.• Helps with standardization and are a means of quality assurance• Provides correct language model• Can train teachers.• Can be a reference for learners outside class.
Reasons for NOT using a textbook• Contains inauthentic language• Distorts the contents• Contains biases (gender, cultural, etc.)• May not reflect students’ needs• Can de-skill teachers.• Expensive.• Not flexible.• May undermine teacher’s autonomy
JUST AS A PIANO DOES NOTMAKE MUSIC,A TEXTBOOK DOES NOTTEACH LANGUAGE
TEXTBOOKS ARE
TOOLSTHAT HELP MEDIATELEARNING
What does a piano have in common with a textbook?
A framework of learning contexts
Demands too high; failure
likely
Extension of learning and
capability
Low motivation; boredom &
behavior problems likely
Comfortable / Easy: little
learning likely
Low support
High challenge
High support
Low challengeAdapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy . Perspectives 23, (2)
When to adapt a coursebook
Adapted from Braddock, P. (2015). David Petrie: Adapting your coursebook. Retrieved May 21, 2015 from https://www.teachingenglish.org.uk/blogs/paul-braddock/david-petrie-adapting-your-coursebook
Are you obliged to use a coursebook?
CLOSER ANALYSIS
Use the textbook as focus and the other
as supplement
Skip this page completely and use
D-CARS
Drop the book and use the alternativeYES
YES NO
Skills development: effective?SKILLS
Do you have an alternative resource?
NO
Are you focusing on Language or Skills?
Language presentation:
engaging? clear? effective?
LANGUAGE
Can you use any aspect? context?
presentation? practice?
Can you use any aspect? text?
activity? topic?
YES YES
YES YES
NO NO
WHAT do we adapt?
A C T I V I T I E S
C Z O X R V U M D M
B X P S F H K O R I
S C I W E R T Y U A
M V C A S D F G H J
K B S Z X C V B N M
P Q W E R T E X T S
R A S D F L K J H G
V I S U A L S W U G
R I S T I P L M F E
IN THIS WORD SEARCH, FIND FIVE THINGS YOU MAY ADAPT
A framework of learning contexts
Demands too high; failure
likely
Extension of learning and
capability
Low motivation; boredom &
behavior problems likely
Comfortable / Easy: little
learning likely
Low support
High challenge
High support
Low challengeAdapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy . Perspectives 23, (2)
HOW do we adapt?
You may want to reconsider the way your textbook presents information in a number of ways. You may choose to ________ to existing activities by providing new materials, or you may want to ________ those activities that are not suitable for your group. Alternatively, you may __________ activities that are too easy or too difficult, __________ activities for more communicative ones, or ________ activities so that they provide a more logical sequence
Unjumble these letters and fill in the blanks:TSBTEIUTSU AHEGNC RDEROREDAD ETEDEL
ADD
SUBSTITUTE
CHANGEDELETE
REORDER
A framework of learning contexts
Demands too high; failure
likely
Extension of learning and
capability
Low motivation; boredom &
behavior problems likely
Comfortable / Easy: little
learning likely
Low support
High challenge
High support
Low challengeAdapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy . Perspectives 23, (2)
D - CARSDiscardSubstituteChangeAddReorderD - CARSLighting McQueen is talking to Sally Carrera. Complete their dialog
LM: How was your ___________?
SC: It was ________!
LM: What did you do? Did you __________?
SC: ______ I did (n’t). I ________________. How about you? What ________?
LM: I __________! It was __________!
Are you ready to adapt?
Criteria
• Me • Mem• C• G• Ch• Mo• A
• Meaningful; • Memorable; • Communicative; • Generative; • Challenging; • Monitorable; • Achievable.
Adapting a unit from a textbook
Context for Adaptation
• 5th grade primary school students.
• 2 weekly hours (45 minutes each) of class State Schools.
• Learning outcome:– After 6 years of English
classes students will have a solid A2 level in all four skills.
• What teachers who teach the book feel:– Materials are too
predictable. CHANGE.– Too much emphasis on
grammar and vocabulary. ADD.
– Little student interaction (mostly “heads down” work). REORDER.
– Activities are repetitive. SUBSTITUTE.
Assessment of the Workshop
321
new things you have learned
things you were able to review
thing you contributed
Thank you!!!