WEEK 12 Materials Selection, Adaptation and Simplification.ppt

7/27/2019 WEEK 12 Materials Selection, Adaptation and Simplification.ppt

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WEEK 12

REMEDIAL AND ENRICHMENTACTIVITIES


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TYPES OF REMEDIAL AND

ENRICHMENT ACTIVITIESINTEGRATED SKILLS (Shorter integrated learningactivities)

Elementary Level

1. Making a weather chart. Pupils talk about theweather, draw pictures and write a sentence ortwo to describe the weather.

2. Writing class news. A pupil gives an item of news.

The teacher may write it on the chalkboard. Pupilsread the news item aloud and copy it into theirexercise books.

3. Talking and writing about a flowering plant


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... TYPES OF REMEDIAL AND ENRICHMENTACTIVITIES

Intermediate Level1. Reading on a topic, making notes and

talking about what is read. This may be

followed by a written report or account.2. Listening to a story, making notes, writing

out the story, and reading it aloud to the

class.3. Listening to a short play or a scene from a

play, making notes, talking about the

characters and writing about them.


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.....TYPES OF REMEDIAL AND ENRICHMENTACTIVITIES

Advanced level

1. Watching a film or television programme, makingnotes, talking about the programme and writing areport or account after the discussion.

2. Making up a story orally, writing out the story andillustrating it.

3. Finding out information orally on a specific topic,making notes, writing a report and presenting thereport orally to the class.

4. Interviewing a celebrity or visitor, making a taperecording and writing out the interview for a

magazine or newsletter


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...TYPES OF REMEDIAL AND ENRICHMENT ACTIVITIES

INTEGRATED SKILLS (Introduce project work

into the learning activities) Project work helps to make language usage

meaningful and relevant.

Projects can be made very simple for theelementary stages, and more complex for theintermediate or advanced stages of languagelearning.

Below are some examples of classroom projectswhich can help integrate the use of language skills.

They will require more than one lesson and often aseries of lessons.


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......INTEGRATED SKILLS (Introduce project workinto the learning activities)

Elementary Level

1. Setting up a shop in the classroom Pupils use oral skillsand relevant language content for buying and selling,weighing and measuring, asking for and providinginformation. Pupils also write down orders for supplies andprovide written information about the items sold in theshop.

2. Making a model house or village Pupils work in groupsto read instructions, talk about the materials required,plan their individual activities, write instructions,

directions, labels, etc.3. Making a collage or a frieze the teacher decides on a

topic or theme or a story. Groups are allocated parts ofthe collage or frieze to work on which they will constructwith pictures cutfrom magazines, newspapers, etc.


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......INTEGRATED SKILLS (Introduce project workinto the learning activities)

Intermediate Level1. Making a postcard or stamp collections- Pupils

work in groups and plan what they will collect.They list the methods they will use for collecting,storing, mounting and filling the stamps, coins,

postcards, matchboxes, etc. They also list theactivities that are useful, such as finding outabout countries of origin, displaying collectionswith information written out, presenting theircollections to the class, and distribution of duties.

2. Reading and writing projects Pupils work ingroups on certain topics. Each group laterpresents its project orally, with other materialssuch as reports and pictures. Questions and

discussion may follow as further oral work.


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.....INTEGRATED SKILLS (Introduce project workinto the learning activities)

Advanced Level

1. Study projects pupils conduct studies in the formof mini surveys. This could involve the formulationof questionnaires, the conducting of oral interviewsand the writing of reports.

2. Class outings and related activities the classorganizes visits to places of interest.. Pupils makenotes on what they have seen, do further readingand write an account of their visit.

3. Inter-class competition a supplementary readeror story is selected. Pupils work in groups to planinter-class question and answer competitions,dramatization , etc. based on the reader.


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MATERIALS SELECTION,

ADAPTATION ANDSIMPLIFICATION


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INTRODUCTION

The better the material is, the moreeffective the teaching is.

The most important is how well the

materials are used.A good piece of material used badly loses its

effectiveness. If used well, even poormaterial is effective.

Effective teaching and learning dependslargely on the appropriate adaptation anduse of materials


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ADAPTATION, SELECTION ANDUSE OF MATERIALS

Adapting already existing materials rather thanwriting original new materials.

Adapting of existing materials is less time-

consuming and more effective than writing materialsfrom scratch.

Sometimes adaptation amounts to nothing more

than a slight adjustment to an already existingexercise, such as adding a pre-reading activity to atextbook passage, therefore making the passageeasier to comprehend.


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ADAPTATION, SELECTION AND USEOF MATERIALS

It may consist of supplying a more meaningfulcontext for a drill in a textbook, making the drill

less mechanical and less dull. At times, adaptation means exploiting an exercise

fully. For example, a listening comprehensionexercise could be developed into a reading activity.

A writing exercise could also be developed from thesame material. The same material can be used forthree purposes.


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ADAPTATION,SELECTION AND USEOF MATERIALS

Adaptation may also mean developing a fullset of lessons from materials which are notoriginally produced for language teaching

and learning. For instance, travel brochuresand advertisements could be used forteaching the four skills, that is, listening,speaking, reading and writing.

Once the technique of adaptation is practisedand understood, there is no limit to theamount of adaptation that can be done.


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ADAPTATION, SELECTION AND

USE OF MATERIALS Finally, what is helpful to one teacher maynot be helpful to another.

What is useful to the experienced teachermay not be useful to the beginner and whatis suitable for one teaching style may not besuitable for another.


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ADAPTATION OF MATERIALS

Although writers of textbooks usually havegreater experience, they do not have anypersonal knowledge of each particularteachers classes.

Therefore, there is always room foradaptation which will make a lesson morerelevant to the special needs of a particular

group of learners. Not even the best written textbook will suit a

class perfectly, because every class has itsown special strengths and weaknesses.


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.......ADAPTATION OF MATERIALS

There are varying levels of proficiency and differentstrengths and weaknesses among students,therefore teachers are constantly adapting materialsand textbooks.

Students with weak oral skill- the textbook mayprovide too little oral work, so some additional

materials are needed. Students with strong oral skill the textbook may

provide too much oral work, so some of theexercises are best skipped.

All teachers adapt textbooks in small ways.Teachers adapt a textbook when they add anexample not found in the book or when they statethat the students are only to attempt the odd-numbered items of a given exercise.


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........ADAPTATION OF MATERIALS

All textbooks need some adaptation because

of the unique needs of every class. Materials are often need to be adapted in at

least one of three ways:

- the materials have to be simplified- the setting may have to be adjusted

- short-term motivation and goals may have

to be provided


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Adjusting the level of difficulty

If the material is too difficult for the students,it is necessary to adjust the difficulty by

making the language easier or by simplifyingthe material in some other way.


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Adjusting the setting

Students who are still in the process of

learning a language depend heavily on non-linguistic cues in order to understand thematerial.

These learners need help both from the useof pictures, charts, and diagrams and fromthe use of familiar social settings andcontexts.

By making the settings and contextsvariables which the students easily recognize,the illustrations and examples become morevivid, interesting and real to the students.


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......Adjusting the setting

The students background knowledge helps

them learn the language. In contrast, when both the language and the

setting pose difficulties, the learners taskhas been made more difficult.

The setting can have a positive or negativeeffect on the learning task.

For example, learners in a residential part of

Kuala Lumpur might have trouble with a textinvolving rice planting not because of thelanguage but because they understandalmost nothing about the planting of rice


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......Adjusting the setting

Learners reading a familiar folk tale mightmanage fairly difficult language becausetheir prior knowledge of the story supportstheir reading efforts.


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Providing motivation and short-term goals

Long-term goals such as learning thelanguage, doing well in school, and preparingfor a future career are important.

For the short-term, day-to-day motivation isneeded to help students focus on theimmediate task.

Giving the students well devised short-termgoals provides them with useful focus on thesubject and a motivation for doing well the

work required for that class period.


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........ Providing motivation and short-term goals

For example, the teacher who makes it clear

at the beginning of the lesson that thestudents will write a letter at the end of theclass does two things for the students:

(i) Providing the students with a clear andunderstandable immediate goal, the studentshave been given a short-term but real

motivation for paying attention because theinformation included in the preparatoryexercises will be needed at the end of the

class to write the letter.


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....... Providing motivation and short-term goals

(ii) With such a clearly defined goal inadvance, the students can focus on preciselythat part of the lesson needed to sucessfullycomplete the task set for them.


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EFFECTIVE MATERIALS

For materials to be most effective, theyshould be integrated, communicative andadapted.

INTEGRATED APPROACH

Integrated approach to teaching variousskills.

An example of this integration, within the

same lesson, a reading passage will be usednot just for reading but will be adapted for alistening comprehension exercise.


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....Integrated Approach

Similarly, a listening comprehension exercise

may produce a text, which in turn becomespart of a reading exercise, and so on.

This approach recycles the materials.Materials are adapted for many otheractivities.

Both the students and teacher benefit fromthis sort of recycling.

The students benefit from the particularcombination of the new and the old found inthis approach.

I t t d A h


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The activity changes while a significant part

of the linguistic material remains rel;ativelyconstant.

Thus, the student gets needed stimulationfrom the change to a new activity and

needed reinforcement through reexaminationof familiar material but from a differentperspective.

Another benefit is the fact that students arenot equally proficient in all four skill areas:listening, speaking, reading and writing.


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Inevitably, reading is more advanced than writing

and listening is more advanced than speaking. For teachers, it is much easier to take a piece a

piece of material and then adapt it for one kind ofactivity and then another.

This practice tends to overwhelm the students andoverwork the teacher.

Materials take time and energy to adapt and exploit

successfully Because our time and energy are limited, it is

important that once a piece of material has beenwritten, that it should be fully utilized.


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Once a teacher has gone to the effort and

trouble to prepare some material, it is foolishand a waste of effort not to utilize it fully.

In fact, materials preparation takes so much

time that we, as teachers, have little choicebut to use our materials in several relatedways.


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COMMUNICATIVE APPROACH Materials are also more likely to be effective if they

are communicative in nature.

The communicative approach emphasizes threefeatures: an information gap, a choice and some

feedback. Information gap one person in the exchange

knows something that the other person does notknow.

Thus, the teacher-to-student question :

What colour is your coat?

usually does not involve an information gap as both

the teacher and student know the same information


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....... COMMUNICATIVE APPROACH

On the other hand, the friend-to-friendquestion:

What are you doing tomorrow?

does involve an information gap because the

person asking presumably does not know theanswer, while the person asked probablydoes.

By choice is meant that the student hassome choice in what to say and how to sayit. Reading a dialogue does not involvechoice in this sense.


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..... COMMUNICATIVE APPROACH By feedback is meant the speaker gets

meaningful response which indicates that thecommunication was understood.

Thus, if a boy tells a girl that she has pretty

eyes, and she blushes and bats her eyelids,this constitutes feedback there is at leastreason to believe his message wasunderstood.

The widely known game Who Am I!usesall three features of the communicativeapproach we have discussed.


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Examples of Adaptation of ReadingMaterials

As a teacher, we need to give learners clear, usefulgoals that will help them determine how to goabout the reading task.

Before they read, they should know whether theirgoal in reading is to answer some questions, tosummarize the material, to fill in a chart, etc.

Our textbooks are full of reading passages followed

by comprehension questions.

If reading the passage is to answer comprehensionquestions, let the students look at the questions

before they read.


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If the objective of reading is to get an overallunderstanding, tell the students before they

read the passage that they have to produce aone sentence summary once they are done.

The students are evidently been given a

clear, useful goal that helps determine howthey go about the reading task.

Of course, it is not only possible but useful to

read a passage more than once, withdifferent goal for each of the readings.


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Multiple Readings A passage good enough to read is good enough to

be read more than once. Each time it is read, however, it is read in a different

way and with a different goal. For the first few readings, the students focus and

learn something new, while deepening their learningof the earlier material.

Each reading usually has its own purpose.- First reading:

The students are directed towards getting ageneral understanding. This is done before thestds begin the reading through assigning a taskthat requires a general understanding of the

passage.


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Next/ Second Reading

- Have another reading passage with a differentfocus, for instance concentrating on certain details

of text structure, understanding vocabulary words incontext, overall text organization, or other unlimitednumber of possibilities.

However, this reading order is not fixed.

For a weaker class, the order might be reversed:

- If the reading is quite difficult for a particulargroup of students, it might be effective to havethem read it the first time in order to answer somefairly specific comprehension questions and put offreading for the general idea until the secondreading.


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Conclusion

Finally, what is helpful to one teacher maynot be helpful to another.

What is useful to the experienced teacher

may not be useful to the beginner. What is suitable for one teaching style may

not be suitable for another.

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WEEK 12 Materials Selection, Adaptation and Simplification.ppt

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