Materials design Task 1 - teachers as material designers
Nicole Alejandra Rojas Gallego
According to salas, what is the difference between materials development and materials adaptation?
See the answer here!
VS.
What are the benefits of teachers developing their materials?
What are the steps involved in the materials development process?
The authors Jolly and Bolitho (1998, quoted by Salas, 2004), exposed a process that, although it was presented some years ago, is functional nowadays when it comes to material design:
What are some of the different types of materials that can be used in English language teaching?
Technological
Physical
Activities
What are the main responsibilities of English teachers as materials developers?
From my perspective and considering the opinions given by Salas (2004), there are 3 principal responsibilities for teachers as material developers:
Think about the materials you have used in the past. How have you created opportunities for active engagement and interaction among your students?
As I've worked most of the time with elementary school (fifth graders), it is common and easier to employ worksheets a lot. So, in an attempt to design compelling and different worksheets and classes, I've incorporated pair or group work in my activities, English secret messages for them to discover, instructions that require physical movement through the classroom, or some writing-spelling in the board, short contests among students and so on. This, trying to keep students active and receptive, and of course, making them gain social skills.
How can teachers incorporate technology into their materials development process?
Part 1.
Part 2.
What are some of the ethical considerations involved in materials development?
Consideration 1
Consideration 2
bibliographic references
Salas, M. (2004). English Teachers as Material Designers. Revista Electrónica “Actualidades Investigativas en Educación”. Redalyc.org. https://www.redalyc.org/pdf/447/44740214.pdf
The pictures were taken from Pexels. (https://www.pexels.com/es-es/).
The teacher will have the clarity to manage the activity/material and to give comprehensible instructions to follow, as he knows how the material works and what expectancies are to be met. This can be related to a feature Salas (2004) named as contextualization, which indicates that English should be adapted to students' real life rather than teaching about cultures far away from learners' realities. Salas (2004) mentioned that "contextualization makes learning significant to students by helping them become interested and aware of what happens around them" (p. 5).
Language abilities and creativity increase: To create material it is indispensable to review language content, pedagogical strategies, students' performance, and types of realia that work the best... In other words, the teacher has to carry out some sort of research in order to generate the best material possible, and through this procedure, he will reinforce his knowledge and proficiency.
The teacher will have the clarity to manage the activity/material and to give comprehensible instructions to follow, as he knows how the material works and what expectancies are to be met. This can be related to a feature Salas (2004) named as contextualization, which indicates that English should be adapted to students' real life rather than teaching about cultures far away from learners' realities. Salas (2004) mentioned that "contextualization makes learning significant to students by helping them become interested and aware of what happens around them" (p. 5).
The main and clearest difference between both concepts is that while developing requires designing, creating, and producing new English material right off the start, adapting refers to modifying the content or material that is already there, such as textbooks, making the necessary changes to fit students' learning needs, contexts, language levels, etc (Salas, 2004). Nevertheless, it could be said that material development demands higher cognitive teachers' skills, creative processes, and subject knowledge as the activities/material must be designed to facilitate students' learning and match learning goals. Material adaptation, although complex, has a basis that allows one to come up with certain ideas by having the material available.
Language abilities and creativity increase: To create material it is indispensable to review language content, pedagogical strategies, students' performance, and types of realia that work the best... In other words, the teacher has to carry out some sort of research in order to generate the best material possible, and through this procedure, he will reinforce his knowledge and proficiency.
TASK 1-NICOLE ROJAS
Nicole Rojas
Created on August 30, 2023
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Animated Chalkboard Presentation
View
Genial Storytale Presentation
View
Blackboard Presentation
View
Psychedelic Presentation
View
Chalkboard Presentation
View
Witchcraft Presentation
View
Sketchbook Presentation
Explore all templates
Transcript
Materials design Task 1 - teachers as material designers
Nicole Alejandra Rojas Gallego
According to salas, what is the difference between materials development and materials adaptation?
See the answer here!
VS.
What are the benefits of teachers developing their materials?
What are the steps involved in the materials development process?
The authors Jolly and Bolitho (1998, quoted by Salas, 2004), exposed a process that, although it was presented some years ago, is functional nowadays when it comes to material design:
What are some of the different types of materials that can be used in English language teaching?
Technological
Physical
Activities
What are the main responsibilities of English teachers as materials developers?
From my perspective and considering the opinions given by Salas (2004), there are 3 principal responsibilities for teachers as material developers:
Think about the materials you have used in the past. How have you created opportunities for active engagement and interaction among your students?
As I've worked most of the time with elementary school (fifth graders), it is common and easier to employ worksheets a lot. So, in an attempt to design compelling and different worksheets and classes, I've incorporated pair or group work in my activities, English secret messages for them to discover, instructions that require physical movement through the classroom, or some writing-spelling in the board, short contests among students and so on. This, trying to keep students active and receptive, and of course, making them gain social skills.
How can teachers incorporate technology into their materials development process?
Part 1.
Part 2.
What are some of the ethical considerations involved in materials development?
Consideration 1
Consideration 2
bibliographic references
Salas, M. (2004). English Teachers as Material Designers. Revista Electrónica “Actualidades Investigativas en Educación”. Redalyc.org. https://www.redalyc.org/pdf/447/44740214.pdf
The pictures were taken from Pexels. (https://www.pexels.com/es-es/).
The teacher will have the clarity to manage the activity/material and to give comprehensible instructions to follow, as he knows how the material works and what expectancies are to be met. This can be related to a feature Salas (2004) named as contextualization, which indicates that English should be adapted to students' real life rather than teaching about cultures far away from learners' realities. Salas (2004) mentioned that "contextualization makes learning significant to students by helping them become interested and aware of what happens around them" (p. 5).
Language abilities and creativity increase: To create material it is indispensable to review language content, pedagogical strategies, students' performance, and types of realia that work the best... In other words, the teacher has to carry out some sort of research in order to generate the best material possible, and through this procedure, he will reinforce his knowledge and proficiency.
The teacher will have the clarity to manage the activity/material and to give comprehensible instructions to follow, as he knows how the material works and what expectancies are to be met. This can be related to a feature Salas (2004) named as contextualization, which indicates that English should be adapted to students' real life rather than teaching about cultures far away from learners' realities. Salas (2004) mentioned that "contextualization makes learning significant to students by helping them become interested and aware of what happens around them" (p. 5).
The main and clearest difference between both concepts is that while developing requires designing, creating, and producing new English material right off the start, adapting refers to modifying the content or material that is already there, such as textbooks, making the necessary changes to fit students' learning needs, contexts, language levels, etc (Salas, 2004). Nevertheless, it could be said that material development demands higher cognitive teachers' skills, creative processes, and subject knowledge as the activities/material must be designed to facilitate students' learning and match learning goals. Material adaptation, although complex, has a basis that allows one to come up with certain ideas by having the material available.
Language abilities and creativity increase: To create material it is indispensable to review language content, pedagogical strategies, students' performance, and types of realia that work the best... In other words, the teacher has to carry out some sort of research in order to generate the best material possible, and through this procedure, he will reinforce his knowledge and proficiency.