semester 6 tesl july

8/11/2019 Semester 6 Tesl July

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Reflection

Critical reflection TSL 3111

Throughout the whole coursework, I had gain a lot of new knowledge regarding to the

development of teaching materials.

Teaching materials are the resources a teacher uses to deliver instruction. Each teacher

requires a range of tools to draw upon in order to assist and support student learning.

These materials play a large role in making knowledge accessible to a learner and can

encourage a student to engage with knowledge in different ways.

The first task; creating mind map based on the journals that I have read really opens my

eyes that there are a lot of different materials that I could use in my lesson. The

materials also have their own implication to the lesson. It will affect the teaching styles

and the learning styles of the pupils. Before this, I thought that the purpose of having

material for a lesson is to add a fun and more hands on experience to the learning. I

never thought that I could have a really big impact to the lesson that it could change the

style of teaching and learning. I also never contemplate the possibility that the pupils will

have problem in using a material that I have design for a lesson due to the fact that itdidn’t suit their proficiency level. The first task also exposed me to the possibility that

every materials used can have it own pros and cons.

Next, I am required to plan and write a lesson plan for a 60-minute lesson based on the

KSSR syllabus. Adapt. Then, design and exploit the teaching and learning materials for

the lesson planned. Lastly, exhibit my teaching and learning materials.

As for task 3, I am required to design a checklist to evaluate my teaching and learning

materials. The checklist must be based on the factors of selecting teaching and learning

materials.



It is important that the teaching and learning materials can withstand multiple criteria in

selecting the proper and suitable teaching aids. However, I need to ensure that the

teaching aids suits pupils level and cultural factors. Then, my teaching aids needed to

be accessible, practical, durable, and authentic. Lastly, the teaching aids needed to be

low cost, clarified, versatile bad bring impact towards my pupils. I spent time on

research and thanked to the sample check list given by my lecturer, I am able to

produced own check list based on the factor of selecting proper teaching and learning

materials.

To sum up everything, teaching and learning materials played an important role in the

Malaysian classroom. Suitable teaching aids help pupils to learn more efficiently.

However, teachers need to prepare a check list to ensure their teaching and learning

materials are prepared based on several factors of selection. The check list helps

teacher to build or use the best teaching aids in the class. Lastly, it is important for

teachers to use suitable teaching and learning materials in the class.

REFLECTION

DEVELOPING AND USING RESOURCES FOR THE PRIMARY ESL CLASSROOM(TSL 3111)

There are four parts of tasks for the TSL 3111, Developing Resources

Coursework Project Assignment. The first part is demonstrating an understanding of

principles of materials selection and adaptation by using suitable graphic organiser(s).

The second task is designing and exploiting teaching and learning materials by planning

and write a lesson and from the lesson, we have to adapt, design and exploit theteaching and learning materials for the lesson planned. The third task is designing a

checklist to evaluate the teaching and learning materials for the lesson that I have plan

before and the last part is writing a critical reflection.



There are lot of new things and knowledge I have learnt throughout the process

of writing TSL 3111, Developing Resources Coursework Project Assignment. The first

task is requiring us to read four different articles and we need to write graphic

organiser(s) to demonstrate our understanding on the principles of materials selection

and adaptation. Reading the articles have widen my knowledge and enhance my

understanding about the factors in selection and evaluation of teaching resources.

However, reading alone without scribbling and highlighting the important points will not

help in improving and memorizing the ideas we have develop in mind. Thus, the

purpose of transferring the information into a mind map is to help us see the key point of

the principles of materials selection and adaptation. Writing and jotting it down had

helped me to perceive and identify the strengths and weaknesses in developing

teaching and learning materials. Besides that, reading through the articles also helps to

open my mind and increase the awareness of the importance of materials in language

instruction. Allwright (1990) argues that materials should teach students to learn, that

they should be resource books for ideas and activities for instruction and learning, andthat they should give teachers rationales for what they do. Allwright emphasizes that

materials control learning and teaching. Therefore, materials are the centre of

instruction and one of the most important influences on what goes on in the classroom.

The second task is the designing of lesson plan for a 60-minute lesson based onthe KSSR syllabus and we have to adapt, design and exploit the teaching and learning

materials for the lesson planned. Planning and designing a lesson is not a new area of

learning to us as we have been practicing in planning a lesson for these five semester

already. This task has help to improve my way in designing lesson plan that meets with

the requirement needed especially by considering the factors of materials selection and



the student’s level and abilities in learning English subject. Learning to plan a lesson is

a lifelong process. It is an art that is truly mastered only after years of practice (ELT

Methodology: Principles and Practice, Page 25). The process of designing and creating

the teaching materials is one of the best parts in this second task. Materials that I used,

for example, big book, strip of cartoons, visual aids and interactive quiz by using Power

Point presentation gives so much positive impact on the student’s perception towards

learning the topic and it gives so much fun and enjoyment atmosphere in the classroom.

I understand that teaching materials will help the teachers to present the lesson

effectively and in an interesting manner. With these learning materials as learning aids,

pupils are able to carry on their learning activities. Thus, it is very crucial to select the

best and appropriate learning materials for the primary students. For example by

considering all the factors and principle of materials selection and adaptation so that theteachers can help to improve and strengthen the overall development of the pupils’

potentials, especially development of cognitive, physical, emotional and social aspects

(Educational Psychology & Pedagogy: Learner and Learning Environment, Page 133

and 134).

The third task is designing a checklist to evaluate the teaching and learning

materials. Preparing the checklist is a new scope for me to learn. It is quite hardbecause I have to really understand the lesson plan and relate it with the factors in

selection and evaluation of teaching materials. There are seven factors that I consider in

my checklist, and there are levels, content, clarity, accessibility, versatility, cost

effectiveness and impact. These factors gave me an overview of the materials that I

have chosen for the lesson. In the process of doing the checklist, I keep on asking

questions to myself about the seven factors and try to relate the factors with the lesson

that I have design. Through this process, I realized that materials are not the main

things that we have to consider, but the learners themselves. Since the end of 1970s,

there has been a movement to make learners rather than teachers the centre of

language learning. According to this approach to teaching, learners are more important

than teachers, materials, teaching methods and evaluation. As a matter of fact,

curriculum, materials, teaching methods, and evaluation should all be designed for



learners and their needs. In other words, learners should be the centre of instruction

and learning. Thus, I understand that it is the teacher’s responsibility to check to see

whether all of the elements of the learning process are working well for learners and to

adapt them if they are not.

To put it into a nutshell, I would say that this TSL 3111 Coursework Project

Assignment have taught me a lot about teaching and learning materials. Instruction

alone would not be enough in the teaching and learning process. It would need

materials to improve pupils understanding and attract their attention. Besides that, I also

learnt that learners is the first priority when planning a lesson and I need to bear in mind

that although materials helps to simplify the wider teaching context, but as a future

teacher to be I cannot rely heavily on them as materials cannot control the instruction.

Another important knowledge that I have learnt is that, whenever we want to choose

materials, it must be appropriate for a particular class and it need to have an underlying

instructional philosophy, approach, method and technique, which suit the students and

their needs.

Reflection

After completing this coursework, I had managed to improve my knowledge on

developing materials for teaching. I had realized that not only school facilities,

administrations and the teacher that boost up the effectiveness while teaching, but the

materials are the most important things. It is a must to prepare a very effective teaching

aids for the pupils. By having good teaching aids, the teaching process will run smooth

without the teacher feels tired about the teaching.

First of all, from the first task, we are needed to search and read 4 articles on

principles of materials selection and adaptation. Reading part would be not a big

problem but searching for the correct and suitable articles would be quite hard. Due to

some difficulties such as not enough sources, I had to look for online journals that give

information on the principles of materials selection and adaptation. Even though using



internet might see easy, without proper skills and guidance from our lecturer, the

suitable journals would be hard to get. Nevertheless, even I managed to find suitable

articles, I still had to check whether my classmates had already took it or not. If they

already took it, I find another article to replace the one that already taken. This part had

taken me few days to be done. After choosing the articles, I had to show it to our

lecturer to check whether the articles is good to use or not.

Next, after the choosing part done, I continue to read and take out points to

prepare for graphic organizers. This is also quite hard. When it comes to graphic

organizers, it must be simple, nice to see and full of useful information. I found that

doing graphic organizers is very hard because I must use my own words to write the

information, which means that every details in the journals, cannot be left withoutunderstanding the meaning of it. There are articles that took me two days to completely

understand the whole ideas and when I finished understanding the journals, the graphic

organizers could be done easily. Even though these parts took me days to finish but

once I managed to complete everything, I feel joy not only managing to complete but

also adding some more new information in my knowledge.

After that, task 2 in waiting to be done. For task 2, I had paired up with Fiona, to

make a 60 - minutes lesson plan based on KSSR syllabus. After that, for the lessonplan, we were needed to adapt, design and exploit the teaching and learning materials.

Lastly, we were needed to exhibit the teaching and learning materials.

For the lesson plan, both Fiona and I agreed to take previous lesson plan and

modify it. Focusing on improving the materials, we had gather our effort to prepare a

sample of a farm which contains few types of animals in it. Which means that we are

going for realia instead of just pictures to show it to the pupils. Preparing for realia, my

partner and I had made sure that it is safe to be touch and seen by pupils. Safety

measurement had been into consideration so that this material is safe to be taken into

classroom. During the process, we had faced a problem which is time is not enough to

prepare a good one because of we were going for practicum. Nevertheless, we still

managed to finish the realia and I am happy about it. From this part, there are some



values that we had practiced. The first one is cooperation. Being cooperative makes the

job easier and quickly done. Next one is it is not wrong to give full effort to do things.

The next task would be task 3, which is I am need to prepare a checklist to

assess whether the materials used are good and effective. Taking consideration from

different perspectives, I had prepared a checklist which contains 9 mains topic. From

my own experiences during practicum, I believe that the checklist that I had prepared

would be great to follow to make sure that the materials are effective for the pupils. The

factors that I choose are practicality, content, level, versatility, accessibility, impact, cost

effectiveness, durability and authenticity. All these factors, when achieved, it will

produced a good and effective materials for the teaching and learning lesson.

Last but not least, after went through all the tasks, I believe that teaching and

learning materials are very important to help the pupils. It also helps not only the pupils

but also teachers in some ways. Nevertheless, every checklist should be different

according to the surroundings, for example, pupils, schools, norms and so on.

Principles in material adaptation Presentation Transcript

Principles in Material Adaptation

o Relate your teaching materials to your objectives and aims.o Make sure that you know what language is for. You should choose a material that

your students can use effectively for their own purposes.o Keep your learners’ needs in mind.o Pay attention to the relationship between language, learning process and the

learner . Key Learner Variables

o Personalityo Motivationo Attitudeo Aptitudeo Preferred Learning Styleso Intelligence

o Personality: Personality affects the materials that we want to design. Learnersmight be introverted or extroverted. The material that we design should encourageeven a shy student in the classroom .



o Motivation: Highly motivated students learn faster and better. As teachers, weshould design activities that motivate our students .

o Attitude: Learners have some attitudes to learning. They can learn something in

different ways. The most important point is that we should satisfy our students’

needs by combining our experiences and their needs.o Aptitude: Some people seem more readily than others to learn another language.

o Preferred Language Styles: Some students might be more comfortable in a spokenlanguage whereas others are more comfortable in written material.

o Intelligence: It has also an effect in learning a foreign or second language. Contextual Factors

o When planning and determining your goals, consider the learners’:o Ageo Interestso Aptitudeo

Mother Tongueo Motivationo Reasons for learningo Personalityo Academic and educational level.

o Factors that affect course planning, syllabus design, selection of materials andsources :

o The role of English in the countryo The role of English in the schoolo Resources availableo Time availableo Physical environmento The number of pupilso Management and administration

ATESL Adult ESL Curriculum Framework

4: Selecting Methods and Materials

Overview

http://www.atesldocuments.com/cf/





Following from Sequencing Tasks, this section of theATESL Curriculum Framework takes a principles-based approach to selecting methods and materialsfor inclusion in the ESL curriculum. Like outcomes,assessment, and tasks, materials are oftenrecommended or included in curriculum documents(i.e., curriculum-as-planned) and are selected tomeet identified learning needs. However, finaldecisions regarding materials and methods oftentake place while a course is being taught (i.e.,curriculum-as-lived) in response to the preferencesof the instructor, the immediate interests of thelearners, and the learning context. In this section,Selecting Methods and Materials, we seek to

• Highlight a responsive approach to instructionalpractice that focuses on effective teaching andlearning strategies rather than relying on specificmethods or approaches.

• Offer a set of principles to consider when selectingeffective learning materials to contextualize andsupport ESL curricula.

Instructional methods and beyond

Principles for selecting materials

Materials may contribute to both goals and content but theycannot determine either. What is learnt, and indeed, learnable is aproduct of the interaction between learners, teachers and the

materials at their disposal. 19

Materials are a lasting portrayal of language and culture, and within ESL programs, effectivematerials are often passed from instructor to instructor to support learners from session tosession. Materials are not the driver of the teaching and learning process; rather, they providesupport and context for learning outcomes and tasks.

In an e- survey of the ATESL membership, respondents were asked “What kinds of materials do you use with your learners?” 20 Not surprisingly, results indicated that 100% of the respondentsuse teacher-prepared materials in their programs. In addition to using teacher-prepared materials,

http://www.atesldocuments.com/cf/selectingMethodsAndMaterials








94% of respondents also use authentic materials, 85% use published materials, 84% use onlinematerials, and 34% use course packs. When ESL program administrators in Alberta wereinterviewed, 21 they reported that a wide variety of materials are used in their programs, andspecifically, they referred to textbooks (with Canadian content, when available), dictionaries,web-based resources such as online repositories and websites, CLB-based documents, 22

profession-specific materials (e.g., professional literature, textbooks, case-studies), in-housegenerated materials and resources, and learner-generated materials. The following challengeswere raised by the program administrators as they spoke about materials:

• Limited resources to support Canadian Language Benchmarks -based curricula and instruction• Limited profession -specific resources

• Lack of correlation between ready -made materials and the specific outcomes identified within the

curriculum• Lack of textbooks and other published learning materials that include Canadian and multicultural

content • Limited funding t o support training initiatives for learners and instructors to effectively use

educational technologies 23 (including technology-based materials and resources)

The following section addresses nine principles for selecting materials to support andcontextualize curricular goals, learning outcomes, and tasks (see Figure 1). 24 Accompanyingeach principle is an explanation of its role and importance, examples illustrating the principle in

practice, and a set of questions that highlight key considerations to bear in mind when selectingmaterials. The principles are relevant for selecting, adapting, or creating materials.



Figure 1. Nine principles for selecting materials for ESL curricula



Materials support the development of learners' English language proficiency for effective

communication in real-world situations Materials are consistent with learning outcomes and support the tasks included in the curriculum Materials build on learners' skills, backgrounds, and experiences Materials focus learners on the salient features of language in use Materials support a mindful approach to learning Materials support the development of intercultural communicative competence and provide Canadiancontent Materials expose learners to a rich variety of current, relevant, stimulating, and meaningful language inuse Materials present language at an appropriate level for learners, that is, at a level that is not too easy,

and not too difficult. Materials accommodate a flexible responsive approach to instruction

Materials aligned with the CLB or Essential Skills Conclusion

References

Lecture 8: Materials Adaptation

1. Why do we need to adapt materials

Despite the great effort that textbook writers make to meet the needs of the intended users, textbooksare subject to adaptation when they are actually used in the classroom. After all, most commercialtextbooks are not written for any particular class. What makes the matter worse is that sometimes theteachers are compelled to use certain materials, that is, materials imposed by authorities. In a word, inmost ELT cases, teachers have to adapt the materials they are using if they want their teaching to bemore effective and more interesting.

Materials adaptation should be based on the results of materials evaluation. Of course differentmaterials have different potential areas for adaptation. The following are some common deficiencies of

existing ELT materials:

fail (unable) to fulfil the goals and objectives specified by national or local syllabuses or curricula














































fail to fulfil the goals and objectives of schools where the materials are used cannot be finished in the time available require facilities or equipment or other supporting materials that are not available not engaging the learners’ personality detrimental to the learne rs’ culture not cater for the learners’ interests

McDonough and Shaw (1993:86) have listed more reasons for materials adaptation. The most important

reason is that there is mismatch between what is needed and what is provided by materials.

2. Principles of materials adaptation

Grant (1987) has listed the following principles for materials adaptation:

1) Making dialogues communicative 2) Making learning activities relevant and purposeful 3) Meet your learners’ needs, both external and psychological 4) Use models of real, authentic language

Very often, adaptation involves supplementation, that is, teachers add materials from other resources to thetextbook they are using. It is believed that authentic materials are better than non -authentic materials forsupplementation. So teachers who make a point of collecting authentic materials find it much easier to adapttextbooks. This is especially true in ELT contexts where authentic English materials are not always readily tohand.

DON’TS in materials adaptation:

1) Teachers should not adapt materials too casually, e.g. based on his or her own preferences or tastes; 2) Materials adaptation should not be done at the expense of completeness and overall framework of the

materials. 3) Materials deleted or added should not go beyond a reasonable proportion, otherwise consider alternative

materials. 4) Teachers should not adapt materials only to cater for the needs of exams or tests.

3. Level of materials adaptation

Textbook adaptation can be done at three levels:

1) Macro adaptation

This is ideally done before the language programme begins. After comparing what is covered in a textbook andwhat is required by the syllabus or examination, the teacher may find that certain areas or even whole units ofthe book can be omitted, and certain contents need to be supplemented. Macro adaptation is very important

because it helps to avoid waste of time and energy of the teacher and the students as well. It also helps theteacher to see in advance what he or she needs to supplement so that he or she can keep an eye on materialsthat could be used.

2) Adapting a unit

semester 6 tesl july

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