11. materials design version 23.09. table of contents 1.curricula and textbooks 1.1 curriculum...

Teaching English

11. Materials design

Nancy Grimm – Michael Meyer – Laurenz Volkmann

0. Table of contents

1. Curricula and textbooks

1.1 Curriculum design

1.2 The textbook: friend or foe?

2. Designing effective materials

2.1 Materials and tasks

2.2 Basic tips for designing worksheets

3. Digitally designed materials

4. Recommended reading

5. Acknowledgments

Chapter 11: Materials design 2

Discuss:

Have a look at the cartoon. Reflect on the status as well as the advantages and disadvantages (for teachers, students, lessons) of using the textbook, comparing this to the use of self-designed materials.

3Chapter 11: Materials design



- Standards

- Curriculum/a

- In-school syllabus

- Textbooks - Students’ needs

1.1 Curriculum design – input, process, output


what content

(= input)

and in which

sequence of learnable units

(= syllabus)

Input

Syllabushow teaching is

carried out

(= process)

and with which

learning procedures, activities, etc.

(= methodology)

Process

Methodologywhat learners are

able to do

(= output)

after a period of instruction, e.g., a

school year

(= learning outcome)

Output

Learning Outcome

based on Richards 2013


Input

Process

Output

Forward design: input first



Central design: process first


Input

Output

Process


Backward design: output first


Input

Process

Outcome

1.1 Curriculum design – forward, central, backward design

9

Richards 2013: 30, adapted


1.1 Curriculum design – forward, central, backward design

10

Richards 2013: 30, adapted



Study the EFL curriculum in the area you are studying or teaching in. Which design elements can you identify in the curriculum? With fellow students or colleagues, discuss how well the curriculum supports the planning of lessons.


1.2 The textbook:

friend or foe? –

teacher types

Textbook = resource of materials, content, teaching ideas, learning support, and reference


cf. Sercu 2000: 627, Nold 2007: 128

1.2 The textbook: friend or foe? – pros

13

Systematization and structure of material

Standardization

Quality

Multimodality

Efficiency

Support


cf. Sercu 2000: 627, Richards 2007: 254-55

1.2 The textbook: friend or foe? – cons

14

Inauthentic language

Distorted and/or stereotypical content

Neglect of students’ needs and interests

Deskilling of teachers

Money


cf. Sercu 2000: 627, Richards 2007: 254-55

1.2 The textbook: friend or foe?

Study a current EFL textbook. Which of the aforementioned advantages and disadvantages do you find in the textbook? How would you counteract the disadvantages?


2. Designing effective materials – pros

16

Positive effect on learner motivation

Authentic cultural information

Exposure to real language

Support a more creative approach to teaching


based on Richards 2007: 252-53

2. Designing effective materials – cons

17

Inferior quality

Copyright infringement

Linguistic difficulty or mistakes

Lack of structure

Limited time

Financial burden


2.1 Materials and tasks – evaluation of materials


based on Howard & Major 2005: 104-07


With fellow students or colleagues, discuss which of items on the checklist are more/less important. If possible, try to agree on a ranking.



Tasks

� complexity

� grading

� sequencing

21

Kultusministerkonferenz 2012: 1-2, adapted extracts



Grading tasks

22

based on Nunan 2000: 102-03


Learner

Confidence

Motivation

Learning experience

Learning pace

Ability in language

skills

Cultural knowledge/ awareness

Linguistic knowledge


Have a look at two or three pages from a current textbook. Evaluate the complexity of the tasks, if and how they are graded, and if the task sequence seems coherent.


2.2 Basic tips for designing worksheets


Header

Footer

Line

spacing

Font

Annotations

Visuals

Sources


Digital technology

Efficiency

Appeal

Creativity

AdaptationMediation

Sharing

Cooperation


3. Digitally designed

materials

Popplet – organizing and presenting ideas


3. Digitally designed

materials

Tagxedo – word clouds with style


3. Digitally designed materials: Glogster – interactive working space


3. Digitally designed materials: LearningApps – interactive teaching modules



Try out the tools introduced above and create a popplet or an interactive poster about materials design as introduced in this chapter.


Recommended reading

García Mayo, María del Pilar, ed. (2007). Investigating Tasks in Formal Language Learning. Clevedon: Multilingual Matters.

Mishan, Freda (2005). Designing Authenticity into Language Learning Materials. Bristol: Intellect.

Motteram, Gary (2011). Developing Language-Learning Materials with Technology. In: Brian Tomlinson, ed. Materials Development in Language Teaching. 2nd ed. Cambridge et al.: Cambridge University Press, 303-27.

Richards, Jack C. (2007). Curriculum Development in Language Teaching. Cambridge et al.: Cambridge University Press.

Tomlinson, Brian, ed. (2011). Materials Development in Language Teaching. 2nd ed. Cambridge et al.: Cambridge University Press.

Tomlinson, Brian, ed. (2013). Developing Materials for Language Teaching. 2nd ed. London et al.: Bloomsbury.


Acknowledgments

Howard, Jocelyn & Joe Major (2005). Guidelines for Designing Effective English Language Teaching

Materials. http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf.

Kultusministerkonferenz (2012). Operatoren für das Fach Englisch. http://www.kmk.org/fileadmin/pdf/Bildung/Auslandsschulwesen/Kerncurriculum/Operatoren_fuer_das_Fach_Englisch_Stand_Oktober_2012_ueberarbeitet.pdf.

Nold, Günter (2007). Die Arbeit mit dem Lehrwerk. In: Johannes-P. Timm, ed. Englisch lernen und

lehren: Didaktik des Englischunterrichts. Berlin: Cornelsen, 127-36.

Nunan, David (2000). Designing Tasks for the Communicative Classroom. Cambridge et al.: Cambridge University Press.

Richards, Jack C. (2007). Curriculum Development in Language Teaching. Cambridge et al.: Cambridge University Press.

Richards, Jack C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. In: RELC Journal 44.1, 5-33.

Sercu, Lies (2000). Textbooks. In: Michael Byram, ed. Routledge Encyclopedia of Teaching and

Learning. London et al.: Routledge, 626-28.


Acknowledgments

The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014.

� Slide 4: http://wright2.wikispaces.com/State+Standards, http://tisteahe2012.blogspot.de/2012/09/why-is-it-important-to-have-education.html, http://hoganhayes.blogspot.de/2014/10/thoughts-on-writing-in-english-from.html

� Slides 9 & 10: Characteristics of forward, central, and backward design, based on Richards 2013: 30

� Slide 18 & 19: Materials design checklist, based on Howard & Major 2005: 104 – 07

� Slide 21: Language performance requirements, based on Kultusministerkonferenz 2012: 1-2

� Slide 26: Sample popplet; pictures Wikipedia/Wikimedia –http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Dallas_Mavericks_logo.svg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Victory_Plaza_1.jpg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Rick_Carlisle.jpg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Jason_Terry.jpg, http://en.wikipedia.org/wiki/Dallas_Mavericks#mediaviewer/File:Jason_Kidd_drives_Feb_24_2008.jpg

� Slide 27: word cloud created with Tagxedo (www.tagxedo.com)

� Slide 28: sample glogs – http://earypr.edu.glogster.com/english-grammar-and-vocabulary-townhouse/?=glogpedia-source, http://davidohf.edu.glogster.com/the-shawshank-redemption/?=glogpedia-source, http://garciasammy.edu.glogster.com/the-road-revolution/?=glogpedia-source

� Slide 29: screenshot of LearningApps-homepage (learningapps.org); screenshots of sample modules –http://learningapps.org/1440523, http://learningapps.org/271811, http://learningapps.org/192427


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