Teaching in a Material World

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Information about Teaching in a Material World

Published on September 8, 2015

Author: NicolasDantaz

Source: slideshare.net

1. Nicolás Dantaz Rico 2015 Winter Retreat PIAP & BC, Chile

2. Introduction to materials and their adaptation How to adapt materials for the ELT classroom Putting theory into practice

3. new things you want to learn things you want to review thing you can contribute

4. 1) Me 2) Mem 3) C 4) G 5) Ch 6) Mo 7) A aningful orable ommunicative enerative allenging nitoreable chievable

5. MATERIALS ACTIVITIES Any teaching object used in the classroom Active manipulation of materials

6. 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

7. What does a piano have in common with a textbook?

8. Demands too high; failure likely Extension of learning and capability Low motivation; boredom & behavior problems likely Comfortable / Easy: little learning likely Adapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives 23, (2)

9. 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 alternative YES 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

10. 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

11. Demands too high; failure likely Extension of learning and capability Low motivation; boredom & behavior problems likely Comfortable / Easy: little learning likely Adapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives 23, (2)

12. 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 RDERORE DAD ETEDEL ADD SUBSTITUTE CHANGE DELETE REORDER

13. Demands too high; failure likely Extension of learning and capability Low motivation; boredom & behavior problems likely Comfortable / Easy: little learning likely Adapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives 23, (2)

14. Lighting 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 __________!

15. • Me • Mem • C • G • Ch • Mo • A • Meaningful; • Memorable; • Communicative; • Generative; • Challenging; • Monitorable; • Achievable.

16. • 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.

17. new things you have learned things you were able to review thing you contributed

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