Nidya Marlyn Moncada Puente

JournalOn February 8th, 2016 we discussed about what didactic materials are and what are they for. Didactic materials can be flashcards, posters, rods, puppets, maps, images/pictures, videos, colors, realia, authentic material, etc.

Why to develop DM? Didactic materials develop abilities in our studentsHelp to improve our students attitude towards learningPromotes imagination, socialization and best self-knowledgeStudents feel motivatedThey stimulate senses and interests

They are also called: Supporting resources Teaching resources Didactic resources Educational resources

Didactic materials are a resource used to make the learning process more meaningful

With meaningful classes students can learn, analyze, and reflect about their learning

Didactic materialsDidactic materials are all kind of materials used by the teacher in class, used from the teacher’s own creative way to improve the learning of students.

What are the objectives of DM? Sustain student’s interest Clarify important concepts To give all students in a class the opportunity to

share experiences necessary for new learning To help make learning more permanent To motivate learning To stimulate imagination and creativity To enrich the sensorial experience

Didactic materialsWhat are the functions?• TO INFORM• TO REACH AN OBJECTIVE

(which needs to be clearly defined)

• TO GUIDE THE T-L PROCESS• TO MAKE COMMUNICATION

POSSIBLE• HELPS CONTEXTUALIZATION• SENSITIVITY • MOTIVATION

Materials must be objective-based.The teacher must have: Knowledge of the learning

styles Interests of our students Previous knowledge Experience Ability in using materials

USING THE BLACKBOARD On February 15th, 2016 we

started learning about how to use the blackboard.

There are some things you have to consider:

Write clearly and in straight linesStand in a way of not giving the backTalk as you write. Say aloud what you are writing.

Drawings Drawings have to be

simple (lines and circles). As simple as a child can also do it. While you draw you need to ask the learners questions, for example: What do you think this is? Are these people adults or children?

We made a class using stick figures on the board, I need to say it wasn’t easy and I need to practice and improve a lot. I taught prepositions, it was a good activity in which I practiced the rules of the blackboard like talking as I write, write and draw clearly, etc.

Stick figures These illustrations

should be kept simple with circles and lines indicating the characters and action.

Stick figures are often more effective than photographs or elaborate pictures as there are few or no distactors.

Reflection on stick figures At first, I thought I couldn’t draw stick

figures but now I think they are very simple and useful when giving classes, you can draw stick figures to teach vocabulary or whatever your objective and class is. It takes practice but it’s worth it. They’re good because students can copy them fast so you don’t waste a lot of time.

Using the blackboard PRACTICE On February 16th, 2016, we

had to give a class using stick figures. My reflection on this practice is that I really have to practice my handwriting and drawing. I have to admit that I used to say that I didn’t know how to draw, but I am enjoying doing it now. I know that if I keep practicing, I will be a very good teacher.

More didactic materials Wall-charts: They’re good for

new functional grammar items, vocabulary and conversation work.

They may be produced commercially, for educational purposes and produced by the teacher or students, drawn or collage.

They need to be: clear, have strong color or dark tone and large enough.

Cue cards: They could be useful to develop conversation, they may have words, simple drawings or magazine pictures.

Flashcards Flashcards can be used for an

introduction or warm-up or to reactivate students language

You can ask your students “What do you see?” so you encourage critical thinking.

Coursebooks On February 22nd, 2016 we learned new

things about course books, for example:Arguments in favor: It give us a FRAMEWORK – Teacher and

students know where they are going SYLLABUS followed systematically so

content will be covered ECONOMY – A book is the cheapest way

of providing learning materials for each student

Coursebooks CONVENIENCE – A coursebook is small

enough, convenient package GUIDANCE – The coursebook can

provide useful guidance and support AUTONOMY – Learners can use the

coursebook to learn new materials by their own

CoursebooksArguments against coursebooks: INADEQUANCY – Every class has their own learning needs IRRELEVANCE – Lack of interest, the topics dealt may not be

interesting for the class LIMITATION – It’s set structure and sequence may inhibit a learner’s

initiative HOMOGENEITY – Coursebooks have their own methods and chosen

teaching/learning approaches. OVER-EASINESS – Teachers may find themselves functioning

merely as mediators of it’s content instead of as teachers in their own rights.

The more you do with the books closed, the more you add your own ideas to the class.

Why not to follow a book cover to cover? You will make both yourself and your

students bored. Highly unlikely that you will manage to

eater for your learners’ needs.

Reflection on this class This class helped me realize that we as

teachers don’t always have to follow the book cover to cover, that there are ways we can adapt our own objectives to the book. And if we only do what the book says students will get bored and they won’t learn.

Areas in which students are different:

Attitude Gender Style Age Speed

Ways students are different:

Motivation Background Aptitude Confidence Exposure

“A good teacher teaches from the heart

of his/her students”.

Material’s adaptation Omission: Teacher leaves out things judged as

inappropriate Addition: Teacher adds texts or tasks in case of

inadequate coverage Reduction: Teacher shortens an activity to give

it less emphasis Extension: Activity is lengthened to present

additional dimension Re-writing/Modification: Teacher writes

material to make it more accessible to the students, more “communicative”, etc.

What can we adapt? Aims Topics Texts Visuals Guidelines and explanations Exercises, activities and tasks Games, quizzes and questionnaries

Guidelines for designing effective english language teaching materialsAdvantages Contextualization Individual needs Personalization Timeliness

Disadvantages Organization

What should we take into consideration Activities should build students’ confidence Activities should allow students to solve problems,

discover and analyze Activities should help students develop specific skills

and strategies Activities should help students develop specific

language and skills they need for authentic communication

Activities should integrate the four basic skills

Activities should enable students to understand how a text is constructed

Activities should enable students to understand cultural context and cultural differences

Activities should be as authentic as possible Activities should vary the roles and groupings Activities should employ a variety of materials

What factors should we consider when designing materials? Learners’ needs The curriculum and the context Personal confidence and competence

SARS On Friday 4th, 2016 our teacher told us to read 2 texts:

Adapting Materials, SARS – Lesson Planning, Adapting your coursebook and on Friday we made a mind map about the most important things we read.

What’s SARS? S- SelectA- AdaptR – Reject

S - Supplement

Writing clear objectives We learned a very important part of being a teacher, to write clear

objectives, What’s an objective? It is what learners should know and be able to do

as a result of the lesson. There’s an acronym for objectives

S PECIFICP LEASURABLEA CHIEVABLER EALISTIC

T IME BOUNDA DJUSTABLE

What’s an objective? It is a description of a performance you want learners to

be able to exhibit before you consider them competent. A statement that informs students of what he or she can

do. It defines what you will have students do. Provides link between expectations, teaching, grading. It helps teachers to foster high level thinking skills in

their students.

The ABCD Method A stands for AUDIENCE (Who?) B stands for BEHAVIOR (Expectations

as a result of the lesson) C stands for CONDITIONS (Instrument,

How?) D stands for DEGREE OF MASTERY

NEEDED (How much will be accomplished?)

ABCD EXAMPLE Example of objective: Given a list of weather terms the students will be

able to accurately explain what each term means in 1 or 2 sentences for all terms given.

Audience: Students Behavior: Explain what each term means in one or 2

sentences Condition: Given a list of weather terms Degree of mastery: All terms given

Flashcards class On March 10th, we presented a class in which we had

to use flashcards, two activities and an objective. My objective was: Students will be able to accurately

describe their classmates’ and their own daily routines given some flashcards within 20 seconds.

I made teams using a classroom management technique. I used flashcards of shapes, colors, fruits and vegetables to group them.

Class using flashcards

Reflection This partial helped me learn a lot of important

things I can use when I give classes, some of the things weren’t easy to do for example using the blackboard, but it all takes time and practice and I know one day I will be able to be an excellent teacher. I learned that didactic materials encourage students to learn in a fun and meaningful way and I can’t wait to keep learning new strategies and new ways to make my teaching more meaningful.