material development journal 1
TRANSCRIPT
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Nidya Marlyn Moncada Puente
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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
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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
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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.
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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
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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
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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.
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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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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Areas in which students are different:
Attitude Gender Style Age Speed
Ways students are different:
Motivation Background Aptitude Confidence Exposure
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“A good teacher teaches from the heart
of his/her students”.
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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.
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What can we adapt? Aims Topics Texts Visuals Guidelines and explanations Exercises, activities and tasks Games, quizzes and questionnaries
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Guidelines for designing effective english language teaching materialsAdvantages Contextualization Individual needs Personalization Timeliness
Disadvantages Organization
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What factors should we consider when designing materials? Learners’ needs The curriculum and the context Personal confidence and competence
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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
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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
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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.
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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?)
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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
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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.
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Class using flashcards
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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.