teaching in a material world

Teaching in a material world

Nicolás Dantaz Rico2015 Winter Retreat

PIAP & BC, Chile

AGENDA FOR TODAY

123

Introduction to materials and their adaptation

How to adapt materials for the ELT classroom

Putting theory into practice

EXPECTATIONS

321

new things you want to learn

things you want to review

thing you can contribute

What did I do?

What does it say?

What does it say?There is a vast range of materials available to

teachers; some are provided with the coursebook, others

are adapted or created at home by the teacher.

Which is this range of

materials?

Game Time!

Playing

Material Evaluation

What characterizes

good materials?

Characteristics of good materials

1) Me2) Mem3) C4) G5) Ch6) Mo7) A

aningfulorable

ommunicativeenerativeallengingnitoreable

chievable

How do materials and activities differ?

MATERIALS ACTIVITIES

Any teachingobject used inthe classroom

Active manipulation of materials

What about these?

Situational Game Time!

Fancy a Coffee?

Welcome back!It’s materials adaptation

time!

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

JUST AS A PIANO DOES NOTMAKE MUSIC,A TEXTBOOK DOES NOTTEACH LANGUAGE

TEXTBOOKS ARE

TOOLSTHAT HELP MEDIATELEARNING

What does a piano have in common with a textbook?

A framework of learning contexts

Demands too high; failure

likely

Extension of learning and

capability

Low motivation; boredom &

behavior problems likely

Comfortable / Easy: little

learning likely

Low support

High challenge

High support

Low challengeAdapted from Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy . Perspectives 23, (2)

When to adapt a coursebook

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 alternativeYES

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

WHAT do we adapt?

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



likely


capability




learning likely

Low support

High challenge

High support


HOW do we adapt?

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 RDEROREDAD ETEDEL

ADD

SUBSTITUTE

CHANGEDELETE

REORDER



likely


capability




learning likely

Low support

High challenge

High support


D - CARSDiscardSubstituteChangeAddReorderD - CARSLighting 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 __________!

Are you ready to adapt?

Criteria

• Me • Mem• C• G• Ch• Mo• A

• Meaningful; • Memorable; • Communicative; • Generative; • Challenging; • Monitorable; • Achievable.

Adapting a unit from a textbook

Context for Adaptation

• 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.

Assessment of the Workshop

321

new things you have learned

things you were able to review

thing you contributed

Thank you!!!

teaching in a material world

Education