TOPIC 23

TOPIC 23

La elaboración de materiales curriculares para la clase de inglés. Criterios para la selección y uso de los libros de texto. Documentos auténticos y documentos adaptados: limitaciones de su uso. La colaboración de los alumnos en el diseño de materiales.

Elaboration of curricular materials for the English class. • Criteria for choosing and using a textbook. • Authentic and adapted documents: limitations of usage. • Collaboration of students in the design of materials

a teacher is a compass that activates the magnets of curiosity, knowledge and wisdom in the pupils

Ever Garrison

introduction

Collaboration of students in the design of materials

Authentic and adapted documents: limitations of usage

Criteria for choosing and using a textbook

Elaboration of curricular materials

heading 2

heading 4

heading 1

heading 3

index

anything which is used to help language learners to learn.

Tomlinson (2011)

Elaboration of curricular materials

heading 1

DESCRIPTION AND CLASSIFICATION OF MATERIALS

VARIABLES AFFECTING THE DESIGN OF CURRICULAR MATERIALS

+ INFO

+ INFO

STRUCTURALIST VS COMMUNICATIVE APPROACH

• AGE interests/competence change
• APTITUDES abilities, inductive learning
• LEARNING STYLE VARK´S
• ATTITUDES Motivation
• AFFECTIVE FILTER (Krashen, 1982)

VARIABLES

• Flashcards, dictionaries, set of pictures, miniature models of houses and buildings, board games, charts with key sentences, grids, questionnaires, etc.

• Main source of INPUT.
• Act as supplementary materials to reinforce, recycle, integrate and expand the contents:

mATERIALS CAN BE...

• language content
• topic
• type of vocabulary
• skills
• nature of the material
• suitability for certain age groups
• suitability for certain levels of competence
• necessity oF reinforcement oR expansion of contents

According to...

organizing criteria

GAMES

INTERACTIVE NOTEBOOKS

ICT

specific materials

Great learning tool which consists of little boxes that act as a shortcut to a web link when you scan them with a smartphone.They can be used as: - a read-aloud - a gallery of students´ work - to simplify research

QR Codes

IC T

• Develops ss´ interest towards L2.
• Becomes a virtual window that allows for two-way communication.
• Posts for an authentic audience

Class Blog

ICT

• TeachersPayTeachers
• Eduki
• Kumubox

• Pinterest
• Social networks:
• Instagram
• Twitter

Websites

IC T

• Genial.ly
• Canva
• Power Point
• Prezi
• Piktochart

• Youtube Channel
• Liveworksheets

Apps

ICT

IC T

• Personalized Reading Materials
• Individualized Vocabulary Lists

• Interactive Stories and Games
• Gamified Learning Tools

• Dynamic Worksheets
• Instant Quizzes
• Visual Aids and Infographics

• Audio and Video Content Creation

Artificial Intelligence (AI)

IC T

• Diffit
• Magic School AI
• Class Point AI
• Gamma AI
• Formative AI

Artificial Intelligence (AI)

DIGITAL RESOURCES: Genial.ly, Kahoot...

MATERIAL RESOURCES: Twister, Vocabu-poly

Application of typical elements of game playing to other areas of activity.

GAMIFICATION

GAMIFICATION

Using games or the topic of gaming as the basis for a lesson.

GAME-BASED LEARNING

VS

GAME-BASED LEARNING

the use of games in general and gamification in particular has been considered to be one of the most prominent instructional method to motivate students and increase their engagement and motivation during learning processes

Noroozi et al. (2019)

QUOTE

Classcraft or “The Escape Classroom”

Apps

They teach valuable life skills that are highly applicable to education. A student needs to practice teamwork, time management, problem solving, focus under pressure, and respect. Escape rooms encourage all these valuable traits.

“We all know that unless a child is motivated to learn, then there will be apathy or resistance in the learning process” (Michael Morpurgo).

escape rooms

SMART NOTEBOOKS

SMART NOTEBOOKS

INPUT

OUTPUT

Smart notebook activities usually consist of a paper tool that is interactive or moveable. Some examples of this might be flip flaps, spinners, and pockets. The interactive and moveable component of Smart notebook activities can be highly engaging and motivating. In fact, they are used as a PORTFOLIO of the topics learned, which allows teachers to track growth over time.

SMART NOTEBOOKS

• Accesible educational materials for visual and hearing impariments.

• Software programmes

• Captioned media programme.

• Article 19.6

• Plastic/paper materials and supplementary materials.

• Recycling: shoeboxes, magazines, bottles...

nature of materials

diversity of every class

Other aspects to be considered...

Criteria for choosing and using a textbook

The course book is probably the most typical resource for teachers in the teaching-learning process. There are many published course books in the market nowadays, and it can be difficult to select the most suitable to fulfil our teaching purposes.

heading 2

Ivic (2013)

The textbook has been the way to “cover” the entire school curriculum for a given subject in a given school year.It has also been the basic instrument of their education, the fundamental and often the only means of studying and most frequently a tool for reproductive or repetitive learning.

TEXTBOOKS

Grimm (2015)

1. Academic background and educational principles.
2. Teaching experience.
3. Personal commitment as reflective practitioners and life-long learners.

Factors affecting the use of textbooks

1. Approach of the textbook in line with the educative law.
2. Treatment of the 4 linguistic skills in an integrated way.
3. Cyclical organization of basic knowledge.
4. Teacher´s book must be useful and easy to consult. Supplementary materials.
5. Approach to culture + promotion of the reading habit.
6. Layout must be attractive, with illustrations. Adequate size.

Points to take into consideration

1. We need to ADAPT the contents or method to the learners´ level of competence or learning style.
2. Everything considered to be irrelevant or unsuitable must be OMITTED.
3. It should be SUPPLEMENTED with other text books or from the teachers´ own material.

Grant (1987)

options when choosing a textbook

• Measure of structure, consistency and logical progression in a class.
• It minimizes the preparation time for teachers.
• It provides guidance in course and activity design.

Parrish (2004)

pros and cons

CONS

• Lack of personalization.
• It does not consider the background knowledge of ss.
• Relationship between ss´ interests and textbook topics.

PROS

Authentic and adapted documents: limitations of usage

There is no satisfactory answer to the question of what type of material is better, whether AUTHENTIC or ADAPTED. If they are carefully selected, both of them can have several advantages.

heading 3

Any genuine item in English, which means that the language used has not been selected or graded. They are real things, objects from the real world brought to the classroom. Thus, they provide examples of “real” language, which is really motivating due to the fact they provide a direct link between the class and the world outside the classroom. In fact, they make the lesson more dynamic and are placed in a context that otherwise would be just theory.

authentic materials or realia

WEBSITES

Newspapers, journals TV and radio programmes, films or literature

BROADCAST TEXTS

Leaflets, receipts, currency, instructions, letters or e-mails

DAILY OBJECTS

Vaiciunere and Uzpaliene (2010)

TÍTULO AQUÍ

• They reproduce an inmersion environment.
• They provide a realistic context.
• They benefit problem-solving, PBL, CBL, role-play and simulation and gaming methodology.

pros and cons

CONS

• Risky if the methodology is not carefully chosen.
• They must be constantly brought up-to-date.
• It is not always easy to use realia and it is very time-consuming.

PROS

opens up the scope of authentic materials dividing them into two linguistic categories: materials which contain language and materials which stimulate the production of language.

House (2008)

1. Adapted to the children´s level of competence. Several publishers like Edelvives, Anaya or SM sponsor their materials which are always adapted.
2. Easy to handle by the student which creates a sense of achievement in them.
3. Make sense to learners, since they adapt to the language items and topics they are learning.
4. ICT: activities divided by level, topic or even grammatical aspects in websites like Twinkl, Learning English Kids on the British Council website or Cambridge Funland.

They are specifically written for the teaching of English as a foreign language, so language has been selected and graded. They are useful for several reasons:

adapted materials

• Non-authentic texts cannot represent real-world language use.
• Simplified materials often lose some meaning.
• Real-world situations the learners will face are better prepared for in authentic texts.

Flowerdew and Peacock (2001)

REALIA AND ADAPTED MATERIAL

CONS

• Any other authentic text may not be authentic for a specific class.
• Just because a text is authentic does not mean it is relevant.
• Authentic texts are often too difficult linguistically.

PROS

“I never teach my pupils, I only attempt to provide the conditions in which they can learn”.

Albert Einstein

Collaboration of students in the design of materials

heading 4

• This will increase their motivation and respect towards the target language. Moreover, it develops students´ responsibility, self-esteem and creativity, fostering the entrepreneurship competence.
• INTERDISCIPLINARY: we will collaborate with the subject of Arts through which students can design and create their own flashcards or puppets or materials for the years below.
• They can record videos to be used in the English class, as children enjoy becoming the protagonist of a linguistic activity.

students´ involvement

• STUDENTS THEMSELVES and some personal information can be valuable sources for communicative activities.
• Their physical appearance or clothes
• Personal objects
• Likes and dislikes
• Family, pets or houses

• Questionnaires

• Role-play

• Videos

• Quizzes/ worksheets/ posters/roleplay

Preparation of books combining pictures and texts, according to given models or freely. Also, STORYBRID/STORYJUMPER

• SS can provide stories/scripts/ poems

ss´ provision and design of resources

Concept maps, diagrams, flow charts, Venn diagrams, KWL chart, fast facts, discovery headlines or foursquare analogies.

• Displays

• Smart Notebooks

• Visual Thinking

Quizizz, Quizlet, Wordwall, Bamboozle...

• SS can design games

ss´ provision and design of resources

Our role as Foreign Language teachers will be to encourage students to express and interact, as much as we can in the English class presenting didactic materials which highly motivate children.

communication works for those who work at it

John Powell

conclusion