FROM SYLLABUS TO MATERIALS DEVELOPMENT SESSION 3

TURNING A SYLLABUS INTO MATERIALS

Implications for materials writer

Needs of clients Linguistic needs Cultural Authenticity Layout/physical production Context Pedagogical

Figure 1: The process of materials writing (Jolly and Bolitho. 2011)

Steps in Material Design

IDENTIFICATION by teacher or learners of a need to fulfil or a problem to solve by the creation of materials

EXPLORATION of the area of need/problem in terms of what language, what meanings, what functions, what skills etc?

CONTEXTUAL REALISATION the proposed new of materials by finding of suitable ideas, contexts or texts with which to work

Steps in Material Design

PEDAGOGIGAL REALISATION of materials by the finding of Appropriate exercises and activities AND the writing of Appropriate instructions for use

PHYSICAL PRODUCTION of materials involving consideration of layout, type size, visuals, reproduction, tape length etc

USE in the classroom

Steps in Material Design

EVALUATION OF MATERIALS Teacher evaluation based on feedback from teachers and students.

REVISION OF MATERIALS

Start

INPUT Content Language

TASK
Students own Knowledge and abilities

Additional Output
Set Of Materials
7

Figure 2. A teachers path through the production of new or adapted materials (Jolly and Bolitho. 2011)

STRENGTHS Systematic steps in the process Areas covered WEAKNESSES Materials writing is dynamic and a self adjusting process . Human mind does not work in linear fashion- reiterative forwards and backwards e.g. wondering about physical production may spark off thoughts about contextualization Assumes materials are effective No evaluation of materials not dynamic. Has materials met objectives of learning? A variety of optional pathways and feedback loops which make the whole process dynamic and self regulating

Materials Writing Implications for the teacher

Writing materials which are effective

-Materials which are are based on a thorough understanding of learners needs, their language difficulties, their learning objectives, their styles of learning, the stage of their conceptual development etc Approach is Learning and learner centred Teachers understand their own learners best - Teachers know students preferred learning styles. Teachers are researchers - The more teachers become sensitive and responsive to learners needs, the more they become involved in researching their own classrooms. Teacher as Reseacher ( Burns 1999)

 All teachers need a grounding in materials writing

- The selection and grading of language, awareness of language, knowledge of learning theories, sociocultural appropriacy - Purpose built materials To reduce teachers dependency on published materials ( key component of pre service and inservice training) Means of professional development ( Popovici and Bolitho 2003) All teachers teach themselves - Teaching against the grain leads to dissatisfacion, loss of confidence and learning failure - Enabling teachers to produce their own effective materials minimizes this possibility and helps them teach themselves - Trialling and evaluation are vital to the success of any materials - Learners are the users of the materials and we have to heed their opinions and listen to their feedback.