Material Design & Development Week 5 Tomlinson’s Good Materials Describing Learners.
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Transcript of Material Design & Development Week 5 Tomlinson’s Good Materials Describing Learners.
Material Design & Development
Material Design & Development
Week 5
Tomlinson’s Good Materials
Describing Learners
Week 5
Tomlinson’s Good Materials
Describing Learners
Tomlinson’s Introduction Tomlinson’s
Introduction
What were the most important features to you?What were the most important features to you?
Kinds of Language LearningKinds of Language Learning
Explicit learners are aware of when and what they are learning
Implicit learners are not aware of when and what they are learning
Declarative Knowledge knowledge about the language system
Procedural Knowledge knowledge of how the language is used
Explicit learners are aware of when and what they are learning
Implicit learners are not aware of when and what they are learning
Declarative Knowledge knowledge about the language system
Procedural Knowledge knowledge of how the language is used
Communicative competence is primarily achieved as a result of implicit, procedural learning.
What should the main objective of materials be?
What should the main objective of materials be?
To provide learners with meaningful experiences to use language and opportunities to reflect on these experiences.
Learners can be guided (inductively or deductively) to see explicit aspects of the target language before or after students use it.
To provide learners with meaningful experiences to use language and opportunities to reflect on these experiences.
Learners can be guided (inductively or deductively) to see explicit aspects of the target language before or after students use it.
16 Features of Good Materials16 Features of Good Materials
What are they? What are they?
1. Materials should achieve impact1. Materials should achieve impact
2. Materials should help learners to feel at ease2. Materials should help learners to feel at ease
Lots of white space on the page Relatable illustrations balance Ss academic and emotional needs materials seem helpful rather than test like use active voice rather than passive Relevant, concrete stories that connect to the Ss
lives
Language should be inclusive It’s the learner’s language, too! (Materials shouldn’t demean Ss)
Lots of white space on the page Relatable illustrations balance Ss academic and emotional needs materials seem helpful rather than test like use active voice rather than passive Relevant, concrete stories that connect to the Ss
lives
Language should be inclusive It’s the learner’s language, too! (Materials shouldn’t demean Ss)
Build rapport by sharing aspects of yourselfBuild rapport by sharing aspects of yourself
3. Materials should help learners develop confidence
3. Materials should help learners develop confidence
Challenge level (i+1).
Staging and task sequencing
Removing scaffolding and support language
Success builds success and success = confidence
Challenge level (i+1).
Staging and task sequencing
Removing scaffolding and support language
Success builds success and success = confidence
4. What is being taught should be perceived as relevant and useful
4. What is being taught should be perceived as relevant and useful
Find out what your Ss like and want to learn through needs analysis
Make task and activities “real” & “meaningful”
Allow for Ss personalization of learning
Use games, contest and competitions to create materials that have the perception of relevance
Find out what your Ss like and want to learn through needs analysis
Make task and activities “real” & “meaningful”
Allow for Ss personalization of learning
Use games, contest and competitions to create materials that have the perception of relevance
5. Materials should facilitate learner self-investment and discovery
5. Materials should facilitate learner self-investment and discovery
Learning situations are often implicit Inductive methods are used Learner-centered, task-based Ss-Ss collaboration & peer learning maximized Teacher Talk Time (TTT) minimized
Teacher’s don’t teach; they facilitate student learning
Learning situations are often implicit Inductive methods are used Learner-centered, task-based Ss-Ss collaboration & peer learning maximized Teacher Talk Time (TTT) minimized
Teacher’s don’t teach; they facilitate student learning
Classroom that facilitate learner self-investment and discovery often look like this.
Where’s the teacher?
Present, but not directly involved.
Classroom that facilitate learner self-investment and discovery often look like this.
Where’s the teacher?
Present, but not directly involved.
6. Learners must be ready to acquire the points being taught
6. Learners must be ready to acquire the points being taught
Materials are developed so Ts can easily do initial and ongoing assessment
Materials are created with the understanding that Ss learn at different rates; not all are ready to acquire what is being taught
Developmental sequence is taken into account
Materials are developed so Ts can easily do initial and ongoing assessment
Materials are created with the understanding that Ss learn at different rates; not all are ready to acquire what is being taught
Developmental sequence is taken into account
Developmental SequenceDevelopmental Sequence
The normal sequence in which children learn different skills, usually becoming progressively more accurate or complex with time.
Developmental sequence for L2 learners is very similar to the developmental sequence for L1 learners of English.
The normal sequence in which children learn different skills, usually becoming progressively more accurate or complex with time.
Developmental sequence for L2 learners is very similar to the developmental sequence for L1 learners of English.
7. Materials should expose the learners to language in authentic use
7. Materials should expose the learners to language in authentic use
Authentic Input: listening and reading texts created by native speakers for native speakers (reading letters)
Authentic Output: Tasks and activities that have a real context of use (writing a letter)
Authentic Input: listening and reading texts created by native speakers for native speakers (reading letters)
Authentic Output: Tasks and activities that have a real context of use (writing a letter)
8. Learner’s attention should be drawn to the linguistic features of the input
8. Learner’s attention should be drawn to the linguistic features of the input
Materials help Ss to notice what they know/don’t know
Introduce key points again and again to assure Ss notice and acquire
Draw Ss attention to features of input
Schema activation
Materials help Ss to notice what they know/don’t know
Introduce key points again and again to assure Ss notice and acquire
Draw Ss attention to features of input
Schema activation
Enhanced InputEnhanced Input
Jane plans to marry Tom.
She likes Tom, but Tom doesn’t like her.
Tom always runs when he sees her.
She catches Tom.
Tom falls in love.
It ends happily.
Jane plans to marry Tom.
She likes Tom, but Tom doesn’t like her.
Tom always runs when he sees her.
She catches Tom.
Tom falls in love.
It ends happily.
What do I want my Ss to notice?How is their attention drawn to the input?
Schema Theory & Schema ActivationSchema Theory & Schema Activation
schema activation - preparing Ss to learn new concept or vocabulary
People use schemata to organize knowledge and provide a framework for future understanding.
The brain works like a computer with folders and files
schema activation - preparing Ss to learn new concept or vocabulary
People use schemata to organize knowledge and provide a framework for future understanding.
The brain works like a computer with folders and files
Preparing Ss to learn new vocabulary and concepts
Preparing Ss to learn new vocabulary and concepts
9. Materials should provided opportunities to use the TL for communicative purposes
9. Materials should provided opportunities to use the TL for communicative purposes
Information and opinion gaps
Survey
Mingle activities
Information and opinion gaps
Survey
Mingle activities
10. Materials should take into account that the positive effects of instruction are usually delayed
10. Materials should take into account that the positive effects of instruction are usually delayed
Give students multiple chances to use previously taught language and structures
Peer learning – let students teach each other
Extensive reading
This goes beyond lesson planning = unit planning
Give students multiple chances to use previously taught language and structures
Peer learning – let students teach each other
Extensive reading
This goes beyond lesson planning = unit planning
11. Materials should take into account that learners have different learning styles
11. Materials should take into account that learners have different learning styles
This will be discussed in detail later in the lesson.This will be discussed in detail later in the lesson.
12. Materials should take into account that learners differ in affective attitude (motives, emotions..)
12. Materials should take into account that learners differ in affective attitude (motives, emotions..)
provide choice of texts, activities
provide optional extras for highly motivated learners
include opportunities for Ss to talk about English
be aware of the cultural sensitivity of your learners
Connect classroom topics to Ss own lives
provide roles for reluctant learners who do not want
to participate in group work
provide choice of texts, activities
provide optional extras for highly motivated learners
include opportunities for Ss to talk about English
be aware of the cultural sensitivity of your learners
Connect classroom topics to Ss own lives
provide roles for reluctant learners who do not want
to participate in group work
13. Materials should permit a silent period at the beginning of instruction
13. Materials should permit a silent period at the beginning of instruction
Input before output
Peer learning (in TL or L1 to learn TL)
Use TPR (Total Physical Response)
Respond to Qs by using visuals
Input before output
Peer learning (in TL or L1 to learn TL)
Use TPR (Total Physical Response)
Respond to Qs by using visuals
14. Materials should maximize learning potential
14. Materials should maximize learning potential
Left Brain uses logic detail oriented facts words language
Left Brain uses logic detail oriented facts words language
Right Brainuses feelings"big picture"
orientedimaginationsymbols images
Right Brainuses feelings"big picture"
orientedimaginationsymbols images
15. Materials should not rely too much on controlled practice
15. Materials should not rely too much on controlled practice
Opportunities for meaningful use
Remove scaffolding/support and students progress
Allow personalization and creativity
Opportunities for meaningful use
Remove scaffolding/support and students progress
Allow personalization and creativity
16. Materials should provide opportunities for outcome feedback
16. Materials should provide opportunities for outcome feedback
If a student who wasn’t successful communicating is more likely to gain from a teacher’s feedback than a student whose language is just corrected by the teacher
If a student who wasn’t successful communicating is more likely to gain from a teacher’s feedback than a student whose language is just corrected by the teacher
How Do Learners Differ?How Do Learners Differ?
Age Aptitude Learning Styles Language Levels Individual Variations (NLP-VAKOG, Multiple
Intelligence) Motivation
Age Aptitude Learning Styles Language Levels Individual Variations (NLP-VAKOG, Multiple
Intelligence) Motivation
Get into groups based on the age you want to teach:
How does your age differ from other age groups?
(young children, older children, adolescents and
adults)
Get into groups based on the age you want to teach:
How does your age differ from other age groups?
(young children, older children, adolescents and
adults)
Neuro-linguistic Programming (NLP)Neuro-linguistic Programming (NLP)
What does the acronym: VAKOG mean?
V = visual
A = auditory
K = kinesthetic
O = olfactory
G = gustatory
What does the acronym: VAKOG mean?
V = visual
A = auditory
K = kinesthetic
O = olfactory
G = gustatory
This theory states that although we use all of these systems to experience the world, we tend to have one “preferred primary system”.
What does this mean?
This theory states that although we use all of these systems to experience the world, we tend to have one “preferred primary system”.
What does this mean?
Theory of Multiple Intelligences (MI)Theory of Multiple Intelligences (MI)
Introduced by Harvard psychologist Howard Gardner in 1983.
As humans we do not possess a single intelligence, but a range.
He listed seven intelligences (8th one in 1999).
All people have these intelligences but in each person one (or more) of them is more pronounced.
Introduced by Harvard psychologist Howard Gardner in 1983.
As humans we do not possess a single intelligence, but a range.
He listed seven intelligences (8th one in 1999).
All people have these intelligences but in each person one (or more) of them is more pronounced.
Most people can develop each intelligence to an adequate level.
Intelligences usually work together in complex ways
- Gardner points out that the intelligences are always interacting with each other.
Most people can develop each intelligence to an adequate level.
Intelligences usually work together in complex ways
- Gardner points out that the intelligences are always interacting with each other.
There are many ways to be intelligent within each category
A person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary.
Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates something.
There are many ways to be intelligent within each category
A person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary.
Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates something.
The IntelligencesThe Intelligences
1. Linguistic
2. Logical/Mathematical
3. Spatial
4. Musical
5. Kinesthetic
6. Interpersonal
7. Intrapersonal
8. Naturalist
1. Linguistic
2. Logical/Mathematical
3. Spatial
4. Musical
5. Kinesthetic
6. Interpersonal
7. Intrapersonal
8. Naturalist
Page 156Page 156TYPE LIKES TO IS GOOD AT LEARNS BEST
Linguistic Learner (“word player”)
Read, write, tell stories Memorizing names, places, dates, problem solving
Saying, hearing, and seeing words
Logical/Mathematical Learner (“questioner”)
Do experiments, figure things out, work with numbers, ask questions
Math, reasoning, logic and problem solving
Categorizing, classifying, working with abstract patterns
Spatial Learner (“visualizer”)
Draw, build, design & create things, look at pictures, daydream, watch movies, play with machines
Imagining things, sensing changes, mazes/puzzles, reading maps, charts
Visualizing, dreaming, working with colours and pictures
Musical Learner (“music lover”)
Sing, hum, listen to music, play an instrument, respond to music
Picking up sounds, remembering melodies, noticing pitches/rhythms, keeping time
Rhythm, melody, music
Bodily/Kinesthetic Learner
Move around, touch and talk, use body language
Physical activities (sport, dancing, acting)
Touching, moving, interacting with space, body sensations
Interpersonal Learner
(“socializer”)
Have lots of friends, talk to people, join groups
Understanding people, leading others, organizing, communicating, mediating
Sharing, comparing, relating, cooperating, interviewing
Intrapersonal Learner Work alone, pursue own interests
Understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals, being original
Working alone, individual projects, self-paced instructions, having own space
Discussion Questions:Discussion Questions:
Is it important for teachers to have the same kind of multiple intelligence configuration as their students?
Should we incorporate our students’ intelligence areas and learning styles when we plan our classes? Why/why not? How?
Is it important for teachers to have the same kind of multiple intelligence configuration as their students?
Should we incorporate our students’ intelligence areas and learning styles when we plan our classes? Why/why not? How?
MotivationMotivationWhat is “motivation”?
“Some kind of internal drive which pushes someone to do things in order to achieve something” (Harmer, 2001)
What are the two kinds of motivation?Intrinsic
Extrinsic
• What are some examples of each?
What is “motivation”?“Some kind of internal drive which pushes
someone to do things in order to achieve something” (Harmer, 2001)
What are the two kinds of motivation?Intrinsic
Extrinsic
• What are some examples of each?
Discussion QuestionsDiscussion Questions
Why is it important to motivate our students?
How can we keep our students motivated to learn?
Why is it important to motivate our students?
How can we keep our students motivated to learn?
MULTIPLE INTELLIGENCES TEST MULTIPLE INTELLIGENCES TEST
1. Where does your true intelligence lie?
2. This quiz will tell you where you stand and what to do about it.
3. Read each statement.
4. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T."
5. If it doesn't, mark an "F."
6. If the statement is sometimes true, sometimes false, leave it blank.
1. Where does your true intelligence lie?
2. This quiz will tell you where you stand and what to do about it.
3. Read each statement.
4. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T."
5. If it doesn't, mark an "F."
6. If the statement is sometimes true, sometimes false, leave it blank.
1. _____ I'd rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument that sounds illogical.
15. _____ My sense of balance and coordination is good.
1. _____ I'd rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than others.
17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or
backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is
pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm alone. 24. _____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble
identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me.
16. _____ I often see patterns and relationships between numbers faster and easier than others.
17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or
backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is
pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm alone. 24. _____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble
identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me.
Scoring the MI testScoring the MI test
Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well.
A. Linguistic = 7, 8, 14, 18, 25
B. Logical-Mathematical = 4, 5, 12, 16, 21
C. Musical = 2, 3, 10, 20, 23
D. Spatial = 1, 9, 11, 19, 22
E. Bodily-Kinesthetic = 6, 13, 15, 17, 24
F. Intra-personal = 26, 28
G. Inter-personal = 27, 29, 30
Count each item you marked as "true." Add your totals for each category. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well.
A. Linguistic = 7, 8, 14, 18, 25
B. Logical-Mathematical = 4, 5, 12, 16, 21
C. Musical = 2, 3, 10, 20, 23
D. Spatial = 1, 9, 11, 19, 22
E. Bodily-Kinesthetic = 6, 13, 15, 17, 24
F. Intra-personal = 26, 28
G. Inter-personal = 27, 29, 30
The Lead VAKT Test: Read and Imagine p.157The Lead VAKT Test: Read and Imagine p.157Follow each instruction in your mind and give yourself a mark:
0=impossible 1=difficult 2=okay 3=easy
SEE a kangaroo
SEE your front door
SEE your toothbrush
SEE a friend’s face
SEE a plate of food
SEE a TV show…
WATCH the TV scene change
HEAR a song
HEAR rain
HEAR a fire alarm
HEAR a friend’s voice
HEAR your own voice
HEAR birds singing…
HEAR the birdsong change to a call of alarm
FEEL excited
FEEL yourself swimming
FEEL grass under your feet
FEEL a cat on your lap
FEEL hot
FEEL your fingers on a piano keyboard
FEEL your fingers playing a few notes
Follow each instruction in your mind and give yourself a mark:
0=impossible 1=difficult 2=okay 3=easy
SEE a kangaroo
SEE your front door
SEE your toothbrush
SEE a friend’s face
SEE a plate of food
SEE a TV show…
WATCH the TV scene change
HEAR a song
HEAR rain
HEAR a fire alarm
HEAR a friend’s voice
HEAR your own voice
HEAR birds singing…
HEAR the birdsong change to a call of alarm
FEEL excited
FEEL yourself swimming
FEEL grass under your feet
FEEL a cat on your lap
FEEL hot
FEEL your fingers on a piano keyboard
FEEL your fingers playing a few notes
Add up your scores for each sense:SEE ____ HEAR ____FEEL ____
Does the highest score correspond with what you think your preferred lead system is?
How did you do when it came to changing the scenes slightly in the last one of each section?
“The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)
Add up your scores for each sense:SEE ____ HEAR ____FEEL ____
Does the highest score correspond with what you think your preferred lead system is?
How did you do when it came to changing the scenes slightly in the last one of each section?
“The Lead VAKT Test” from In your Hands by J Revell and S Norman (Saffire Press)
Small group activitySmall group activity
Please get into groups of three or four people.
In your group:
Come up with an activity for each learning style (VAKT) for the topic given to your group.
Please get into groups of three or four people.
In your group:
Come up with an activity for each learning style (VAKT) for the topic given to your group.