MATERIALSGROUP 9
ELOK ROFIQOH NUGRAHANI
MAYA MASYITAHRIZKY TANTIA CESARIDHA
B-B1 ENGLISH CURRICULUM
MaterialsAfter working on needs analysis, goals and objectives, and tests,
curriculum developers need to work on materials development.
Materials is defined as any systematic description of the
techniques and exercises to be used in classroom teaching.
The key : ensure that they are described and organized well enough so that teachers can use them with
no confusion.
Framework for Materials Design
Approach
Syllabuses
TechniquesExercises
There must be some kind of theoritical motivation underlying any curriculum
development. (Anthony 1963; Richard & Rogers 1982; McKay 1978)
Such motivations is called approaches; ways of defining what the students need
to learn based on assumptions and theoritical positions drawn from
disciplines.e.g classical approach, grammar-
translation approach, direct approach, audiolingual approach, communicative
approach.
Approach
Syllabuses are concerned with the choice necessary to organize the language content of a course or a
program.
The information gathered from needs analysis will help to determine the
direction that a particular syllabus will go.
e.g structural, situational, topical, functional, notional, skills, task or
activity based
Syllabuses
Techniques are ways of presenting language points to students.
Presentation typically includes various combination of interaction between
T&S, S&S, Cassete player&S, etc.
e.g example video tape showing a native speaker describing various commonly encountered objects;
analysis of models of good writing, etc.
Techniques
Exercises are ways of having the students practice the language points
thay have been presented.
Language can be practiced in many ways : L to L, L to T, L to group, L to
class, etc.
Exercises
Types of ExercisesSpeakin
gDialogueTeacher-Student
InteractionPeer feedback
sessionsPair work
Free conversation
WritingBrainstorming
Quick writing
Group writingFree
composition activities
Materials BlueprintA set of guidelines for teachers.Made by gathering teachers’s point of view and information from the previous stages (needs analysis, objectives setting, and testing stages.It can be used as a manual which describe the program and it’s curriculum for teachers.It contains definition of the program, clients to be served, delivery, intensity, content, outcome, and special considerations.
Materials Blueprint Checklist
Background informationOverall curriculum
descriptionA description of a program’s needs
A decription of goals and objectives
Tests description
Materials description
Teaching description
Program evaluation
Units of AnalysisSyllabus design theory has been an active area of investigation within applied linguistics for many years.
The conceptions of the nature of a syllabus are related to the approaches to language and language learning processes to which
the curriculum designers and program participants subscribe.
Under the influence of prescriptive, grammar-based approaches to language learning, syllabuses have tended to be
expressed in more communicative terms.
Scope and Sequence Charts
Closely related to syllabus design is the question of deciding what kind of organizational framework to adopt for
developing materials. The syllabus should be thought out in terms of
units of analysis and then in terms of curriculum scope and sequence.
Some overall curriculum plan that specifies the techniques that will be
used should be developed.Detailed Curriculu
mA formalized lock-step curriculum complete with
lesson plan that detail every minute of classroom plan.
This curriculum may be viewed as stifling / inflexible, because
it is difficult to revise and change.
Informal Curriculu
mA curriculum
that a teacher plans on the spur of the moment.
Highly flexible and easily respond to needs for change.
Gantt DiagramsOne useful technique for
representing the different steps involved in large-scale materials
development and implementation projects is the
Gantt diagram. A Gantt diagram is a two-axis
figure with time divisions labeled across the horizontal
axis and task division down the vertical axis.
Useful for providing
an overview
that can be understood at a glance.
Shows all the tasks involved and the time
frames in which each task must be begun and
completed.
Useful tool for explaining a curriculum
development project to
outsiders, also can help the insiders on schedule.
WHERE DO MATERIALS COME FROM?
ADOPTING
DEVELOPING
ADAPTING
MATERIALS
Working from program goals and objectives, the teacher must address the
essential questions of what the content will be and how
it will be sequenced.
HOW?
TEACHING
MATERIALS
NEEDS ANALYSIS, OBJECTIVE
S, AND TEST
SHOULD PROVIDE
INFORMATION WILL SUFFICE
FOR ANSWERI
NG.
ADOPTING,
DEVELOPING, OR ADAPTIN
G MATERIALS THAT MATCH
THE CONTENT
IS THE NEXT
LOGICAL STEP.
THE SEQUENC
ING OF THAT
CONTENT SHOULD ALSO BE ADDRESS
ED IN THE
PROCESS.
THE PROCESS
ADOPTING MATERIALS
It is necessary to decide what types of materials are desirable.
All available materials of these types should be located.
Review or evaluation procedures must be list down to materials that should be seriously considered.
Strategy for these adopted materials must be set up so they do not become irrelevant.
TYPES OF MATERIALS
BOOKSWORKBOOKS
JOURNALSMAPS
REALIAVIDEO TAPES
TEACHER BOOKS
MAGAZINESPICTURES
CHARTS/GRAPHS
DIAGRAMSCASSETTE
TAPESCOMPUTER SOFTWAREVIDEODISCCOMPUTER
COMBINATIONS
POSSIBLE MEDIA FOR MATERIALS :
LOCATING MATERIALS
Sources of Information
Teachers’
Shelves
“Books Receive
d” sections
of journal
Publishers’
Catalogs
PUBLISHERS’ CATALOGSCatalogs are usually free for the asking. It also produce materials
for other languages. Catalogs are very well organized most of the time, and including lists of relevant publications with brief
descriptions and its price.
PUBLISHERS’ CATALOGSFor this, hands-on examination is necessary. Most publishers
are happy to send us desk copies, which are textbooks, manuals, or workbooks, of
their materials.
“BOOKS RECEIVED” SECTION
It is usually found in many of the well-known language
teaching journals. These are listed near the back of a journal most of the time.
THE TEACHERS’ SHELVESThese shelves within the
program may be full of materials that could prove interesting and useful. Teachers are more likely
to have experience with materials they already own.
EVALUATING MATERIALS
THREE QUALITIES
Strength
Lightness
Transparency
THREE DIMENSIONS
Linguistic
Social
Topical
FOUR COMPONENTS
Occasions for use
Sample of language use
Lexical exploration
Exploration of structural relationships
Five perspectives for materials :
BackgroundFit to curriculum
Physical CharacteristicsLogistical Characteristics
Teachability
Can be made only with the materials physically in hand.
EVALUATING MATERIALS
STEPS
First, the degree of relationship between a set of materials and a particular program can best be
determined by considering the degree to which the materials fit to the
curriculum.
Next, focus on the degree to which the materials match the language needs of
the students in a general way.
EVALUATING MATERIALS
STEPS
Then, the specific language and situation needs of the students
should be considered.
After that, examine any materials that are still in the
running for adoption in terms of their physical characteristics.
EVALUATING MATERIALS
STEPS
Editorial characteristics such as the accuracy of the content, the degree to which the materials edited in a manner consistent with the program’s style, the
degree to which the directions are clear and easy to follow, and
the clarity or clearness of the examples should be considered.
EVALUATING MATERIALS
STEPS
Logistical characteristics such as the price and number of auxiliary
parts that are required, the availability of the materials, time
that it will take to ship them should be considered.
Last, the teachability of the materials should also be appraised.
EVALUATING MATERIALS
Teachers can keep notes on students reactions to the materials as teachers use
them.
This review might take the form of a yearly straw count of how many teachers want to continue using the same
texts, or more involved series of meetings.
ONGOING REVIEW OF MATERIALS
With the help of and ideas of a number of people
within a program, especially the teachers, materials can
be developed that will create the best possible
match between materials and the curriculum.
DEVELOPING MATERIALS
CREATING PHASE•Find teachers who are willing to work on materials.•Identify a pool of materials developers provided with copies of all relevant documents.
•Divide the labor to pull all the materials developers weight in the project.•Use peer pressure that can be a wonderful curriculum tool.
•Use a modular system to enhanced the working arrangement by developing the materials modules separately by different groups.
TEACHING PHASE•The original developers can be involved in the field testing along with one teacher who was not involved in the original development process.
•Revision should be made, with input from all teachers who may ultimately use the materials.
EVALUATING PHASE• It might be
worthwhile to consider sending the materials to a publisher.
• Remember that materials are never finished so provisions should be made for ongoing materials development.
Four steps for finding and evaluating materials plus
several distinctive features:
AnalyzingClassifying
Filling the gapsReorganizing
ADAPTING MATERIALS
ADAPTING MATERIALS
ANALYZING CLASSIFYING
FILL THE BLANKS REORGANIZING
Use any logical classes of objectives
List places in materials
Leave blanks where
supplemental materials are
needed
Complete the list
Reorganize
From other materials
From created materials
Teachers as resources
Resource file
Matches to current objectives
Mismatches to current objectives
Percentage of objectives
Percent of existing matches
Decide which materials to adapt
THANK YOU
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