Materials Evaluation - ELT 04 PDF

ELT 04 – MIDTERM Systematic Evaluation A systematic evaluation is based on a MATERIALS EVALUATION specification of objectives, principles and...

ELT 04 – MIDTERM Systematic Evaluation A systematic evaluation is based on a MATERIALS EVALUATION specification of objectives, principles and Materials evaluation is a process that checks procedures adopted or embedded in. how well educational materials help students Are the instructional materials clear, concise, meet their learning goals. It looks at how well and free from errors? materials match the learning objectives Are the instructional materials relevant, (Tomlinson, 1998, 2003). engaging, and effective in promoting learning? Are instructional materials user-friendly, WHY DO WE EVALUATE MATERIALS? accessible, and adaptable to diverse learning To recognize the successful features of current needs? materials, helping us create better ones in the Systematic evaluation needs more theoretical future. background in language learning and more To select appropriate materials for language expertise in materials development. programs. A systematic evaluation is best done in a To modify materials so they better meet the longitudinal fashion which has three stages: needs of students and teaching. pre-use evaluation, during-use evaluation and To assess the effectiveness of the materials post-use evaluation. used in the classroom. To examine whether the materials fulfill the Pre-Use Evaluation prescribed course. It involves making predictions about the To examine the extent to which materials permit potential value of materials on people who use students to achieve learning objectives. them (Tomlinson 1998, 2003). To identify whether the designs of the materials During/ (In)-Use Evaluation are suitable for task-based syllabus. It measures the value of the materials while observing or using them. PRINCIPLES IN MATERIALS EVALUATION Post-Use Evaluation It is the most important and valuable type of Effectiveness Principle evaluation because it can measure the actual To evaluate the effectiveness of a course book effects of the materials on the users and or material, check if it meets learners' needs by provide reliable information. comparing their knowledge and abilities before Internal Evaluation and after using it. Internal evaluation of instructional materials refers to the process of assessing and Efficiency Principle analyzing the quality, relevance, and Is one course book or material more effective in effectiveness of educational materials by those meeting learners' needs than others? Compare who are closely associated with their the learning progress observed with each development, implementation, or delivery. material to determine which works best. External Evaluation External evaluation of instructional materials APPROACHES TO MATERIALS EVALUATION involves independent, impartial parties outside the development or implementation team Ad-hoc Impressionistic Evaluation assessing and analyzing the quality, relevance, An ad-hoc impressionistic evaluation is based and effectiveness of educational materials.\ on intuitions, impressions, and experience of using materials. QUALITIES EACH UNIT OF MATERIALS SHOULD In an ad-hoc evaluation, valid methodological REFLECT considerations may give way to an eye- catching appearance. Materials should impact on the audience Ad hoc impressionistic evaluation can be Materials should engage the audience and biased by misconceptions about what leave a lasting impression, making the learning ‘desirable’ materials should look. experience meaningful. What are your overall impressions of the Materials should help the learners to be at ease instructional material’s usefulness and Materials should make learners feel effectiveness? comfortable and relaxed, encouraging a positive learning environment. Materials should help learners develop confidence Adapting Materials: How? Materials should build learners' confidence by You can adapt materials by reducing the supporting gradual progress and celebrating content to make it simpler and more concise for their achievements. the students to have better understanding of the What is being taught should be perceived by topic. learners as relevant and useful You can also put or add information prior to the What is taught should be relevant and useful to context of the topic to also help students have learners, so they stay motivated and see its a better comprehension of the topic. value in real life. You can also create other materials depending Materials should require and facilitate learner self- on the needs of the students. investment You can also modify, improvise, or personalize Materials that require learner self-investment the materials to make it more appropriate for help students take ownership of their learning. your learners. Interactive and relevant tasks keep them engaged, motivated, and actively involved by Teacher-centered and Learner-centered to allowing personalization and real-world Adaptation application. Teachers are the main authority figure in a teacher-centered instruction model. ADAPTING MATERIALS Students are viewed as “empty vessels” who passively receive knowledge from their Adapting Teaching Materials teachers through lectures and direct instruction, Adapting teaching materials means making with an end goal of positive results from testing changes to them so they work well for students and assessment. and match what they need to learn. In this style, teaching and assessment are Adapting teaching materials suggests that viewed as two separate entities; student teachers will likely adjust the materials they learning is measured through objectively use. scored tests and assessments. It's widely acknowledged that textbooks and While teachers are still an authority figure in a other teaching materials may need to be student-centered teaching model, teachers and adjusted to suit specific learning situations or students play an equally active role in the individual students' needs. learning process. The teacher’s primary role is to coach and Adapting Materials: Why? facilitate student learning and overall Maley (2011) highlighted that because learners comprehension of materials, and to measure vary and teachers have different student learning through both formal and characteristics, there will never be a perfect informal forms of assessment, like group match between the materials used, the teacher, projects, student portfolios, and class and the learners. participation. Student-centered classroom, teaching and Reasons assessment are connected because student Unsuitable material level learning is continuously measured during Too difficult teacher instruction. Too long or short Use of grammar or language TEACHER-CENTERED MATERIALS Irrelevancy of themes Teacher-centered materials are resources used Not adapted for specific use in the classroom to facilitate teaching. They are Not adapted to student learning styles exclusively utilized by the teachers, while students listen during instruction aided by these We need to adapt materials to include tasks materials. that are missing, to boost communication, to PowerPoint Presentation make it simpler, to meet the learner’s needs, to PowerPoint presentations (PPTs) are seen as meet the learners’ interests, and to modernize. valuable tools for teaching. Teachers use Mishan and Timmis (2015) argued that laptops and projectors to display PPTs, making adaptation should prioritize the needs of the it easier for learners to understand the lesson learners rather than the teacher's individual as they can visually follow along with the preferences or whims. presentation. Visual Aids Visual aids serve the same purpose of illustrating the lesson. They assist teachers by DIGITAL TECHNOLOGIES presenting key points and additional information about the topic being taught. Digital Technology Recorded Lectures Digital technologies have become an These recorded lectures include audio increasingly important part of the modern presentations and video presentation. These are used in screen casting information, resources, and help to elaborate and give more examples. Charts, Objects, Photographs These are also considered teacher-centered instructional materials since they help to elaborate the topic, and they give clear examples that support the context of the lesson. LEARNER-CENTERED MATERIALS Learner-centered materials prioritize the needs classroom. of students. Teachers act as facilitators to Digital technologies enhance engagement, ensure students have productive learning personalized learning, and the development of experience. The teacher's role is to guide important skills such as coding and digital students through understanding the materials citizenship in the classroom. effectively, like a coach. It is important to ensure that digital technologies Storybooks are used in a responsible and effective way, and Stories play a vital role in the growth and that students are provided with adequate development of learners. It can help to enhance support and guidance. their reading skills and comprehension. This Digital Technology is often used to describe material is a student-centered since the various electronic tools and infrastructures students are the one who reads the book and it used in data creation, storage, and sparks their imagination and stimulate their management processes. curiosity. Coursebook/Textbook TYPES OF DIGITAL TECHNOLOGY USED IN This material contains comprehensive EDUCATION compilation of content in a branch of study with the intention of explaining it. Textbooks are Productivity Tools produced to meet the needs of educators, Productivity tools are programs that are usually at educational institutions. specifically created to be used by professionals Coursebooks are textbooks and other books specializing in a specific field. used in schools to expontaneously explain and These productivity tools often help individuals help students to understand the lesson. do certain tasks. SIM OR Strategic Intervention Material Create Documents – Write, edit, and format This material contains a comprehensive reports, essays, or presentations using word approach that addresses the needs of students processors like Microsoft Word or Google Docs. to be able to read and understand large Organize Ideas – Manage and analyze volumes of complex materials as well as their information using spreadsheets like Microsoft need to be able to express themselves Excel or Google Sheets. effectively in writing. This includes dynamic Schedule and Plan – Set reminders, manage teaching tools that use powerful teaching tasks, and organize meetings with calendar devices to organize and present curriculum apps like Google Calendar or Microsoft content in an understandable and easy-to-learn Outlook. manner. Collaborate in Real Time – Work with others Activity Sheets on shared projects using cloud-based tools like This material is commonly a piece of paper that Google Drive or Microsoft OneDrive. contains questions and activities. Students can Automate Repetitive Tasks – Use automation either place their answers or perform the tools like macros in Excel or workflow apps like specific activity. Trello and Asana to improve efficiency.  Common examples include photo-editing Elementary Education software, simulation software, statistical The Instructional Materials in Teaching of software, etc. Grammar in Elementary level should be eye- catching, student friendly, basic concept of Instructional Software grammar, visual artifacts, audio visual Instructional software are types of software that presentation, electronic interactive discussion assists in the instruction of the students. and printed materials. Examples include Microsoft word, Microsoft excel, etc. Secondary Education Instructional materials for teaching grammar at Educational Apps the secondary level should be accessible and Educational apps help reinforce learning and progress from basic to complex grammar provide interactive, engaging activities for concepts. They should include grammatical students. construction, audiovisual presentations, literary Examples: Duolingo, Khan Academy, text creation, and oral speeches. Coursera, Quizlet, Photomath, etc. b. The extent to which any adopted Learning Management Systems methodology meets the expectations of LMS allow teachers to create and manage online courses and activities. These are useful Teachers, some expectations are proposed to in flipped classroom environments. be considered in designing teaching grammar Examples: Blackboard, Schoology, Google such as: Classroom Providing students with varied teaching Digital Textbooks approaches and methods in teaching grammar Digital textbooks are more cost-effective and by considering their learning styles, their provide interactive features such as video and attitudes and perception of English grammar audio. can help EFL teachers create enjoyable and meaningful learning grammar activities. Online Resources Enriching authentic materials as supplementary Educational websites, videos, and interactive resources, based on students' real-life simulations bring a wealth of knowledge to the language use, can help EFL teachers minimize classroom. students' grammar difficulties. Considering students' preferences and Interactive Whiteboards teachers' challenges in teaching English in an IWBs allow teachers to display digital content EFL context can help educators and developers and use touch-screen technology to manipulate create an EFL curriculum and teaching the content. materials that meet the needs of both students and teachers. MATERIALS FOR THE TEACHING OF GRAMMAR Designing training programs related to teaching methodology can enhance teachers' Widdowson (1990) emphasized the importance conceptual and practical knowledge of of understanding grammar, as it links words to grammar, enabling them to develop teaching their meanings in different contexts. He viewed models suited to the characteristics of the EFL grammar as a tool for making sense of framework. language and using it effectively. Grammar helps us structure sentences, c. It's important to consider how engaging the organize ideas, and create meaning. It context and surrounding text are for connects everything in language, from learners when presenting grammar topics. individual letters to complete stories. As teachers, it's important to consider our CRITERIA students’ real-life context when creating a. The age and level of the learners who will grammar materials. This includes their daily using the materials. activities, location, and surroundings. Ignoring This criterion considers the learners' age and these differences can lead to grade level when designing and creating misunderstandings in the texts we use for instructional materials (IMs). teaching.  d. It's important to understand the form and meaning of grammatical areas and how they're used in everyday speech and writing. Grammar gives us rules for how to use language, whether we're speaking or writing, making communication clearer. English, like many languages, uses grammar to organize sentences for better understanding. Language presented to learners should reflect real-life usage, and activities should encourage meaningful grammar use, mirroring natural speech outside the classroom. INSTRUCTIONAL MATERIALS THAT CAN BE USED IN TEACHING GRAMMAR Visual Aids Visual Aids will help the learners in retention and build lasting memories. Diagramming Sentences Diagramming sentences, a classic visual aid, remains valuable in classrooms. For instance, breaking down parts of speech through diagrams on the board, which students copy into their notebooks, creates a lasting understanding. Game of Opposites Yes, writing a word on the board and asking students to write the opposite is a great way to practice antonyms and reinforce recent vocabulary. Classroom Activities Kinesthetic learning, which involves physical movement, is a powerful tool for helping new concepts stick. Pairing movement with grammar concepts aids in retention.