Materials design and development principles

1. Materials design and development principles Impact (novelty, variety, attractive presentation, appealing content) Feel at ease (white space, culturally relevant, help vs. test, examples) Develop confidence (push learners vs. simple language, easy tasks) Relevant and useful (personal significance, real life tasks) Learner self-investment (make discoveries for themselves) Readiness (Krashen > i+1/Vygotsky > Zone of Proximal Development) Authentic input (real discourse in the target language) Linguistic features (notice gap between interlanguage and target language)

2. Materials design and development principles Communicative purposes (real communication vs. controlled practice) Positive effects delayed (students need time, instruction and exposure > recycle vs. incremental step-by-step approach) Learning styles (visual, auditory, kinaesthetic, studial, experimental, analytic, global, dependent, independent > vary learning activities) Affective attitudes (motivation and emotional response) Silent period (learners speak when they are ready) Right and left brain (maximize brain’s capacity > deeper learning, better recall) Limit controlled practice (little long term effect on accuracy and fluency) Outcome feedback (clear aims and objectives vs. just practicing language)

3. Materials review: Apply principles Impact Feel at ease Develop confidence Relevant and useful Learner self-investment Readiness Authentic input Linguistic features Communicative purpose Positive effects delayed Learning styles Affective attitudes Silent period Right and left brain activities Limit controlled practice Outcome feedback

4. Multiple intelligences theory 1983, Harvard psychologist Howard Gardner Seven intelligences – 8th added in 1999 We do not possess a single intelligence, but a range of them We have all intelligences, but one or more is stronger than others We can develop each intelligence to an adequate level of competency We can develop all seven intelligences to a reasonably high level of performance if given the right encouragement, enrichment, instruction Intelligences work together in complex ways; always interacting

5. Multiple intelligences (think > love) Linguistic (words > reading, writing, telling stories) Logical-Mathematical(reasoning > experimenting, questioning, calculating) Spatial (images and pictures > visualizing, drawing, designing) Body-Kinesthetic(somatic sensations> running, jumping, dancing) Musical (rhythms and melodies > listening, singing, tapping feet and hands) Interpersonal (social interaction > leading, organizing, relating) Intrapersonal (deep inside ourselves > being quiet, dreaming, setting goals) Natural (outdoors > surviving, building, playing)

6. Multiple intelligences (need) Linguistic (books, discussion, debates, lectures, worksheets, journals) Logical-Mathematical(logic problems, puzzles and games, questioning) Spatial (movies, art, illustrated books, graphic organizers, charts, diagrams) Body-Kinesthetic(role play, drama, movement, sports, crafts) Musical (songs, concerts, instruments, jazz chants, background music) Interpersonal (friends, social gatherings, clubs, peer sharing and teaching) Intrapersonal (time alone, self-paced projects, independent study) Natural (field trips, time outdoors, activities with animals and plants)

7. Describing learners Age – major factor for deciding how and what to teach How children learn differently than older children What teachers of young children and adolescents need to do Uniqueness of adult learners (learning and teaching challenges) Good language learners Teacher awareness of good learner characteristics Categorizing learning styles Problem of labeling learner levels Learner level issues Motivation – initiate and sustain it

8. Defining learning objectives Statement of aims vs. statement of objectives 3 reasons for writing learning objectives Statement of objectives requirements: focus, behavior, situation, level of performance, target individuals, and time Statement of objective verbs: Action verbs Teachers need to be realistic about what students can master Students will be able to . . . (SWBAT)

9. Plan learning experience (“Teaching Game”) Coverage objectives: What skills or content will the lesson focus on? > Interests, amount of content, students’ prior knowledge/abilities Activity objectives: What will students be doing in the class? What material will they work with? Involvement objectives: How might students react to the lesson? What type of mood do you want to cultivate classroom?

10. Defining learning objectives (“Teaching Game”) Positive Specific (identify when, where, how many, etc.) > Focus, situation Measurable and observable (action verbs) > Behavior Achievable (sufficient time, space, etc.) > Time Flexible/adjustable (fast/slow, learning styles, etc.) > Target individuals, level of performance

11. Lesson plans Evidence of a plan: devotion, professionalism, commitment Plan: Framework, think ahead, destination, map and directions Good lesson: Blend of coherence and variety In a plan: Who Ss are, want to do, going to do it, possible problems Questions teachers need to ask: Why do activity, achieve, time, etc. Sequence principles: Variety and coherent pattern of progress 8 components of a well-written lesson: Objectives > Assessment Common mistakes: Objective does not specify what Ss will do, etc. Ways of varying a lesson: Tempo, organization, topic, mood, etc. Ordering components: Harder tasks earlier, quieter before lively, etc.

12. How to develop a lesson plan Overview (where students going, how get there, know when arrived) Goals (aims, language skills, lesson tie in with course framework) Requirements (title or explanation, level and age, time) Prerequisites (what students must know, challenges envisioned) Materials (items, prep time, instructions, learning styles) Lesson – Introduction (introduce aim, raise interest, assess knowledge) Lesson – Main (coherent sequence of steps, facilitate learning) Closure/Conclusion (wrap up and provide feedback) Follow-up lessons (homework, next steps of tasks/activities) Assessment/Evaluation (check if student learning objective was achieved)

13. Encounter > Internalize > Fluency (EIF) Encounter (E) Students demonstrate what they know or are able to do through activities or tasks Teachers assess students’ knowledge and abilities; no explicit teaching Internalize (I) Explicit instruction (of rules) and controlled practice activities or tasks Fluency (F) Students demonstrate that they have mastered or acquired content by doing free practice activities (teachers monitor/check)

14. EIF Workshop Review of EIF framework Review of steps (EIF) for two sample lessons Lesson plan template Procedure > What teachers can do Comprehension check questions (CCQs) Short forms (e.g. T= teacher, Ss = students, etc.) Activity purpose Stages of other EIF lessons How to develop a lesson plan Teacher and peer support