YL Material Design & DevelopmentYL Material Design & Development

Week 3

Tomlinson’s Introduction

Halliwell’s Young Learners

Week 3

Tomlinson’s Introduction

Halliwell’s Young Learners

Attendance and homeworkAttendance and homework

Check Tomlinson’s homework Check Tomlinson’s homework

Homework for Next WeekHomework for Next Week

Read and answer the questions to Paul’s “Child Centered Learning” p. 173 (Qs) pp. 175-190 (reading)

Read and answer the questions to Paul’s “Child Centered Learning” p. 173 (Qs) pp. 175-190 (reading)

Halliwell’s Young LearnersHalliwell’s Young Learners

Discuss the homework in small groups or with a partner

Discuss the homework in small groups or with a partner

Discussing HalliwellDiscussing Halliwell

Can you think of examples of how children are good at:

Interpreting meaning

Using language creatively

Learning indirectly

Having fun

Using their imagination

No fear of talking/Desire for interaction

Can you think of examples of how children are good at:

Interpreting meaning

Using language creatively

Learning indirectly

Having fun

Using their imagination

No fear of talking/Desire for interaction

Discussing HalliwellDiscussing Halliwell

The author talks about content and attitude goals;

What are content and attitude goals

Why does the author say attitude goals are to prioritized?

The author talks about content and attitude goals;

What are content and attitude goals

Why does the author say attitude goals are to prioritized?

Discussing HaliwellDiscussing Haliwell

Summarize the following in your groups

Special nature of language (2.2)

Checking understanding (2.3)

Treating Mistakes (2.4)

Real exchanges (2.5)

Teaching in the target language (2.6)

Summarize the following in your groups

Special nature of language (2.2)

Checking understanding (2.3)

Treating Mistakes (2.4)

Real exchanges (2.5)

Teaching in the target language (2.6)

Questions about Tomlinson?Questions about Tomlinson?

Which of the 16 features of good materials do you have

questions about?

Which of the 16 features of good materials do you have

questions about?

YL Class Results YL Class Results

# Class D Class E # Class D Class E

1 6 5 9 2 2

2 5 3 10

3 4 1 11 5 4

4 3 1 12

5 1 1 13 1 1

6 1 3 14 2

7 2 2 15 1 1

8 16 2

1. Materials should achieve impact2. Materials should help learners to feel at ease3. Materials should help learners develop confidence4. What is being taught should be perceived as relevant and useful5. Materials should facilitate learner self-investment and discovery6. Learners must be ready to acquire the points being taught7. Materials should expose the learners to language in authentic use8. Learner’s attention should be drawn to the linguistic features of the

input9. Materials should provided opportunities to use the TL for

communicative purposes10. Materials should take into account that the positive effects of

instruction are usually delayed11. Materials should take into account that learners have different

learning styles12. Materials should take into account that learners differ in affective

attitude13. Materials should permit a silent period at the beginning of

instruction14. Materials should maximize learning potential15. Materials should not rely too much on controlled practice16. Materials should provide opportunities for outcome feedback

1. Materials should achieve impact2. Materials should help learners to feel at ease3. Materials should help learners develop confidence4. What is being taught should be perceived as relevant and useful5. Materials should facilitate learner self-investment and discovery6. Learners must be ready to acquire the points being taught7. Materials should expose the learners to language in authentic use8. Learner’s attention should be drawn to the linguistic features of the

input9. Materials should provided opportunities to use the TL for

communicative purposes10. Materials should take into account that the positive effects of

instruction are usually delayed11. Materials should take into account that learners have different

learning styles12. Materials should take into account that learners differ in affective

attitude13. Materials should permit a silent period at the beginning of

instruction14. Materials should maximize learning potential15. Materials should not rely too much on controlled practice16. Materials should provide opportunities for outcome feedback

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

Use lots of white space illustrations that learners can relate to balance Ss academic and emotional

needs, so…. materials seem helpful rather than test

like use active voice rather than passive Concrete examples and stories that

connect to Ss and real world

Language should be inclusive It’s the learner’s language, too! The Target Language shouldn’t make Ss feel inferior

Use lots of white space illustrations that learners can relate to balance Ss academic and emotional

needs, so…. materials seem helpful rather than test

like use active voice rather than passive Concrete examples and stories that

connect to Ss and real world

Language should be inclusive It’s the learner’s language, too! The Target Language shouldn’t make Ss feel inferior

Build rapport by sharing aspects of yourself Build rapport by sharing aspects of yourself

3. Materials should help learners develop confidence3. 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 and competitions to create materials that seem relevant

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 and competitions to create materials that seem relevant

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, learn by doing Ss-Ss collaboration and peer learning

maximized Teacher Talk Time (TTT) minimized

Learning situations are often implicit Inductive methods are used Learner-centered, task-based, learn by doing Ss-Ss collaboration and peer learning

maximized Teacher Talk Time (TTT) minimized

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 teachers can easily do initial and ongoing assessment

Materials are created with the understanding that Ss learn at different rates, and not all Ss are necessarily ready to acquire what is being taught

Developmental sequence is taken into account

Materials are developed so teachers can easily do initial and ongoing assessment

Materials are created with the understanding that Ss learn at different rates, and not all Ss are necessarily ready to acquire what is being taught

Developmental sequence is taken into account

Developmental SequenceDevelopmental Sequence

The developmental sequence for L2 learners learning English is very similar to the developmental sequence for L1 learners of English.

We learn basic words and phrases before learning more complex ones.

The developmental sequence for L2 learners learning English is very similar to the developmental sequence for L1 learners of English.

We learn basic words and phrases before learning more complex ones.

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

Authentic Output: Tasks and activities that have a real context of use

Authentic Input: listening and reading texts created by native speakers for native speakers

Authentic Output: Tasks and activities that have a real context of use

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

Meaning before form

Materials help students to notice gap in interlanguage

Introduce key points/features many times to assure that Ss notice and acquire

Use enhanced input techniques to drawn Ss attention to features of input

Schema activation

Meaning before form

Materials help students to notice gap in interlanguage

Introduce key points/features many times to assure that Ss notice and acquire

Use enhanced input techniques to drawn 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 Students to learn new concept or vocabulary

The brain works like a computer with folders and files

People use schemata to organize knowledge and provide a framework for future understanding.

schema activation - preparing Students to learn new concept or vocabulary

The brain works like a computer with folders and files

People use schemata to organize knowledge and provide a framework for future understanding.

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

Surveys

Mingle activities

Information and opinion gaps

Surveys

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

12. Materials should take into account that learners differ in affective attitude

provide choice of texts, activities provide optional extras for highly motivated

learners Discuss the value of learning English & feelings

about the course and materials cultural sensitivity give Ss opportunities to connect topics to lives provide roles for reluctant learners

provide choice of texts, activities provide optional extras for highly motivated

learners Discuss the value of learning English & feelings

about the course and materials cultural sensitivity give Ss opportunities to connect topics to lives provide roles for reluctant learners

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 potential14. Materials should maximize learning potential

Left Brain uses logic detail oriented facts rule words and language present and past math and science can comprehend Knowing Acknowledges order/pattern perception knows object name

Left Brain uses logic detail oriented facts rule words and language present and past math and science can comprehend Knowing Acknowledges order/pattern perception knows object name

Right Brain uses feeling "big picture" oriented imagination rules symbols and images present and future philosophy & religion can "get it" (i.e. meaning) believes appreciates spatial perception knows object function

Right Brain uses feeling "big picture" oriented imagination rules symbols and images present and future philosophy & religion can "get it" (i.e. meaning) believes appreciates spatial perception knows object function

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

Allow personalization and creativity

Opportunities for meaningful use

Remove scaffolding/support

Allow personalization and creativity

16. Materials should provide opportunities for outcome feedback

16. Materials should provide opportunities for outcome feedback

Feedback is important for students, especially if they aren’t successful in communicating.

Just correcting them is

Feedback is important for students, especially if they aren’t successful in communicating.

Just correcting them is