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.