ELT 215 MATERIALS DESIGN AND DEVELOPMENT (PREPARATION OF INSTRUCTIONAL MATERIALS) Professor: Paz Verdades M. Santos Term 1 SY 2013-2014 Dolan 216 DESCRIPTION: A study of the principles of materials preparation with practice in the development and use of instructional materials. OBJECTIVES:
1. Identify the principles, principles, aims, types, format, and content content of syllabi in language and literature. 2. Evaluate instructional instructional materials for teaching language and literature.
3. Design and develop instructional materials that you can use in teaching in these fields. Requirements: By the end of the term, you should have 1. reported on a type of instructional material you are unfamiliar with 3. prepared a Teacher’s Portfolio (TP) containing a syllabus for a course you have never taught before or are teaching for the first time, time , with accompanying lesson plans, activity cards/worksheets, on-line activities, and other instructional materials for a particular subject 3. presented a lesson using using instructional materials from your TP CALENDAR AND SCHEDULE OF CLASS June 22 Orientation, Calendar, Expectations; Expectations; Just for fun: fun: What kind of teacher are you? http://712educators.about.com/library/quizzes/blteacher_personality.htm Expectations: -To be refreshed on traditional and updated on the preparation of instructional materials -Learn how to use technology in preparing instructional materials -Learn how to do on-line tutoring to foreigners -Cater to various learning styles -Prepare materials for the K to 12 curriculum Homework: Bring sample syllabi we will evaluate. evaluate. 29 The Syllabus as instructional material. Problems in sequencing lessons; Formats and examples of syllabi Readings: 'Preparing or Revising a Course' and 'The Course Syllabus' from Davis, Tools for Teaching ; Designing Your Course on http://teaching.berkeley.edu/designing-your-
course and https://commons.georgetown.edu/teaching/handbook/syllabus/ K-12 Curriculum July 6 Approaches and and strategies in teaching language and literature; Instructional Instructional methods and materials: Lecture, Group work, Small group work, Panel discussions, Debates, Role play, Games
http://www.faculty.londondeanery.ac.uk/elearning/improve-your-lecturing/how-to-make-your-lecture-asuccess;;http://faculty.londondeanery.ac.uk/e-learning/small-group-teaching success How to Lecture: Lecture: Isagani Cruz on FUSE;
Activity 1: Five-minute lecture Activity 2: Organizing group work Activity 3: Organizing a panel discussion
Activity 4: Organizing a debate Activity 5: Organizing a game 13 Preparing lesson plans; Lesson formats; Students’ reports on educational technology: instructional aids, ex. manila paper, charts, tables, blackboard/white board, graphs, pictures, cartoons, posters, literary map, realia, etc. http://www.brainpickings.org/index.php/2011/12/15/why-we-
broke-up-maira-kalman-daniel-handler/ (20 Annual Retreat) 27 Students’ reports on Projected teaching aids: films, PPT, Prezi, video documentaries, multi-media, ebooks, etc.; A Zen Parable August 3 Evaluating projected presentations; Designing presentations with PPT or Prezi -
http://prezi.com/support/ 10, 17, 24 On-line study materials and how to handle them; on-line study groups;Facebook
Group on the Romance Novel; Jane Austen Book Club and The Club; Kindelirium andThe Library Modules and instructional materials for distance education or on-line courses – ICS/Learn-serv, UPOU; MATL; MOOCs –The American Novel, http://oyc.yale.edu/english/engl-291#sessions;
Writing stories: http://www.carnegielibrary.org/kids/storymaker/embed.cfm; http://learnenglishkids.br itishcouncil.org/en/make-your-own/story-maker http://www.seussville.com/games_hb/storymaker/story_maker.html http://www.rif.org/readingplanet/gamestation/storymaker/storymaker.htm Preparing on-line instructional material: http://www.guide2digitallearning.com/;http://www.guide2digitallearning.com/
web_tools/web_tool_month_pearltrees 31 Evaluating big books and new books for K-12; Preparing a textbook for K-12 – Payaba, Poon kan Sili
September 7 Putting it all together 14 Consultations 21 Penafrancia fiesta 28 Teaching Demos Oct 5 Putting it all together: Teaching Demos 12 Evaluation
ACTIVITIES/STRATEGIES Reports, Discussions, PowerPoint, workshop, analysis of syllabus, analysis of instructional materials, design and development of instructional materials CRITERIA FOR EVALUATION
Syllabus and Lesson Plans Other Instructional Materials Quizzes, Reports, Reflections, Participation
50% 30% 20%
REFERENCES Brumfit, Christopher. 1985. Language and Literature Teaching. Oxford: Pergamon Institute of English. Carpio-Bernido, M. Victoria and Christopher C. Bernido. “Academic Excellence: Strategies for Enhanced Learning.” Plenary Talk for the Catholic Educational Association of the Philippines (CEAP) National Convention, September 15-17, 2004, Waterfront Hotel, Lahug, Cebu City. _____. “Learning as one nation.” Philippine Daily Inquirer , November 20, 2005, p. A16. Davis, Barbara Gross. 1993. Tools for Teaching. Jossey-Bass Publishers: San Francisco. Fopham, W. James and Eva L. Baker. 1970. Establishing Instructional Goals. Englewood Cliffs, N. Jersey: Prentice Hall, Inc. Gonzalez, Andrew, FSC. 2003. ESL Materials for Philippine Use in Pr imary and Secondary Schools: Across Paradigmatic Generations in Methodology and Material Design in Language Teaching – Current Perceptions and Practices and their Implications. pp. 125-141. Gonzalez, Andrew B., FSC. and Ma. Corona Romero. 1988. Managing Language Programs in a Philippine Setting. DLSU. Habaluyas-Penaflorida, Andrea. 2000. Points of Departure. Essays on Language Pedagogy. Manila: DLSU Press. Hall, Joan Kelley. 2001. Methods for Teaching Foreign Languages. NJ: Merrill Prentice Hall. Librero, Felix, compiler. 1983. Readings in Educational Communication. College, Laguna: UP Los Baños Department of Development Communication. Lonergan, Jack. 1984. Video in Language Teaching. NY: Cambridge University Press. Heinich, Robert, Michael Molenda and James D. Russell. 1985. NY: Macmillan Publishing Company. Maley, Alan and Allan Duff. 1994. Drama Techniques in Language Learning. NY: Cambridge University Press.
Navarro, Rosita L. et al. 1986. Principles of Teaching and Instructional Technology. Quezon City: PAFTE-Katha Publishing Co. Inc. Nunan, David. 1995. Language Teaching Methodology. (A Textbook for Teachers). NY: Phoenix Oxford, Rebecca. 1990. Language Learning Strategies. NY: Newberry House Publ.
Wright, Andrew et al. 1995. Games for Language Learning. N.Y.: Cambridge University Press. Other References: (Some incomplete citations) Center for Educational Multimedia. Training Programs Module 1-5. Manila: De la Salle University. Collie, Joanne and Stephen Slater. Literature in the Language Classroom. Education Forum-AIM. 1987. Towards Relevant Education: A Sourcebook for CA -English Teachers. Quezon City: Education Forum, AMRSP. English Teaching Forum How to Teach Literature: A Manual of Readings. 1988. Compiled by Isagani R. Cruz and Ester Vallado DaRoy. Manila: De la Salle University Press. Human Development Network and the United Nations Development Program. Philippine Human Development Report 2000. (Issue on Education, on-line)
Wright, Ma. Teresa and Isabel Pefianco, Making Lit a Hit. Quezon City: Ateneo de Manila University
PRELIMINARIES Learning Management Program 1. an intervention 2. addressing the learning needs of the major actors in the school comm. 3. managed by the actors themselves Contextualizing our Instructional Materials - See PHDR 2000, Country’s mission vision, School’s Mission Vision, Personal Mission Vision, Stude nts’ Needs Model that Works: Vicvic and Chris Bernido’s CVFI in Bohol 1. Principles: Learning by doing, (20% teacher time Tish Bautista) Sound fundamentals, Mastery not vanity; Adaptability; Honesty 2. Components a. Parallel learning groups (from Aroson’s Jigsaw Strategy)– same subject same time; Expert Teacher(prepares concept notes, exercises, tests, 20 min lectures, answers questions)/Facilitator (supervise but don’t interfere with students) b. Activity-based multi-domain learning: problem-based or inquiry based, discovery approach; maximized learning stations; less dependent on textbooks; achieving flow state c. In-school comprehensive student portfolio – color coded portfolios; Activity sheets; in school; cumulative scholarship; supervisor-friendly d. Strategic study/rest periods – PEHM or MSEPP or MAPEH; no homework; sleep early; fre e weekends e. Integrated spiritual and cultural formation – plays in various languages on lives of saints; counterculture to sex bomb, very Catholic, self -discipline, no prima donnas, time managed 3. Evaluation a. Continuous evaluation – more passers in UPCAT; more qualified to Mathematical Challenge for Filipino Kids Training Program b. Differentiated approach – progressive improvement; commercial instructional modules fixed or pegged at predetermined scholastic levels may not be appropriate; assuring that levels of learning activities are suited to the abilities and subject, gaps in students’ understanding of basic concepts, e.g. Algebra before Geometry 4. Looking Within, Seeing Beyond: experiencing problems themselves, belief in attainable dreams; looking within, we see solutions that could hold in a universal manner transcending even national boundaries June 29 Share result of "What kind of teacher are you?" exercise. Read the two sections 'Preparing or Revising a Course' and 'The Course Syllabus' in Tools for Teaching by Davis, B.G., Jossey-Bass (1993) - on-line (Please tell me as soon as possible if you cannot find it online.) Research on Gagne's "Nine Events of Instruction." on-line Be ready to share and evaluate your sample syllabi in class. Be ready to comment on various formats of the syllabus.
Formats
1. DLSU – COURSE CODE/Course Title Prerequisite: COURSECODE Prerequisite to: COURSECODE/S Type of Course: (major course, basic course) Faculty: Term/Time/Room: Course Description: (synopsis of course) Objectives/Values: (purpose of course, knowledge, skills, values and competencies expected to be developed, and output expected of students, mentions explicitly how course develops critical and analytic thinking; mentions explicitly Lasallian values, especially those specific to College Topics: (outline of coverage of course, including the number of hours) Teaching Methods/Strategies: (enumerates methods/approaches/strategies to be used during course; ensures that lecture methods is only one of several varied methods used) Requirements: (includes workload and requirements for students) Assessment/Evaluation: (provides details of how students will be evaluated; breaks down final grade into percentages contributed by course requirements Text/Materials: (identifies materials to be used in the delivery of course content; identifies which textbooks, if any, have to be purchased by students) References: (lists titles of books and other sources; including websites and CD-ROMS, where course content can be found; lists at least one title originally published or produced in 2000 or later) listing should be in APA style. 2. AdNU c/o Cienna and Elsie 3. UP and other school
