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 |  Tiêu đề: MATERIALS DEVELOPMENT 2  19th May 2013, 20:24 | |
| MATERIALS DEVELOPMENT 2 Question 7:
Steps should be taken in adapting materials:
Firstly, finding and evaluating materials that might serve at least some of the students’ needs and help to meet at least some of the course objectives.
Secondly, Analyzing materials includes: matches to current objectives, mismatches to current objectives, percent of objectives that need to be supplemented from outside these materials, percent of existing matches that will require revision and decided which set(s) of materials to adapt.
Thirdly, fill in the gaps. Other materials that have been spotted during the review process may serve this purpose. Teachers in the program may know from their own experience existing materials that may help to fill the gaps. Or materials creation may be necessary for some of the missing elements. A material resource files may prove useful in this process of filling the gaps. This file should have folders for each of the missing objectives.
Finally, that is reorganizing materials. The list of supplemented materials can be completed and reorganized to better match the existing objectives and syllabus.
Question 8:
The three phases presented in this chapter 5 for creating materials are creating, teaching and evaluating.
Question 9:
During the “creating phase” the first step is to find teachers who are willing to work on materials. Teacher are much more likely to be willing participants in a materials development project if they see something in it for themselves, that is, if they are paid for their efforts, or get release time, or, at the very least, if they expect to have an easier job with the new materials in hand. Once a pool of materials developers has been identified, make sure that all of them are provided with copy of all relevant documents. Such documents may include a program description, a copy of the goals and objectives for the course in question, a version of the materials blueprint, or other important documents. Next, divide the labor so that all the materials developers are pulling their own weight in the project. Such division of labor often requires getting commitments from individuals to take responsibility for a certain prescribed task or amount of work and to finish that work by specific dates. My experience is that the chances of the work actually being done on time will be increased if the completion dates coincide with review meetings at which individuals or teams will present their product to the group as a whole for comments and suggestions. Peer pressure can be a wonderful curriculum tool. Using this strategy facilitates task completion individually or by teams, yet enables the group as a whole to have some say in the development of the different sets of materials during the review meetings. This type of working arrangement can be enhanced by using a modular system in which the overall set of materials consists of a collection of materials modules developed separately by different groups, but fit together into a single cogent pattern as established by a scope-and-sequence chart.
The “teaching phase” can be viewed as an opportunity to field-test the materials. Preferably, more than one teacher will be involved in this effort. It seems most useful if the original developers can be involved in the field testing along with at least one other teacher who was not involved in the original development process. The materials can then be tried out and discussed in terms of their effectiveness, and suggestions can be made for improving them. Revisions should be made, as necessary, with input from all teachers who may ultimately use the materials because their ideas may prove useful and because these teachers may be more willing to use the materials if they had some say in their development.
During the evaluating phase, the material developers should be just as critical of the program’s materials as they would be of commercially prepared materials. When revisions shift from significant to minor matters, it may be time to consider producing the new program materials in a relatively durable format so they can be used in an ongoing manner. In fact, at this point it might be worthwhile to consider sending the materials to a publisher. After all, if they are good enough for one program and serve the needs of its students, other programs might find them useful.
Question 10:
Three strategies are adopting, developing, adapting materials. Adopting materials involves deciding on the types of materials that are needed, locating as many different sets of those types as possible, evaluating materials, putting them to use, and reviewing them on an ongoing basis. Developing materials will be discussed in terms of three phases: developing, teaching and evaluating the materials. Adapting materials includes all of the steps necessary in adopting them, but must additionally incorporate phases that allow for analyzing what is worth keeping in materials, classifying that remaining material, filling gaps from other sources, and reorganizing all of this to fit the program in question.
One or all of these strategies will help in settling on materials for any language program. Depending on language program as what the content will be and how it will be sequenced, the content will probably shape up as the materials development progresses. Therefore, these strategies can be combined in the same language program and such combinations are necessary and useful because these strategies are next logical step to match the content of language program.
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