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Transcript: What are materials? Anything that can be used to facilitate the learning of a language” “Any systematic description of the techniques and exercises to be used in classroom teaching.” Linguistic, visual, auditory or kinesthetic Adopting, Checklist for adopting textbooks C.Physical characteristics 1. Layout a. Space b. Pictures and text c. Highlighting 2. Organization a. Table of contents b. Index c. Answer key d. Glossary e.Reference potential 3. Editorial qualities a. Content is accurate and edited in a manner consistent with your style b. Directions clear and easy to follow c. Examples clear 4. Material quality a. Paper b. Binding c. Tear-out pages Checklist for adopting textbooks D.Logistical characteristics 1. Price 2. Auxiliary parts a.Audiovisual aids b.Workbooks c.Software d.Unit tests 3. Availability E.Teachability 1. Teachers edition a.Answer key b.Annotations to help teachers explain, plan activities, and the like 2. Reviews 3. Acceptability among teachers D. Fill in the gaps 1. From other materials 2. From created materials 3. Teachers as resources 4. Resource file E. Reorganizing 1. Complete the list 2. Reorganize Adapting, E. Creating 1. Find teachers willing to work as materials developers 2. Ensure that all materials developers have copies od relevant documents (program description, goals and objectives, materials blueprint, scope-and- consequence chart, Gantt diagram, or whatever) 3. Divide the labor 4. Work individually or in teams to create the materials 5. Establish resource file 6. Consider working modularly in materials packets F. Teaching 1. Pilot materials 2. Discuss their effectiveness 3. Revise Experiential: provide exposure to the language in use. Developing A. Finding and evaluating B. Analyzing 1. Matches to current objectives 2. Mismatches to current objectives 3. Percent of objectives that need to be supplemented from outside these materials 4. Percent of existing matches that will require revision 5. Decide which set(s) of materials to adapt C. Classifying 1. Use any logical classes of objectives to help you group them for analysis 2. List places in materials where each objective is addressed 3. Leave blanks where supplemental materials are needed Instructional: inform learners about the language. Checklist for adopting textbooks .Materials background 1. Author’s credentials (education and experience) 2. Publisher’s reputation B.Fit to curriculum 1. Approach 2. Syllabus 3. Needs a.General language needs b.Situation needs 4. Goals and objectives a.Percentage of match b.Order 5. Content a.Consistent with techniques used in program b.Consistent with exercises used in program Exploratory: seek discoveries about language use. A. Overall curriculum 1. Approach a) Theoretical bases b) Revise 2. Syllabus a) Organizational Principles b) Revise B. Needs 1. Define 2. Revise C. Goals and objectives 1. Define 2. Revise D. Tests 1. Proficiency or placement Get a fix on overall level 2. Diagnostic or achievement Get a fix on appropriateness of objectives Elicitative: stimulate language use Evaluating material 3 qualities: (strength, lightness, transparency as opposed to weakness, heaviness, opacity) (speech or writing difficult to understand) 3 dimensions: linguistic, social, topical 4 components: occasions for use, sample of language use, lexical exploration, exploration of structural relationships G. Evaluating 1. Evaluate your own materials 2. Revise materials 3. Produce materials in a relatively durable format 4. Consider publishing the materials 5. Remember that materials are never finished that is, consider ongoing materials development particularly in terms of how well all materials are meeting the needs of your students Types of materials

Material Design

Transcript: The Design & Development of Online Course Materials The design and development of online course materials is a potential alternative to a curriculum proposal It guarantees people's access to ICT (TIC) and generates opportunities for them to benefit from it when we talk about design, we talk about instruction Instruction enhances learning, retention and learning transfer (Gagne & Briggs, 1974) instructional Design Useful approach to course design Analysis starts with what was found in the analysis stage looks for solutions in terms of arrangement of resources, strategies and assessment procedures that best suit instruction has two main characteristics systematic specific DEVELOPMENT IMPLEMENTATION EVALUATION Summative Formative AGENTS INVOLVED There are four basic conditions for effective integration of technology into materials design: Technical assistance Planning time Staff development Technology access ROLES FOR THE PARTICIPANTS (HERNANDEZ, 2005) Tutor’s skills 1. Clear and steady communication 2. Information Technology (IT) and content area 3. Competence 4. Management 5. Vision 6. Open-minded attitude 7. Leadership STUDENTS’ ROLE Risk-takers and constructive members in a learning community FIVE MAJOR ONLINE ACTION CATEGORIES 1. Organizational 2. Technical 3. Procedural 4. Interactional 5. Transactional INTERACTION IN ONLINE LEARNING ENVIRONMENTS *Tutors need to employ practices that focus on fulfilling their learner’s needs. *Tutors must smooth the progress of learners through the incorporation of highly interactive practices that transfer well from synchronous to asynchronous learning scenarios. *Learners must make a profound commitment in their plans to accomplish learning in a non-traditional but cooperative manner. CONTENT Coherent to Curriculum Subject to a continuous evaluation stage. STRUCTURE 1. Information 2. Classification of the material 3. Navigation............ Requires certain stages throughout its implementation and the designer decides the approach e.g. behaviorist, cognitive or constructivist it's when we put the planning into operation this stage requires a high degree of involvement by the participants it has three circumstances to make this stage efficient deals with the creation of tools and products required to meet the objectives in this stage designers elaborate an action plan composed of specific procedures to get the plan done It's a crucial planning stage which identifies the target audience and its characteristics Designers have to think of: a. types of learners b. learning styles c. intelligences a. determining a previous training procedure for preparing both teachers and learners DESIGNING MATERIALS we talk about models Tutor’s skills 1. Clear and steady communication 2. Information Technology (IT) and content area 3. Competence 4. Management 5. Vision 6. Open-minded attitude 7. Leadership Analysis Design Development Implementation Evaluation Liliana Cuesta (2010) c. setting up all the conditions (tools, spaces, personnel THE ADDIE MODEL it is done once development and implementation phases are completed. this evaluation looks for an efficient implementation stage which matches the instructional aims Because it needs to establish a logical method to identify, develop and evaluate strategies to achieve an instructional objective THE END-USERS STUDENTS’ ROLE Risk-takers and constructive members in a learning community. DESIGN because each constituent must be carefully set up in order to attend specific details identifies weak points in the early stages, evaluate them and design strategies to surpass obstacles Director An academic team (E-learning specialist, a pedagogic coordinator, tutors) A technical team (A technical coordinator, Platform Administrator, Campus administrator, Graphic designer,) b. assessing learners we teachers need to implement different educational strategies on virtual environment platforms in order to improve our teaching practices this model (ADDIE) has a formative and summative evaluation the evaluation determines if there was success in planning/using the products so that we can plan further improvements ADDIE model

Material Design

Transcript: To learn the correct use of the verbs in the simple present tense According to Nunan (1988): Effective learning frequently involves learners in explorations of new linguistic terrain, and interaction can often be the medium for providing the "stretch" that is necessary for ongoing language development. Materials designers should ensure their materials allow sufficient scope for their learners to be "stretched" at least some of the time, to build on from what is provided to generate new language, and to progress beyond surface fluency to proficiency and confidence. This group consists of 10 students between the ages of 30 and 35 who study at “Fundacion Social Alianza”. They are basic level learners studying English I. They have two weekly hours of English class and the subject does not have any academic credit, even though it is compulsory course. The language level is mixed. (cc) photo by Metro Centric on Flickr The teacher is going to divide the course in two groups. Affective Needs . The winner is the one who has more pairs. Budapest San Francisco Procedures ACTIVITY THEORY OBJECTIVE Guidelines for Designing Effective English Language Teaching Material. PDF given by Teacher Diana Sanchez Stockholm Authentic Materials (cc) photo by jimmyharris on Flickr (cc) photo by Franco Folini on Flickr Double click to crop it if necessary Linguistic Needs All of them consider English is useful for academic purposes due to most of them are teachers, and also for their jobs. All learners enjoy group work and most of them are visual. They pay attention and work in class actively. Learners’ Profile Pictures taken from: So, the students must choose two numbers, in order to get the correct pair, one with the spelling of the verb and the other with the picture of it. Age and Language Level REFENCES Some general needs of the group are related to listening, speaking, writing and reading skills. Learners need to get involved in drilling and modeling activities so they build self-confidence and make progress on achieving their communicative competence. Place your own picture behind this frame! (cc) photo by Metro Centric on Flickr

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