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A Framework For Materials Writing

The document presents a 6-stage framework for developing effective materials for students. Stage 1 involves identifying problems or needs. Stage 2 explores existing materials and relevant contexts. Stage 3 selects appropriate ideas and texts. Stage 4 develops relevant exercises and activities. Stage 5 handles physical production aspects. Stage 6 evaluates the materials against objectives through feedback. The framework aims to systematically create student-centered materials that meet learning objectives.

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daniel
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199 views11 pages

A Framework For Materials Writing

The document presents a 6-stage framework for developing effective materials for students. Stage 1 involves identifying problems or needs. Stage 2 explores existing materials and relevant contexts. Stage 3 selects appropriate ideas and texts. Stage 4 develops relevant exercises and activities. Stage 5 handles physical production aspects. Stage 6 evaluates the materials against objectives through feedback. The framework aims to systematically create student-centered materials that meet learning objectives.

Uploaded by

daniel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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A Framework for

Materials Writing
Introduction 
Material evaluation is an important process. 
We, as a teacher, should be able to identify what works and what
does not work so that we ensure that the materials giving to
students are effective and appropriate to their learning objectives. 
Most materials writers use their intuitions rather than specific
principles or procedures when designing materials (Tomlinson,
2011).
chapter 5: A framework for materials by David Jolly and Rod
Bolitho (Tomlinson, 2011, p.107-134)

•  The authors explained the framework and provided


case studies in the end to illustrate how it works.
•  The framework involves in 6 steps and is the
adaptation of their original one. Their original one is
constructed in a linear and as a sequence.
Stage 1 - The identification stage

•this stage is self-explanatory.


•The problems are identified and can
be solved by creating the materials.
The identification could be gathered
from questionnaires, students’
feedback, formal or informal diagnosis
Stage 2- Exploration of need

At this stage, it is recommended to explore as


much materials as possible from both published
and unpublished sources.
In relation to what skills, functions and
meanings.
Stage 3 -  Contextual Realization of materials

• Done by obtaining appropriate ideas,


texts or contexts which are relevant and
suitable.
Stage 4 - Pedagogical Realization of materials

•Done by obtaining appropriate


exercises and activities and
appropriate instructions given to use.
Stage 5  - Physical Production

•Completed by looking at the physical


aspects such as layout, visuals, tape
length, type size, storing systems either
electrically or manually.
Stage 6 - Evaluation of materials against agreed
objectives

•This stage is important to get as much feedback


as possible from colleagues or students on the
quality and effectiveness of the materials
created.
•Competed after material is used in classroom.
• The need to communicate
• The need for long-term goals
• The need for authenticity
• The need for student-centredness

• Frameworks should also be principled and driven by an


understanding of how people learn a language. Other principles
suggested by Hall (cited by Tomlinson) include:

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