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Materyal Tasarımı 2. Hafta

The document outlines the principles of instructional design, emphasizing the importance of understanding learner characteristics, setting clear objectives, and employing effective instructional strategies. It details the components of a comprehensive instructional design plan and highlights the significance of materials development in promoting language learning. Additionally, it discusses various factors that influence learner engagement, confidence, and the relevance of instructional content.

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8 views24 pages

Materyal Tasarımı 2. Hafta

The document outlines the principles of instructional design, emphasizing the importance of understanding learner characteristics, setting clear objectives, and employing effective instructional strategies. It details the components of a comprehensive instructional design plan and highlights the significance of materials development in promoting language learning. Additionally, it discusses various factors that influence learner engagement, confidence, and the relevance of instructional content.

Uploaded by

cerengundogan08
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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IAS 006

MATERIALS EVALUATION
& ADAPTATION
2023-2024 FALL
ASSIST. PROF. DR. BURCU ŞENTÜRK
Introduction to Instructional Design
Process:
• The role of instructional design: Instructional design is based on what
we know about learning theories, information technology, systematic
analysis (objective analysis), and management methods.
The factors that influence learning
outcomes
• The instructional design approach considers instruction from the
perspective of the learner rather than from the perspective of the
content.
* What level of readiness do individual students need for accomplishing
the objectives?
*What instructional strategies are most appropriate in terms of
objectives and learner characteristics?
What media or other resources are
most suitable?
*What support is needed for successful learning?
* How is achievement of the objectives determined?
* What revisions are necessary if a tryout of the program does not
match expectations?
Key elements of the instructional
design process
1. For whom is the program developed? (characteristics of learners or
trainees?)
2. What do you want the learners or trainees to learn or demonstrate?
(objectives)
3. How is the subject content or skill best learned? (instructional
strategies)
4. How do you determine the extent to which learning is achieved?
(evaluation procedures)
• These four fundamental components—learners, objectives, methods,
and evaluation—form the framework for systematic instructional
planning.
• These components are interrelated and could make up an entire
instructional design plan.
The complete instructional design
plan
• Nine elements in a comprehensive instructional design plan:
1. Identify instructional problems, and specify goals for designing an
instructional program.
2. Examine learner characteristics that should receive attention during
planning.
3. Identify subject content, and analyze task components related to
stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the
objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.
Materials development
• Materials development refers to anything which is done by writers,
teachers or learners to provide sources of language input and to
exploit those sources in ways which maximize the likelihood of intake:
the supplying of information about and/or experience of the language
in ways designed to promote language learning.
Materials should achieve impact
• Impact is achieved when materials have a noticeable effect on
learners, that is when the learners’ curiosity, interest and attention
are attracted.
• Materials can achieve impact through:
a) novelty (e.g. unusual topics, illustrations and activities); b) variety
(e.g. breaking up the monotony of a unit routine with an unexpected
activity)
c) attractive presentation (e.g. use of attractive colors; lots of white
space; use of photographs);
d) appealing content (e.g. topics of interest to the target learners;
topics which offer the possibility of learning something new; engaging
stories; universal themes; local references).
Materials should help learners to
feel at ease
• Materials can help learners to feel at ease in a number of ways:
• --feel more comfortable with materials with lots of white space than they do with
materials in which lots of different activities are crammed together on the same
page;
• --are more at ease with texts and illustrations that they can relate to their own
culture than they are with those which are culturally exotic;

• --are more relaxed with materials which are obviously trying to help them to learn
than they are with materials which are always testing them. Feeling at ease can also
be achieved through a ‘voice’ which is relaxed and supportive, through content and
activities which encourage the personal participation of the learners, through
materials which relate the world of the book to the world of the learner and through
the absence of activities which could threaten self-esteem and cause humiliation.
Factors to consider in defining the context
• People : students (how many, age, gender, culture, other languages,
purposes, education, profession, experience)
• Other stakeholders: school administrators, parents, founders, and
community
• Physical setting: location of school: convenience, setting,
classroom( size, furniture, light, and noise) Always same classroom?
Nature of course and institution
• Type/purpose of course
• Mandatory, open enrollment
• Relation to current/previous courses
• Prescribed curriculum or not
• Required tests or not
Teaching resources Materials
available Required text?

• Develop your own materials?


• Equipment: cassettes, video, photocopying, and clerical support
Time How many hours total over what
span of time How often class meets
• For how long each time
• Day of week, time of day
• Where fits in schedule of students
• Students’ timeliness
Why is it important to define one’s
context?
• The “givens” of one’s context are the resources and constraints that
guide our decisions. Knowing how long a course is, its purpose, who
the students are, and how it fits in with other aspects of the
curriculum helps us to make decisions about content, objectives, and
so on.
Materials should help learners to
develop confidence
• Relaxed and self-confident learners learn faster. (Duley, Burt and
Krashen, 1982)
• Most materials developers recognize the need to help learners to
develop confidence but many of them attempt to do so through a
process of simplification. They try to help the learners to feel
successful by asking them to use simple language to accomplish easy
tasks.
What is being taught should be perceived by learners as relevant and useful.
• Most teachers recognize the need to make the learners aware of the
potential relevance and utility of the language and skills they are teaching.

Materials should require and facilitate learner self-investment.


• Materials help them to achieve this by providing them with choices of focus
and activity, by giving them topic control and by engaging them in learner-
centered discovery activities.

Learners must be ready to acquire the points being taught.


• It is important to remember that the learner is always in charge and that ‘in
the final analysis we can never completely control what the learner does.
Materials should expose the learners
to language in authentic use.
• Materials can provide exposure to authentic input through the advice
they give, the instructions for their activities and the spoken and
written texts they include. They can also stimulate exposure to
authentic input through the activities they suggest (e.g. interviewing
the teacher, doing a project in the local community, listening to the
radio, etc.)
• Materials should provide the learners with opportunities to use the
target language to achieve communicative purposes. In addition,
communicative negotiation of opportunties for use are interactive
and encourage negotiation of meaning (Allwright, 1984, p. 157).
Materials should take into account that the
positive effects of instruction are usually delayed.
• Research into the acquisition of language shows that it is a gradual rather than an
instantaneous process and that this is equally true for instructed as well as
informal acquisition. Acquisition results from the gradual and dynamic process of
internal generalization rather than from instant adjustments to the learners’
internal grammar.
• Materials should take into account that learners differ in learning styles. A learner’s
preference for a particular learning styles is variable and depends on what is being
learned, where it is being learned, who it is being learned with and what it is being
learned for.
• Materials should take into account that learners differ in affective attitudes. Ideally,
language learners should have strong and consistent motivation and they should
also have positive feelings towards the target language, their teachers, their fellow
learners and the materils they are using.
• Materials should maximize learning potential by encouraging
intellectual, aesthetic and emotional involvement which stimulates
both right and left brain activities.
Materials should not rely too much on controlled practice
• Materials should not rely too much on controlled practice.
“Controlled practice appears to have little long term effect on the
accuracy with which new structures are performed” (Ellis, 1990, p.
192) and “have little effect on fluency” (Ellis and Rathbone, 1987).
Materials should provide opportunities for outcome feedback
• Materials should provide opportunities for outcome feedback.
Feedback which is focused first on the effectiveness of the outcome
rather than just on the accuracy of the output can lead to output
becoming a profitable source of input.

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