1 / 19

FOCUS GROUP V

Diler Gültekin Gözde Uludağ Mary Kumar Bromwell Seyit Ömer Gök Eylem Yaşam Cindi Esra Çelik Soydan. FOCUS GROUP V. HEAVEN. TASK 1. Meeting with textbook and curriculum unit Teaching context Physical conditions of the school, classrooms Equipment Student profiles Teacher profiles

lucius
Download Presentation

FOCUS GROUP V

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Diler Gültekin Gözde Uludağ Mary Kumar Bromwell Seyit Ömer Gök Eylem Yaşam Cindi Esra Çelik Soydan FOCUS GROUP V

  2. HEAVEN TASK 1

  3. Meeting with textbook and curriculum unit Teaching context Physicalconditions of the school, classrooms Equipment Student profiles Teacher profiles Sharing of the objectives 2. Classroom observations (to get to know the teachers and students better, to have an idea about how the lessons are delivered) PLANNING:SPECIFICATIONS FOR THE WRITERS TO FOLLOW

  4. 3. Identification of the themes (not “too” contentspecific; applicable to real life, likely to arouse interest among students) 4. How theskillsaretreatedwithinthethemes Reading & Listening & Speaking: (strategy training following the exercises, not separately at the of the unit or the back of the book) Writing: (for lower levels, included in the book; for upper levels a separate writing book)

  5. The order of the materials in the units: Warm – up (i.e. video) The skills might follow a different order in each unit (SURPRISE element!) A variety of question types Recycling of important strategies as well as grammar and vocabulary items Vocabulary words should come from frequency word lists & academic word lists Selection and order of grammar items (frequency of the grammar items, the time allocated for different items might be different E.g. Countables vs. Simple Past) WritingprocessA. StudentBook

  6. NOT JUST AN ANSWER KEY! The rationale behind the book (the materials, the suggested methodology and exercise types) Resource pack for the instructors (should include leveled materials, A1 (one at the level, one slightly above the level, and one slightly below the level) Cultural elements and subject-specific information should be explained. Suggestions on the exploitation of the materials Extra ideas for production They should provide ideas for a whole lesson, not activities alone (transitions between the activities should be provided as well) B. Teacher’s book

  7. Include a variety of activity types Recycling of the strategies in terms of all four skills Recycling of the previously taught / learned grammar items as well as vocabulary items Inclusion of common English devices c. WORKBOOK – Supplementary Materials Pack

  8. Include a variety of question types (both for skills and grammar & vocabulary) E. TECHNOLOGY d. A separate booklet for assessment units

  9. They share their first draft of the books or particular units with us Piloted Feedback must be taken into consideration before it is published POST-WRITING PROCESS

  10. TASK 2 - HELL

  11. STEP 1: Needs and wants of learners Our objectives Teaching context (teaching hours, modular or semester-based system, length of the programme, classroom sizes, student profile, teacher profile) Limitations of the institution

  12. STEP 2 • Request a varıety of appropriate books that meet the criteria STEP 3 • External evaluation (themes, appearance, layout and design, assessment tools, components)

  13. STEP 4 • Internal evaluation • See how the skills are integrated • To what degree and how well text and materials meet the objectives STEP 5 • Selection of top 2-3 books based on internal evaluation

  14. STEP 6 • In-depth analysis • Bycurriculummember • Close study of thewholebook • Plan hypotheticallessonsandunits • Develophypotheticaltimeframe • Byinterestedteachers • Assignoneskilltoeachteacher; ask themtoanalyzeonecoursebookwith a focus on theirassignedskillandtogivefeedbacktothecurriculumteam

  15. STEP 7: Selection of thebest of what is left

  16. Toidentifythestrengthsandweaknesses of thebookandtopreparesupplementarymaterials • Concerns: • When? • Who? • Whowith? • How long? STEP 8I-PILOT(Micro-Evaluation)Why?

  17. STEP 9 Ongoingpreparationof thesupplementarymaterials Concerns: When? Who? How long?

  18. STEP 10 • Ongoingevaluationwithboththeteachersandthestudents • Observations • Meetings & Interviews • Questionnaires • Diaries

  19. COMMENTS & QUESTIONS

More Related