A systematic approach to make textbook supplements
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This document outlines a systematic approach called ACoPE (Analyze, Consult, Produce, Evaluate) for creating supplemental materials to accompany textbooks. It describes analyzing textbooks to identify gaps, consulting other sources for ideas, producing new materials by modifying existing ones, and evaluating supplements by piloting them and revising based on student feedback. The goal of supplementation is to better fit the needs of a particular teacher's class by addressing issues like lack of practice activities, cultural relevance, or difficulty level in textbooks.
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A systematic approach to make textbook supplements
- 1. A systematic approach to make textbook supplements JALT2014: Conversations Across Borders 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition CameronRomney Cameron Romney Kyoto Sangyo University November 22, 2014 Thursday, November 27, 14
- 2. Why should you supplement? CameronRomney Thursday, November 27, 14
- 3. “No published textbook will perfectly fit a Byrd & Schuemann (2014) “Many teachers provide additional material because they feel their students need exposure to a greater range of textual material.” p. 80 CameronRomney particular teacher and class in a particular setting.” p. 387 McGrath (2002) Thursday, November 27, 14
- 4. • Not enough grammar, vocabulary, etc. • Not enough practice • Not enough guidance • Culturally inappropriate • Too easy / too difficult • Too much / too little to cover in the time • Too much / too little variety p. 67-68 McDonough, Shaw & Masuhara (2013) CameronRomney Thursday, November 27, 14
- 5. • Not enough grammar, vocabulary, etc. • Not enough practice • Not enough guidance • Culturally inappropriate • Too easy / too difficult • Too much / too little to cover in the time • Too much / too little variety p. 67-68 McDonough, Shaw & Masuhara (2013) CameronRomney Thursday, November 27, 14
- 6. ACoPE CameronRomney Thursday, November 27, 14
- 7. CameronRomney Analyze Consult Produce Evaluate Thursday, November 27, 14
- 8. Analyze CameronRomney Thursday, November 27, 14
- 9. “ESL/EFL textbooks tend to be made up of two strands of content” p. 386 Byrd & Schuemann (2014) “Several organizing principles linked together in ... multi-component construction” p. 296 McDonough, Shaw & Masuhara (2013) CameronRomney Thursday, November 27, 14
- 10. CameronRomney Lesson Thursday, November 27, 14
- 11. CameronRomney Linguistic Context Function Skills Skills Skills Thursday, November 27, 14
- 12. CameronRomney Linguistic Skills Function Context Lesson Thursday, November 27, 14
- 13. English Firsthand Success Unit 4: How do I get there? Prepositions of Location Places Around Town Giving & Understanding Directions Reading, Writing, Speaking, Listening CameronRomney Graphic Removed Thursday, November 27, 14
- 14. CameronRomney Graphic Removed Thursday, November 27, 14
- 15. Consult CameronRomney Thursday, November 27, 14
- 16. “Every new idea is just a mashup or remix of previous ideas.” LOC 64 (Kindle) CameronRomney “Don’t re-invent the wheel. Use existing sources for ideas.” p.126 Hutchinson and Waters (1987) “All creative work builds on what came before. Nothing is completely original.” LOC 52 (Kindle) Kleon (2012) Thursday, November 27, 14
- 17. CameronRomney Linguistic Context Function Skills Skills Skills Thursday, November 27, 14
- 18. Passport for Work Unit 3: This is where we have lunch Wh- Questions Places Around the Office Giving & Understanding Directions Reading, Speaking, Listening CameronRomney Graphic Removed Thursday, November 27, 14
- 19. Passport for Work Unit 3: This is where we have lunch Wh- Questions Places Graphic Around the Office Removed Giving & Understanding Directions Reading, Speaking, Listening CameronRomney Thursday, November 27, 14
- 20. Tactics for Listening Unit 21: Directions (task 4) Places Around Town Understanding Directions Reading, Listening CameronRomney Sequencing Graphic Removed Thursday, November 27, 14
- 21. Tactics for Listening Unit 21: Directions (task 4) Sequencing Places Around Town Giving & Understanding Directions Reading, Listening CameronRomney Graphic Removed Thursday, November 27, 14
- 22. Superlative of Adjectives Places Around Town Ask for Advice Reading, Speaking, Listening CameronRomney Spectrum 3 Lesson 32: Which one is nicest? Graphic Removed Thursday, November 27, 14
- 23. Superlative of Adjectives Places Around Town Ask for Advice Reading, Speaking, Listening CameronRomney Spectrum 3 Lesson 32: Which one is nicest? Graphic Removed Thursday, November 27, 14
- 24. CameronRomney Linguistic Context Function Skills Skills Skills Thursday, November 27, 14
- 25. Produce CameronRomney Thursday, November 27, 14
- 26. “the most common form of supplementation is the use of material from another book, most frequently in the form of photocopies.” p. 82 McGrath (2002) CameronRomney Thursday, November 27, 14
- 27. CameronRomney Personal Relevant Specific Thursday, November 27, 14
- 28. CameronRomney Modify: Change the Specifics Thursday, November 27, 14
- 29. CameronRomney Thursday, November 27, 14
- 30. CameronRomney Simplify: Make it easier Thursday, November 27, 14
- 31. CameronRomney Thursday, November 27, 14
- 32. Repeat: Do it again CameronRomney Thursday, November 27, 14
- 33. CameronRomney Thursday, November 27, 14
- 34. CameronRomney Real: Use some authentic Thursday, November 27, 14
- 35. CameronRomney Graphic Removed Thursday, November 27, 14
- 36. Evaluate CameronRomney Thursday, November 27, 14
- 37. “Don’t set out to write perfect materials on the first draft. Do what you can and try it out.” p.126 Hutchinson and Waters (1987) McGrath (2002) CameronRomney “As with any materials development, piloting and revision are essential steps.” p. 94 “Keep records about what worked and didn’t work and ... what changes might be needed...” p. 388 Byrd & Schuemann (2014) Thursday, November 27, 14
- 38. References Buckingham, A. & Whitney, N. (2002). Passport to work. Oxford: Oxford University Press. Byrd, P. & Schuemann, C. (2014). English as a second/foreign language textbooks: How to chose them—how to use them. In M. Celce-Murica, D. Brinton & M.A. Snow (Eds.), Teaching English as a second or foreign language (pp. 380-393). Boston, MA: National Geographic Learning. Frankfort, N. & Dye, J. (1994). Spectrum 3. Englewood Cliffs, NJ: Prentice Hall Regents. Helgesen, M., Brown, S. & Wiltshier, J. (2010). English Firsthand Success. Hong Kong: Pearson Longman Asia. Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press. McDonough, J., Shaw, C. & Masaharu, H. (2013). Materials and Methods in ELT: A teacher’s guide. Malden, MA: John Wiley & Sons. McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press. Richards, J. (2003). Basic tactics for listening, second edition. Oxford: Oxford University Press. Thursday, November 27, 14