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Making educational aids didactic materials mavzusidagi



O’ZBEKISTON RESPUBLIKASI

XALQ TA’LIMI VAZIRLIGI

BUXORO VILOYAT XALQ TA’LIMI XODIMLARINI QAYTA TAYYORLASH VA ULARNING MALAKASINI OSHIRISH HUDUDIY MARKAZI

“Himoyaga ruxsat etaman”

Markaz direktori

N. Dilova

“___” ________ 2020 yil


_______________Ingliz tili fani o’qituvchilari kursi_____________

(Malaka oshirish yo’nalishi nomi)



__________________Achilova Gulruh farxodovna_______________

(tinglovchining F.I.SH)


Making educational aids didactic materials mavzusidagi

(mavzu nomi)



MALAKA ISHI

Kafedra mudiri : ______ Axmedov B Ya

(imzo) (F.I.SH)

Ilmiy rahbar: _________ Vokhidova S.H.

(imzo) (F.I.SH)


Buxoro-2020

Theme: Making educational aids didactic materials

CONTENTS

INTRODUCTION …………………………………………………….



  1. Teaching materials and teaching aids ……………………………………



  1. What are didactic materials ………………………………………………



  1. Gidlelines for teaching learning materials ………………………………..

CONCLUSION………………………………………………………….

THE LIST OF USED LITERATURE ………………………………..

ANNOTATSIYA

Mening ushbu malaka ishimning mavzusi Making educational aids didactic materials” bo’lib __ betdan iborat bo’lib, malaka ishi rejasi oddiy shaklda tuzilgan uchta rejadan iborat. Birinchi reja “Teaching materials and teaching aids”, ikkinchireja “What are didactic materials”, uchinchi reja “Gidlelines for teaching learning materials”, xulosa hamda foydalanilgan adabiyotlar ro’yxatidan iborat.

Ushbu malaka ishimda, avvalambor, ingiliz tilida yangi inovatsion g’oyalar , o’yinlar , uslublar keng yoritilgan.

Ikkinchi rejamda didaktik materiallar ularni dasrda qanday qo’llash shunga oid turli o’yinlar o’rin olgan

Uchinchi rejamda o’qituvchi mahorati va uning didaktik materiallardan darsda mustaqil foydalana olishi ko’rsatib o’tilgan .

Ushbu malaka ishimdan men pedagogig faolyatimda keng faydalanaman.




INTRODUCTION

Teaching is an art which includes knowledge, presentation, an art of dissemination and above all every aspect of paralinguistics. Teaching demands broad knowledge of subject matter in all horizons, complete curriculum with standards, positive and caring attitude with enthusiasm, and a desire for learning and techniques of classroom management and a desire to make a difference in the lives of young people. I am sure that nobody will deny the fact that a teacher is an aid and the activities used by the teachers are materials in the classroom.



The existence of materials is totally based on the creativity and innovative ways of teachers. No one can assume even a single material without a Teacher because it is a teacher who uses the materials in the classroom effectively and the effective usage of those materials is reflected by the involvement of the students. We should know the difference amongst Teaching, Aid and Material. As per www.dictionary.com,“material used by a teacher to supplement classroom instruction or to stimulate the interest of students.”i. As per Merriam Webster, “Teaching Aid is an object (such as a book, picture, or map) or device (such as a DVD or computer) used by a teacher to enhance or enliven classroom instruction”ii and “Material denotes or consists of physical objects rather than the mind or spirit.”iii

Making educational aids didactic materials

Teaching Materials & Teaching Aids: Role of teacher Teacher is the driver of the classroom who drives the class as per his/her pace and desire. S/he makes an environment in which all the pupils delve themselves in the ocean of knowledge which happens due to usage of the materials and aids used by the teacher in the classroom. They use themselves as an aid when they start using facts as a starting point and ask “why” questions and then look at all sides and encourage students to predict what will happen next. As a material, they try to engage the whole class with their questions and with the help of their motivation and varied questions they make a live classroom where every student gets involved. William Arthur Ward rightly says, “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”iv And, this quote reveals that teacher is an aid who changes her/himself according to the desired situation for facilitating and motivating the students in a better way. Dr Seuss also corroborates Mr William when he says, “You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. You're on your own, and you know what you know. And you are the guy who'll decide where to go.”v As soon as teacher enters in the classroom, he starts using materials which already exist in the classroom. S/he starts talking about last classes which gives a platform to the students for getting out something and teacher tries to link up that interaction with his/her upcoming class and it becomes a material for a teacher. A teacher digs out the material from the classroom and uses accordingly. Like, pupils were scolded by a teacher of last class and an ELT teacher can ask few pupils to come up and share the experience of last class and from there that ELT teacher tries to hone the speaking skills of the pupils. These materials can be used to chisel the speaking skills of the pupils and students will be speaking whole heartedly which can be a good material to be used by any ELT specialist. Teacher can use himself/herself to project anything in a better way by his/her gestures, postures, facial expressions and voice. For example, a teacher can teach the presentation strategies to the pupils by his/her voice modulation and facial expressions. It is the power of speech that may turn a dull topic into an interesting one whereas poor delivery may spoil significant presentation. So once the speaker has planned and developed the content he should begin prac ticing because it is not important what to say as it is how to say. There are a variety of delivery methods. A speech with same pitch delivered with stating pitch becomes monotonous so there should be variation in a pitch. The voice should be well modulated with proper pause at the right place along with normal rate of speech and fillers should be avoided. It can be easily practiced by these materials used by teacher in the classroom.

We express our emotions through words but often the feel of emotion is expressed through our various body parts. We can communicate by nodding our head, blinking our eyes, shrugging our shoulders or working our hands. When we study body language we look at the symbols of meaning that the physical movements of the body are communicating. Through body movements true inner conditions are reflected. For the expression of these inner body states faces, eyes, gestures & physical appearance are to be studied. For self control the presenter should pay attention to his body language. These things can be easily learnt by the students when they observe their teacher in the classroom and try to imitate the teacher. Guidelines for Teaching Learning Materials: Littlejohn and Windeatt says, “Materials have a hidden curriculum that includes attitudes toward knowledge, attitudes toward teaching and learning, attitudes toward the role and relationship of the teacher and student, and values and attitudes related to gender, society, etc.”vi Materials have a basic instructional viewpoint, approach, method, and content, including which provide linguistic and cultural information. As Jolly and Bolitho say, “Materials should also be contextualised to the experiences, realities and first languages of the learners. An important part of this involves awareness on the part of the teacher-designer of the “socio-cultural appropriacy” of things such as the designer’s own style of presenting material, of arranging groups, and so on.”vii So, It is required to inform about the culture-specific learning processes of the proposed learners. Materials should be interlinked by which learner can acquaint him with the materials. The materials should be based on the experiences and realities which should be related to the topics and it should be appropriate for the desired learner to make sure of their involvement.



Mr D Hall says, “Most people who learn to communicate fluently in English which is not their L1do so by spending a lot of time in situations where they have to use the language for some real communicative purpose”viii It means that the materials should stimulate interaction and it can be achieved by providing the activities which involve the situation and their real time conversation. Mr D Hall also says that the materials should encourage learners to develop their learning skills and strategies and the activities such as recording of their conversations. According to Demetrion, “an antidote to the profusion of skills based activities and artificial language use pervasive in the field of ESL instruction.”ix It clarifies that the materials should be developed to help the learners towards analytical approach with a focus of learning. As Bell and Gower suggested, “at the very least we listen and speak together, and read and write together”x. I think the materials should be well connected with all these four skills. The learner can integrate LSRW skills with the help of materials. Materials should be alluring in terms of appearance, User friendliness and durability. If any material possesses these characteristics then all the learners will readily use the material whole heartedly which will definitely produce the positive results in the classroom. Materials should be flexible also by which we can use that material in many places like a picture can be used to teach parts of speech as well to enhance the spoken skills, even that picture can be used to develop writing skills by the change of instructions. Materials should be authentic also by which the acquirement will be better and faster and the students feel successful over their achievement because the skills that they acquire make them feel that they can handle the situations in the real life too. Teachers should be very cautious while choosing the materials because the students can be demoralized if the materials are higher than the level of the students. Teaching Materials Earlier it was hard to see the interactive classroom, teaching –learning materials and the teaching-learning environment that’s why teaching became very monotonous and students had to mostly rely on the process of mugging up. The classroom teaching was dominated by the Lecture Method of teacher and there were some essential aids like chalk, duster, blackboard in the classroom. Teaching learning materials were hardly used in the classroom. The Teaching Learning Materials (TLMs) are being designed to disable the monotonous learning methods. These TLMs made a shift from Response Strengthening to Knowledge Acquisition for construction of Knowledge. In this context, a teacher provides an environment where any student can construct his knowledge by interacting with his physical and social environment. A teacher should always think about his/her students before providing TLMs. A teacher should identify the need of developing new teaching and training materials. Teachers can classify their materials according to the need and requirement of students. A lesson plan can be one of the effective materials. I would like to give an example of a Lesson plan for teaching a lesson on Pronoun.

Teacher should show a chart as an aid to the students and can ask them to identify the Nouns present in the chart. Students will response with curiosity and enthusiasm and they can spot few names of Noun. Have a look at the Picture. I think students will tell the names of Nouns like Road, Bicycle, Boy, Girl, Pond, Dog, Sun, Tree, flowers, swings, clouds etc. Then, s/he can ask primary questions like: 1. Can you name girl in another way? 2. Can you name boy in another way? Students will give answers that Girl=She and Boy= He. After getting these answers, teacher can say these terms can be also termed as Pronoun and the terms which we use in place of Noun are known as pronoun. I think these kinds of involvement of students will make them enable to understand the definition and usage of Pronoun. Now teacher can elaborate the types and usage of pronouns and students will learn very easily. Games can be used as interesting materials in the classroom. Games can help to improve teaching and learning processes which improve communication and social skills in the students indirectly. I would like to mention a Grammar based questioning game. The Teacher can ask students to write separate sentences with each word which they told after observing the chart. Then, they need to be instructed to write a paragraph with the help of those sentences. After this, they can be instructed to evaluate his/her friends’ copy. During evaluation, they can be instructed to check how many students have written all the sentences. How many sentences are correct (as per their evaluation)? How many of them have used all the sentences to write a paragraph? How many of them have used these sentences to attain coherence? All the students will be involved in writing and evaluation which develops the learning process of students. Another example can be better implemented in the class as a material to enhance the writing skills of the students. A teacher can ask the students, “Let’s assume that you live in a room in college which you share with another student. However, there are many problems with this arrangement and you find it very difficult to work. Write a letter to the accommodation officer of the college. In the letter  describe the situation  explain your problems and why it is difficult to work, sa y what kind of accommodation you would prefer” These above mentioned games can make the classroom very lively and interactive. A teacher should know KWL chart before starting any topic in which he should know about the previous knowledge of the students and the lesson plan is always based on previous knowledge where students give the answers on the basis of their previous knowledge which becomes the primary answers. It decides the material of the topic because if the students are acquainted with Noun then only they will try to learn Pronoun and it will show their will to learn. So, the teacher should know what they are willing to learn and in the classroom assessment a teacher can know what they learnt. For assessing the students in the classroom we can use some materials: 1. Think- Pair-Share: In this process students can think individually, then in pairs, and then share with the class. A teacher can involve the students in a better way where they can talk and share their experience with more confidence. This material opens up the ways of honing speaking skills where the students will be speaking after sharing their thoughts which help them to reproduce many thoughts because when we talk about second language, students say that they are unable to find out the words/thoughts while speaking in English. So, this material can provide the platform of ideas/thoughts. 2. Three minute pause: The three minute pause provides a chance to the students to think and interpret the concepts and ideas that have just been introduced to and it would be easy for him/her to make connections to their prior knowledge for better understanding. Human being is a creature with impetus thoughts and for effective communication the synchronization of thoughts is very necessary. The instructed three minute break can help out the students to think and comprehend in a better way. 3. Recapitulation of the topic: The teacher should take care of the topic which he is covering in the assigned class. He starts by making a bridge between the previous knowledge and the current knowledge (to be taught) and this can be better attained by providing recapitulation. This can be achieved by asking questions related to the topic. Topic can be recapitulated by organizing quizzes in the class or the students can be asked to explain the topic like a teacher to the class and it really catalyses the learning environment of the classroom. Just introduced topic should be recapitulated by the students which would hone the understanding skill of the students. 4. Observation: Teacher can divide the classroom into the group and after assigning some task; teacher can walk around the classroom and observe students as they work to check for learning. The observation plays a vital role to tackle the mixed ability classroom. By this method, a teacher can pay attention towards the weak students of the class who do not pay attention to the class and hesitate to ask questions in front of the entire class. 5. Face-to-Face conversation: A teacher should try to have a face to face interaction with the students which is a key material to know the exact problems of the students. The level of understanding of the students can be better understood by F2F.

Worksheets can also be a very effective material for learning in an effective way. A teacher should take appropriate care while making the worksheets. Questions should be based on skills and sub skills. Questions which are based on skills are productive and receptive. The questions based on sub skills can provide specific information, detailed information, and general information. Fill in the blank reveals the specific information. Multiple choice questions identify the topic, context, function, gist. The questions can be of the following types: 1. Yes-No Questions 2. Wh-Question 3. Tag questions 4. Choice Questions 5. Hypothetical Questions 6. Embedded questions To improve the vocabulary of the students the word scrambles or j umbles help a lot. The letters of each word can be mixed up and students have to put them into the proper order. A teacher can set this type of material by keeping the scramble with the help of key vocabulary, spelling list words, names of students in the classroom and teachers’ last names etc. Significance of teaching materials Allwright says, “Materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do”xi. Learners are oriented towards the instruction and learning. Any syllabus or curriculum has the goals of learning, the methods of learning, etc and teachers help the learners to learn. Teachers are required to follow the curriculum and provide a better platform to understand the curriculum with the help of materials. Teachers may adapt, supplement, and elaborate the materials to disseminate the content to the students and they need to monitor the progress of the students and finally evaluate the students. Teachers and students rely on materials to comprehend the content, and the materials become the centre of education. Therefore, it is important for the teachers to know the correct methods, to choose the best material for instruction and they should also know how to make supplementary materials for the class, and how to adapt materials. References Didactic materials – Didactic meaning “designed or intended to teach,” these are the specially-designed instructional materials—many invented by Maria Montessori—that are a hallmark of all Montessori classrooms.

Directress or guide – Historically, the designation for the lead teacher in a Montessori classroom; some schools still refer to the lead teacher as “directress” or “guide,” while others use the more recognizable term, “teacher.” In Montessori education, the role of the teacher is to guide individual children to purposeful activity based upon her observations of each child’s readiness and interests.

Erdkinder – German for “child of the earth,” this term describes a Montessori learning environment for adolescents ages 12 – 15 that connects them with nature and engages them in purposeful, hands-on work in which they contribute to the community. Erdkinder programs are often referred to as “farm schools.”

Freedom within limits – Montessori classrooms are carefully and thoughtfully designed to encourage children to move about freely and choose their own work, within reasonable limits of appropriate behavior. Those limits are the classroom ground rules, and enable children to exercise their own free will while ensuring that their chosen activities are respectful of others and their environment.

Grace and courtesy – In Montessori schools, children are formally instructed in social skills they will use throughout their lives, for example, saying “please” and “thank you,” interrupting conversations politely, requesting rather than demanding assistance, and greeting guests warmly.

Ground rules – Classroom rules in the Montessori classroom are typically referred to as “ground rules” which dictate appropriate behavior in the classroom. At all age-levels, the ground rules are simple—children are free to work with any material or activity displayed in the environment as long as they use it respectfully. They may not harm the material, themselves, or others.

Mixed-age grouping (or multi-age grouping) – One of the hallmarks of Montessori education is that children of mixed ages work together in the same class. Age groupings are based on the Planes of Development as identified by Dr. Maria Montessori. Multi-age groupings enable younger children to learn from older children and experience new challenges through observation; older children reinforce their learning by teaching concepts they have already mastered, develop leadership skills, and serve as role models. Because each child’s work is individual, children progress at their own pace; there is cooperation rather than competition between the ages. This arrangement mirrors the real world, in which individuals work and socialize with people of all ages and dispositions. Typically, children from 2.5/3 – 6 years of age are grouped together in an Early Childhood classroom. 6 – 9 year olds share the Lower Elementary (grades 1 – 3) and the Upper Elementary is made up of 9 – 12 year olds (grades 4 – 6). At the Secondary level, groupings may be 2- or 3-years. Children from birth – age 3 may be grouped in varying multi-age configurations, and are commonly grouped from birth to 15/18 months (or when mobile) and 15/18 months to age 3.

Montessori – The term may refer to Dr. Maria Montessori, founder of the Montessori Method of education, or the method itself.

Nowadays, students can learn English in many different ways since professors have access to new and more innovative technologies. For instance, teachers are not more stick to blackboards for teaching and presenting the subject matter to the learners because they can use new technological resources, as video projector and power point presentations. In fact, teacher can show the topic in very catching and interesting ways to the learners. The main problem that professors have to face is the lacking of technology in most of the national educational centers. As a result, good teachers have to be prepared to teach using technological resources, but also to teach without them.

The use of videos and audios in the class is a way to control the students’ and catch their attention. The use of the TV on classroom for watching videos is more common that some years ago, but showing videos from internet gives better results on learners’ learning process. Griffin states that, “teachers had effectively used video during the course of an academic year. And most teachers were using it frequently - on average, once per week.” Moreover, videos can mean a strong bound to the target language since professor can transmit accents and lots of vocabulary through them. Also, videos and audios are accurate for teaching English because students can learn from different social, political, and economical situations. As a result, they help to the professor to develop students’ pronunciation and listening skills.

The blackboard is one of the oldest means to teach and to show information, but it is still working in many educational centers despite its monotony it is very useful in the classroom. It is very criticized by the most and very appreciated by less. In fact, teachers have to learn how to manage boards in a correct way since they can be boring but ironically they are the most popular resource in elementary schools and high schools. It can be the best professor’s alley in the teaching process the only point is that he has to avoid to over using it.

Internet is becoming the most common tool in the English teaching-learning process because it is an interactive tool for teaching. Nowadays, it is very popular the distance education, people can get different kinds of degrees through internet. According to Moore and Kearsley (1996) “the fundamental concept of distance education is simple enough: Students an teacher are separated by distance and sometimes by time.” For this reason, this kind of education is useful for people who work and do not have enough time to go to the university’s campus. In fact, students can access to blogs and chats in order to get their classes. Moreover, videoconferences are used as ways to transmit important information to online learners. Internet is changing all the concept of teaching learning, but the main problem is that not all teachers and students have access to this tool.

Language labs are very useful to teach English but the main problem is that they are expensive. In fact, most of the schools use tape recorders for playing audios samples. It is sad because students cannot develop their listening skills in the way that it is supposed to be. Teachers have to be creative and develop alternatives ways in order to surpass this problem. For instance, professor can use karaoke during class, they can give to the learners the song’s lyric and play it using the tape recorder, in this way students can perform listening and speaking skills. Teachers have to find alternative and catching ways to teach listening skills.

PowerPoint presentations are a recent form in which teachers can present information to their students. They are easy to handle and create; the main problem with them is that students and professors need computers and video projector for presenting. If there is no power or the electronic devices get broken the process is interrupted. For this reason, teacher have to have a plan b, and it is recommendable that if he uses a technological resource in a plan a, applies a pre-technological resource in plan b, and vice versa. In this way teachers can overcome any problem during the leaning-teaching process.

Why do we evaluate materials?

We carry out systematic evaluations of materials currently in use in order to find out to what degree and why they (do not) facilitate language learning so that we can identify the popular and successful features of existing materials, which will help us to produce better materials.

We evaluate existing materials with a view to choosing suitable materials for language programmes.

We evaluate the materials that we have already chosen or that have been chosen for us so that we can adapt the materials in order to make them better suit the needs of the students and the needs of teaching.

We also evaluate the materials produced by ourselves so that necessary revision can be made.

2. Principles in materials evaluation

There are two principles in materials evaluation: effectiveness and efficiency (Ellis 1998 in Tomlinson 1998).

Effectiveness principle: Is a course book effective in meeting the needs of the learners? To answer this question, the evaluator needs to compare what the learners knew and were able to do before they used the course book with what they know and are able to do after they have used the book.

Efficiency principle: Does a course book meet the needs of the learners more effectively than some alternative course books? To investigate efficiency, it is necessary to compare the learning gains evidenced by using one course book with the gains evidenced by another course book.



CONCLUSION

In summary, students, teachers and school managers can use assessment information to improve learning only when they have: collected good quality information that fairly represents what students know and can do; analysed the information to accurately determine the achievements of students; correctly interpreted the information to report the achievements and progress of individuals and groups of students and to identify their next learning steps; reviewed the information to evaluate and modify teaching programmes; and used the information to report to inform governance and management decision making.

This report builds on the findings of The Collection and Use of Assessment Information in Schools, published by ERO in March 2007. This and other ERO evaluations have shown that, overall, assessment practice in schools can be improved considerably. While the Government has invested considerable resources in professional development programmes and developing assessment tools, with a strong focus on literacy and numeracy, many schools still need help in developing school-wide assessment policies, procedures and practice across all aspects of students’ learning.

The aim of this report is to help primary schools review and improve their assessment practices for the benefit of students.



THE LIST OF USED LITERATURE

  1. Vocabulary. Rutledge. London. French F.G., 1972. 180 p.

  2. Teaching of English as an international Language, Oxford University Press. London. Gokak V.K., 1964. 234 p.

  3. Methods of Teaching English, Macmillan, Delhi. Lewis. M., 1993. 145 p.

  4. The Lexical Approach, Language Teaching Publication, England. McCarthy. M., 1988. Vocabulary. Oxford University Press. Oxford. 390 Morgan J. and Mario R., 1987. 450 p.

  5. Fischbach Henry. Translation, the Great Pollinator of Science: A Brief Flashback оn Medical Translation in Scientific and Technical Translation. Amsterdam / Philadelphia: 703 John Benjamins Publishing Company, Wright, Sue Ellen, Wright, Leland D. Jr. (ed.), 1993.340 p

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