PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

CASTILLEJOS CAMPUS
CASTILLEJOS, ZAMBALES

COLLEGE/DEPARTMENT College of Teacher Education

COURSE CODE Major
COURSE TITLE Language Learning Materials Development
PLACE OF THE COURSE IN THE Major
PROGRAM
SEMESTER AND ACADEMIC 2nd Semester AY 2020-2021
YEAR

Language Learning Materials Development

This course engages the pre-service English teachers in the selection, development,
production, and evaluation of variety of language teaching and learning resources based on the
identified K to 12 learning competencies. Through these activities, they are able to demonstrate
content knowledge on the principles and procedures of language materials development.
Students show competence in employing innovative strategies on the design and development
of contextualized and localized instructional materials that provide opportunities for meaningful,
purposeful language use thereby facilitate language learning and teaching

At the end of the course, the pre-service teachers should be able to:

A. demonstrate content knowledge on the principles and procedures of designing and

developing contextualized and localized materials; and

B. show competence in the selection and development of language learning materials.

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 Instructions to the Student

1. The learning methodology that will be used in accomplishing this course will be
focusing more on the modular approach.

2. Make an effort to do some extra reading. Title of books and suggested readings are
neither exclusive nor conclusive. Any reference book related to the subject will do. For
a student who is majoring in English, “READING” is huge part of his/her life. Each
student is required to obtain a dictionary either hard copy or through android
applications. Get hold of any English grammar book to further polish and master the
rudiments of grammar. The internet is replete with these books in PDF form.

3. Majority of the tests for assessment will be in the form of essay so that students will
acquire a solid foundation in formal English- which is “WRITING. It is easy to detect
whether an essay is originally written and composed by a particular student or not. Be
honest. Everyone is encouraged to master the basics of grammar because that is the
only key to acquire mastery of composing formal sentences and essays. Speaking skills
will be assessed via zoom or other available means while face-to-face teaching is not
yet permitted by the authorities.

Learning basic grammar is not the main content, of this course because it should have
been mastered during the formative years in the basic education. Students in the
program are not only expected to learn the language but rather to teach the language.
Future graduates under the BSEd English program should possess at least above average
writing skills. It is a four-year program, so for a persevering student who utilizes study
time properly and at the same guided with right aspiration and motivation, finishing
the course is achievable.

4. The University administers a retention policy in which students will have to pass a
battery of exams before being accepted to the next year level. ( Passing the individual
subjects is not a guarantee to be qualified for the next year level.)

5. Every student is required to have an email address, facebook, cellphone number and
other forms of electronic communication.

6. Due to the present pandemic, the transition from the old normal to the new normal has
been altering conventional patterns and lifestyles thus everyone is enjoined to be open
when flexible measures are used.

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 Module 3: Adapting Materials Development

Lesson 1 Teacher-centered and learner-centered approach to adaptation

Lesson 2 Key features in materials adaptation
Lesson 3 Materials and Digital Technology

Learning outcomes:

At the end of these weeks, the pre-service teacher (PST) should be able to:

a. outline the process of materials adaptation from different points of view;

b. examine range of technology-based materials and tools available to classroom language

teachers; and

c. apply the criteria in selecting and evaluating language learning materials.

Lesson 1 Teacher-centered and learner-centered approach to adaptation

An Overview of Teacher-centered to Learner-centered

Although a foundational shift from a traditional classroom, a learner-centered approach

does not eliminate the teacher. A learner-centered environment facilitates a more collaborative
way for students to learn. The teacher models instructions and acts as a facilitator, providing
feedback and answering questions when needed. It’s the student that chooses how they want to
learn, why they want to learn that way and with who. Students answer each others’ questions
and give each other feedback, using the instructor as a resource when needed.

For the past century or so, the focus of the traditional “teacher-centered” model of
education has been on inputs: the credentials of faculty, the topics to be covered, the
sequencing of courses, the physical resources of universities, and so forth. Based on a great
deal that has been learned about learning in the last thirty years, the traditional model is rapidly
being replaced with a learner-centered model, which has its main focus on outputs: what
knowledge and abilities have students actually acquired, what do they actually know, and what
are they competent actually to do?

Implicit in the student-centered model is the idea that instructors are not providers of
knowledge, but rather facilitators of learning. It is not enough to construct a syllabus and
present information, however skillfully, to a captive audience; the job of instructors now
involves creating and sustaining an effective learning environment based on a wide range of
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 “best practices” in teaching and learning, which today’s instructors are expected to learn and
adopt.

The current aim of education is to train students who are able to solve problems, adapt
information to real life, work collaboratively and become a lifelong learners (Hains & Smith,
2012). With traditional methods used in instruction, researchers and teachers noted that
persistent shortfalls occur in students’ understanding and a great deal of passive knowledge is
transferred across all ages and grades including university (Perkins, 1999). It is true that
learning environments where children sit on the sidelines while the teacher acts as the sole
player in the education process do not get the attention of the students. In such environments, it
is not possible for an effective and persistent learning to occur (Valls & Ponce, 2013). Student
centered education approach occurred as traditional education approach and it implementations
cannot provide persistent and participatory learning sufficiently, they render educational
environments into a too static and formal condition, make students passive and direct them to
rote learning (Özpolat, 2013

The increasing focus on student learning as the central indicator of institutional

excellence challenges many tacit assumptions about the respective roles of college students
and faculty. As shown in the table below, the responsibilities of students and faculty and the
relationships between the two models are quite different. In student-centered education, faculty
bear less responsibility for being sources of knowledge, and take on more responsibility as
facilitators of a broad range of learning experiences. For their part, students are called on to
take on more responsibility for their own learning. Some main differences between the old
model and the new model are shown in the table below.

Domain Teacher-centered Learner-centered

Knowledge Transmitted by instructor Constructed by students

Student Passive Active

participation

Role of Leader/authority Facilitator/learning partner

professor

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 Domain Teacher-centered Learner-centered

Role of Few tests/assignments—mainly for Many tests/assignments—

Assessment grading for ongoing feedback

Emphasis Learning correct answers Developing deeper

understanding

Academic Individualistic and competitive Collaborative and

culture supportive

Open table in new window

Adapted from Western Washington University’s Tools & Techniques for Program
Improvement: Handbook for Program Review & Assessment of Student Learning
(2006)

McDonough (2012) states the basic principles of student centered education as follows:

1. Students are included in decisions regarding what and how they will learn and how
they are assessed.
2. All students’ unique backgrounds, interests, abilities and experiences are valued and
respected.
3. Each student is treated as a partner in teaching and learning process. Beaten et al.
(2013) define the student centered education in three features:

1. Students are ensured to participate actively in construction their own

knowledge.

2. Teachers acts as a coach in the learning process for the students who have
questions or problems, and facilitates students’ learning.

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 3. Teachers use authentic assignments for practical situations and complex
educational problems.

Lesson 2 Key features in materials adaptation

Materials adaptation refers to the application of some strategies to make the textbook
more effective and flexible. The process of changing or adjusting the various parts of a course
book is closely related to the reality of dealing with learners in the dynamic environment of the
classroom. Adaptations are changes in the way instruction and assessment are carried out to
allow a learner equal opportunity to demonstrate mastery of concepts and achieve the desired
learning outcomes. They are made to meet a student's needs as identified on an individualized
education plan.

When planning a language class, the teacher often incorporates didactic material as a
complement. Morales (2012) defines didactic material as “a set of material means which
intervene in and facilitate the process of teaching and learning” (p.10). Didactic material helps
to facilitate language teaching and learning, whether a teacher has access to technological
resources, such as a computer, an overhead projector, a CD player, video equipment, or others.
In this article we will explore a number of principles when using didactic material.

Teachers should select, adapt, or create materials taking into consideration the program
objectives as well as teaching strategies and students’ learning styles. The use of proper
materials can motivate students in their learning process. Keeping in mind that the purpose of
didactic materials is to facilitate language learning, their adaptation and development should be
based on a set of principles that ensure they are successful. These principles involve the impact
that didactic materials will have on students. Didactic material should help students feel at ease
and develop confidence. It should also give them the perception that what has been taught is
relevant.

Didactic Material

Didactic materials are the specially-designed instructional materials.

When one mentions the words didactic material, teachers may come up with a number
of examples based on their perspectives, expectations, and experiences. Ogalde and Bardavid
(2003) offer a list of didactic materials as the following: teaching materials, aids, auxiliaries,
audiovisual resources, teaching resources, perceptual learning resources, educational materials,
multisensory materials, and supplementary materials.

Didactic material can come from a variety of places such as textbooks, educationally
produced teaching material, online sites and even from the teachers themselves - their own
created material. Textbooks often provide the teachers and institutions with didactic material
designed specifically for textbook lessons. These materials include flashcards, posters, games,
worksheets, etc.

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 Teachers adapt didactic material when the existing ones need to be used for a different
purpose. Accordingly, teachers present the didactic material changing what it initially intended
to promote, and modifying the purpose of the activity to support the teaching strategies applied
in a new activity. An example of didactic material adaptation could be a worksheet with
different drawings to create a chain story. The story could be created by all members of the
team to promote oral production. However, a teacher may ask students to work individually
and use those drawings to write a story that reflects their use of the past tense, adequate
punctuation, and spelling. Therefore, the use of such material is adapted according to the
objectives.

On the other hand, teachers develop didactic materials when they create them to give
meaning to their explanations or have their students create them as part of the activity. By
being aware of the variety of didactic material and equipment, teachers are able to decide
which didactic material to use, adapt, and/or develop according to the context, and more
importantly, the topic to teach.

Learning Styles

A class is made up of individuals with diverse learning styles. The classroom is a

meeting point where students’ learning styles come together. Kinsella (1995) mentions “A
learning style refers to an individual’s natural, habitual, and preferred way of absorbing,
processing, and retaining new information and skills which persist regardless of teaching
methods or content area” (p. 171). Thus, we can understand them as a way a student
internalizes reality or the way he or she understands that which is taught in any given class.

Since students’ learning styles involve perceptions, cognition, and socio-affective

aspects which help guide students to learn in different ways, teachers are expected to be
creative and innovative to meet these styles as much as possible (Dreyer & van der Walt,
1996). Some students learn better by performing, listening, reading, acting, or working
individually or in teams, and so on.

Tomlinson (1998) considers that didactic material developers should cater to all
learning styles and provides them as follows:

Visual ( the learner prefers to see the language written down);

Auditory ( the learner prefers to hear the language);

Kinesthetic ( the learner prefers to do something physical, such as following

instructions);

Studial ( the learner likes to pay conscious attention to the linguistic features of the
language and wants to be correct);

Experimental (. the learner likes to use the language and is more concerned with
communication than with correctness);

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 Analytic ( the learner prefers to focus on discrete bits of the language and to learn
them one by one);

Global ( the learner is happy to respond to whole chunks of language at a time and to
pick up from them whatever languages she can);

Dependent ( the learner prefers to learn from a teacher and from a book);

Independent ( the learner is happy to learn from their [sic] own experience of the
language and to use autonomous learning strategies).

Besides taking into consideration the different learning styles, teachers need to
reflect on other aspects which are present in learning situations and have an influence
upon students’ learning styles. Some of these aspects are:

-Class atmosphere

- Motivational level

-Students’ attitudes towards the teacher and vice versa

-The physical environment (adequate/inadequate illumination and ventilation,

large/small spaces, comfortable/uncomfortable seats, use of decoration, etc.),

- the class hour

Principles to Consider When Using, Adapting, or Developing Didactic Material

As a basis for the development and adaptation of didactic material, Tomlinson (1998)
provides a “compilation of learning principles and procedures which most teachers agree
contribute to successful learning” (p. 6). These can be seen as recommendations:

a) Materials should achieve impact.

b) Materials should help learners to feel at ease.

c) Materials should help learners to develop confidence.

d) What is being taught should be perceived by learners as relevant and useful.

e) Materials should require and facilitate learner self-investment.

f) Learners must be ready to acquire the points being taught.

g) Materials should expose the learners to language in authentic use.

h) The learners’ attention should be drawn to linguistic features of the input.

i) Materials should provide the learners with opportunities to use the target
language to achieve communicative purposes.

j) Materials should take into account that the positive effects of instruction are
usually delayed.

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 k) Materials should take into account that learners differ in learning styles.

l) Materials should take into account that learners differ in affective attitudes.

m) Materials should permit a silent period at the beginning of instruction.

n) Materials should maximize learning potential by encouraging intellectual,

aesthetic and emotional involvement, which stimulates both right and left-
brain activities.

o) Materials should provide opportunities for outcome feedback.

Even though Tomlinson’s list of principles has a well-defined purpose, this

article will focus on the first principle. Tomlinson (1998) mentions that materials
achieve impact through:

Novelty: That is the topics, illustrations, and activities are unusual.

Variety: This refers not only to activities, but also to types of readings, different voices
and accents on the listening program, etc.

Attractive presentation: This is usually achieved through the use of color and
illustrations or pictures.

Appealing content: Topics should not be limited to those of interest to the learners;
they should also offer students the opportunity to learn something new.

In addition to Tomlinson’s characteristics, didactic material should contribute to

the formation of attitudes and values in students. It is our belief that didactic material
should not be limited to only facilitating the achievement of educational goals, but
should also promote attitudes and values. For instance, when students work with
didactic material individually, in pairs, or in teams they also:

-Cooperate by doing their part to help the team achieve a goal.

-Respect due dates.

-Collaborate in the completion of the procedures and activities.

-Negotiate among themselves in aspects such as naming a project, a story, an

activity, and so forth.

-Solve any problems which might arise in a learning situation related to the
task itself, or conflicts due to team members’ personalities.

-Carry out research to contribute to the task completion or to contribute with

their part to the completion of the team’s general task.

-Learn to make decisions individually or within a team.

-Be aware of the other team members’ thoughts and feelings.

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 -Share experiences and emotions through socialization processes.

Teachers should visualize themselves as didactic material developers for several

reasons. Didactic material facilitates students’ language learning by tapping into the
learning styles of the students and by motivating them. Materials facilitate the
instruction of almost any class topic and opens up the outside word within the
classroom.

This article included a classification of didactic materials that teachers can use,
adapt, and develop in their classes. Subsequently, it presented a list of learning
principles that teachers should take into account when working with didactic materials
(Tomlinson, 1998). We also mentioned that didactic materials should contribute to the
formation of attitudes and values in students, and they should not only be limited to
facilitating the achievement of educational goals. Finally, our article offered practical
suggestions for working with didactic material. By considering the points mentioned
above, teachers will provide their students with effective learning materials which can
enrich the classroom experience.

Lesson 3 Materials and Digital Technology

Benefits of Using New Technology in Language Learning

by Carmen D. Rosell, E-learning Specialist | Blog CAE, Education Solutions, Teacher Tools,
Technology

Technology in language learning within educational centres is not the future,

but the present of education. The use of new technology in the classroom has become
the perfect complement to mastering or gaining command of a language, and English
courses accompanied by technological support are the most effective and attractive to
students who want to be successful in their learning.

Technology in language learning at the service of teachers

1. The best complementary tool for teachers in the classroom

Educational technology today is advantageous for teachers in so many ways.

Traditional education is not so efficient anymore and teachers need to motivate their students
more than ever when presenting any material in the classroom. Books are taking a back seat
and new technology means that classes can be much richer in content and more participative
than before.

The Why Teacher Training is a Key Factor in Eduactional Excellence methodology

from Dexway helps educational centers to implement a blended learning method that has
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Module 3: Adapting Materials Development
 demonstrated great success in the classroom. It equips the teacher with a complete manual on
giving face-to-face English classes, with unlimited exercises and activities for all levels and
lessons, with the objective that the students are much more active and involved in the
classroom.

2. Technology in language learning is motivating and stimulating for students

The use of technology as much in the classroom as outside it makes the students feel much
more motivated, using devices with which they can practice a language through features such
as voice recognition and interactive multimedia exercises etc. For young students it’s much
more stimulating to learn with a tablet or smartphone than with a traditional textbook and its
CD of practice exercises. Technology in language learning transforms students from passive
recipients to active learners and allows more profound and enriching linguistic immersion.
Students can study their English course using a variety of comprehensive apps which are able
to synchronize even without the internet.

3. Ease in managing and monitoring student progress

Making and keeping lists of groups of students, managing courses, evaluating students
with tests and exams, and many other tasks which are administrative in nature, are these days
managed thanks to online educational platforms which offer innumerable functionalities
tailored to educational centers’ needs.

Not only do they give educational institutions the best and most effective control over
activities such as activating student accounts, creating groups, sending out communications
and automatic notifications etc., but also they can perform important tasks such as monitoring
the progress of students through specialized software.

Dexway has developed the Create Test function which allows teachers to design their
tests, partially or fully, from a menu of questions in the database the same as he or she could
create him/herself.

Subsequently, when the students have taken these tests, they can be run through
Dexway Analytics in order to obtain real time reports on the results of each course, lesson or
objective. This way it can be seen if objectives have been attained in order to suggest activities
or exercises to revise in the classroom.

Learning English in a classroom is much more effective when complemented with

educational technology

3. Create a unique experience as much for the teacher as the students

The flipped classroom method in English courses, along with technology in language
learning to complement it, is turning English classrooms into an environment where sharing,
debating, creating and forming opinions is nurtured, a space which is much more creative and

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 participatory. English classes stop being boring and bland with a teacher merely explaining
something at a blackboard, and become much more active in all senses.

Learning is better with virtual whiteboards, the students are a lot more involved, and online
exercises and interactive multimedia content are motivating for them.

5. Promote interactivity and collaboration within learning

The use of new technology allows students to be much more creative and participative
in the classroom. They prepare a basis of knowledge outside the classroom engaging with all
the content in the course, when they arrive to the classroom they share this knowledge with the
rest of the students and the teacher to demonstrate what they have learnt and reinforce it in a
coordinated way.

Educational technology allows students to be much better prepared for class, and
provides teachers with attractive resources to make their classes much more human and
sociable, where all students have the opportunity to participate regardless of their level.

When used alongside traditional teaching, new technology can differentiate between
educational centers, taking English teaching one step further in paying attention to diversity in
the classroom and enriching the language learning process.

12 Negative Effects of Technology in Education

1. Huge Expenditure

2. Insufficient Teaching Methods

With the advancement of technology, teachers are incapable of teaching students with
modern techniques. The teachers know the primitive way of teaching the students by
interacting with them. Research has proved that interactive teaching is the best way for
students to learn.

With the use of technology and advanced devices, the interaction part is totally eliminated.
The students only study the topics by themselves and do not discuss any topic. This has a
bad impact on the students.

3. Waste of Time
Software and hardware devices are made by human beings, as humans can make errors,
so the technology or devices made by human beings can also have some errors in it.
These errors cause a loss of time. Problems like server issues and connectivity
problems take a huge amount of time to get fixed, hence it disturbs the normal flow of
teaching and causes frustration for both the teacher and the student.

Wasting time due to these kinds of unnecessary problems is not advisable in any
educational institution or in schools where every second is important for the students.

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 4. Misguided due to Wrong Information

With speedy development and improvement in the technology, website owners are
eager to rank their websites higher on different search engines. So the owners are
mostly concerned about ranking and are least concerned about the contents on the
website.

This is the reason many websites contain wrong information on various topics that are
pasted or copied from different sources without verifying the authenticity of the
content. Due to this wrong information, the learners are often misguided which can
severely harm their educational development.

5. Major Source of Distraction

Research has revealed that more than 60% of schools and colleges in the world are
using modern devices like laptops and tablets as a means of teaching. So the students
are also using the same devices to be on par with the teachings of the teachers.

In the present day, social media has evolved leaps and bounds, with 90% of the world’s
population using social media. So the devices which are provided to the students for
studying are instead used to be active on social media.

Students are not studying with the help of these devices, they are interested in checking
the posts and status updates of their near and dear ones and many other things. This is
how technology is becoming a huge distraction for the learners, thus increasing the gap
between students and educators.

6. Creates Enough Opportunities for Cheating

The advancement of technology is making the student lazy. It gives them the power and
the opportunity to control everything with a few clicks of the mouse. Cheating is
illegal, but technology has made it easy with all the resources contained in it.

There are many situations where the students can cheat very easily without getting
caught, e.g. in an examination hall students can use their smartphones for cheating.

With the advancement of technology, smartphones are provided with many developed
features and with internet accessibility so it becomes easy for the students to find the
answers with the help of the internet.

7. Learners Get Disconnected from the Real World

In the present day, due to the huge advancement of technology, teachers are
educating the students with different online tools instead of physically communicating
with them, hence the students are unable to interact with the students and also cannot
share problems with them.
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 Teachers miserably fail to draw the attention of the student. It is recommended to use
verbal communication with the students along with using online tools. So the students
can learn the topics as well as they can share their problems with the teacher.

8. Losing Assignment of the Students

This is one of the major drawbacks of using devices like laptops and computers for
educational purposes. Laptops and computers are devices made by human beings and
these devices can malfunction due to internal or external causes.

In the present day students tend to do all their assignments on their laptops or
computers, even the schools and colleges also want this assignment as soft copies. E.g.
a student completed his or her assignment with a lot of hard work and patience.

If the laptop of the student suddenly malfunctions at the last moment, then the student
will be in great trouble. All the efforts and hard work will go in vain. So due to the
malfunction of a device the entire effort of the student will become a waste.

It is advised to the students to always have a backup or a hardcopy of the required

documents. So we can say that these devices are not fully dependable.

9. Difficult to Deal with the Online Courses

It is said that knowledge has no age and no limit. There are many students who have an
urge to continue learning on a regular basis, but sometimes it becomes very difficult for
them to attain all the lecture classes on a regular basis.

These difficulties can occur due to many reasons; it can be health issues, family issues,
or any other issues. Advancement of technology has solved this problem, and now
students can learn the missed topic from the websites present on the internet and they
can access those sites whenever and from wherever they want.

The solution is a bit faulty itself, the contents and the lecture videos on the Internet
require good internet speed so it cannot be accessed smoothly if the internet is slow.
These online lectures also fail to motivate the students compared to the physical
lectures.

10. Extinction of Good Handwriting

Devices like laptops, desktops, tablets, and smartphones have already replaced the use
of a normal pen and paper. Due to this, all the important assignments and documents
are typed and saved into the respective folders, hence the writing down on paper is
more or less eliminated.

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 Due to no writing or very little writing, people lose the habit to write, hence the
handwriting becomes worse than it was before. Research has also revealed that using
these machines instead of writing has slowed down the thinking process of the students
and also brings a fair amount of lethargy in the students.

11. Partial to the Low Income Group of People

Advancement in technology has also made education expensive. Advancement has

given birth to different kind of modern devices which are very costly and also require a
lot of money for maintenance.

This has made education difficult for people with less income; these people cannot
afford this kind of education for themselves or for their children so it is partial for
people with low income.

Every person in this world has the right to educate themselves, but the increase in cost
has stolen this right, people with less income cannot afford this.

12. EBooks Replacing Physical Books

Ebooks are basically electronic books. Ebooks are the electronic versions of the normal
books so these are easy to store and a person does not have to buy this book from the
store, he or she can easily download it from the internet.

The problem is that these books are not compatible with all the devices and also
constantly looking towards the screen of the laptop or a smartphone can cause eye
problems to the user. So it is recommended to the students to use normal books.

One way to handle the compatibility issue is to convert eBooks into a more universal
format like PDF. A robust PDF editor like PDFelement will let you convert EPUB and
other eBook formats into PDF. This format will look the same no matter what OS or
device the user views it on, so you can have a mix of text and other rich media content
when using PDF without worrying about layout issues. As a matter of fact, PDFelement
also lets you convert printed materials into editable PDFs from image or scanned PDF
files, giving you even more

Even though technology has some negative effect on education, it is

undeniable that technology also has made the education system simple
and flexible:
1. Students can take the help of the internet for their studies
2. The implementation of smart classes in every school and colleges is very good
result of the technology
3. It eliminates all the educational limitations and boundaries faced by a learner
4. Students can access their work and assignments with the help of these advanced
devices whenever and from wherever they want.

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 Activity 3

1. To be accomplished on ½ sheet of white bong paper. Not more than 5 sentences.

2. Please construct substantial sentences.

RUBRICS FOR ESSAY

CONTENT STYLE ORGANIZATION CONVENTION
The presence of ideas The choice, use and The order developed and Grammar, mechanics, spelling,
developed through facts, arrangement of words and sustained within and across usage and sentence formation
examples anecdotes, details, sentence structures that create paragraphs using transitional
opinions, statistics, reasons tone and voice devices and including
and explanations introduction and conclusion

4 Substantial, specific, 4 Precise, illustrative use 4 Sophisticated 8 Evident control of

illustrative content, of a variety of words arrangement of grammar, mechanics,
demonstrating strong and sentence structures content,sharp distinct spelling usage and
development and to create consistent controlling point made sentence formation
sophisticated ideas writer’s tone or voice about a single topic,
appropriate to with evident or subtle
audience transitions
3 Sufficiently developed 3 Generic use of a 3 Functional arrangement 6 Sufficient control of
content, within variety of words and of content that sustains grammar, mechanics
adequate elaboration sentence structures that a logical order spelling, usage and
or explanation may or may not create sentence formation
writer’s voice and tone
appropriate to
audience
2 Limited content with 2 Limited word choice 2 Confused or 4 Limited control of
inadequate elaboration and control of sentence inconsistent grammar, mechanics,
or explanation structures that inhibit arrangement of content, spelling usage and
voice and tone with or without sentence formation
attempts at transitions
1 Superficial or 1 Minimal variety in 1 Minimal control of 2 Minimal control of
minimal content word choiceand content arrangement grammar, mechanics,
minimal control of spelling, usage and
sentence structures sentence formation

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 REFERENCES/ SUGGESTED READINGS

https://in.nau.edu/ocldaa/learning-centered-vs-teaching-centered/

https://www.mextesol.net/journal/index.php?page=journal&id_article=1491

Dreyer C. & van der Walt, J. L. (1996). Learning and teaching styles: Empowering diverse
learners in tertiary classrooms. Koers. 61(4), 469-482.

Harmer, J. (2005). The practice of English language teaching (3rd Ed.). Essex: Longman.

Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms. In

J.M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp.170-194). Boston: Heinle &
Heinle.

Morales, P. (2012). Elaboración de material didáctico. Mexico City: Red Tercer Milenio S.C.
Retrieved from:
http://www.aliat.org.mx/BibliotecasDigitales/derecho_y_ciencias_sociales/Elaboracion_materi
al_didactico.pdf

Oglade, I., & Bardavid, E. (2003). Los materiales didácticos. Medios y Recursos de Apoyo a la
docencia. Mexico City: Trillas.

Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge

University Press.

Ur, P. (2002). A course in language teaching. Practice and theory. Cambridge: Cambridge
University Press.

https://www.cae.net/5-benefits-using-new-techonology-language-learning/

https://inspirationfeed.com/negative-effects-of-technology-in-education/#1_Huge_Expenditure

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Module 3: Adapting Materials Development