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Beyond the commercial textbook:your own is better
Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/[email protected]
East Shikoku ChapterKickoff Meeting
Beyond the Commercial Textbook: Your Own is Better
Thanks to the great developmentsin personal computing in the past decade,
it is now possible for every self-defined instructor to author print language learning materials which are at least as good as those available commercially.
As well, after a relatively short learning period, one can develop a very comfortable level of skill and efficiency in composition and in computer use.
Beyond the Commercial Textbook: Your Own is Better
Thanks to the great developmentsin personal computing in the past decade,
it is now possible for every self-defined instructor to author print language learning materials which are at least as good as those available commercially.
As well, after a relatively short learning period, one can develop a very comfortable level of skill and efficiency in composition and in computer use.
Beyond the Commercial Textbook: Your Own is Better
Thanks to the great developmentsin personal computing in the past decade,
it is now possible for every self-defined instructor to author print language learning materials which are at least as good as those available commercially.
As well, after a relatively short learning period, one can develop a very comfortable level of skill and efficiency in composition and in computer use.
Defining yourself: methodology/cognitive view/teacher as learner
Defining your target (instructors/students)
Framing your content (you do need content)
Anchoring in theory
Choosing authoring software
From the start, don't plagiarize
Graphic/text balance
Testing new materials (instructor and learner feedback)
Textbook vs. prints
CALL authoring/paper prototyping
Peripherals: teacher's guide/vocabulary journals
Defining yourself II: web presence/conferences
When to publish commercially
Defining yourself: methodology/cognitive view/teacher as learner
Defining yourself: methodology/cognitive view/teacher as learner
What L2 is
Language as paint on realityLanguage as constructedLanguage as passively acquired
Defining yourself: methodology/cognitive view/teacher as learner
What L2 is
Language as paint on realityLanguage as constructedLanguage as passively acquired
What L2 learning is
Language as passively acquiredConstructivistConstructionist
Task as processingProcessing
Defining yourself: methodology/cognitive view/teacher as learner
What you do
ModellingEngagingChallengingClarifyingFraming
What L2 is
Language as paint on realityLanguage as constructedLanguage as passively acquired
What L2 learning is
Language as passively acquiredConstructivistConstructionist
Task as processingProcessing
Defining yourself: methodology/cognitive view/teacher as learner
Your image
PerformerVentriloquistConductorRabblerouserTaskmasterGood exampleMemorable nutPalNagging motherBeat TakeshiTantalusMonolingual idiotCultural emperor
What you do
ModellingEngagingChallengingClarifyingFraming
What L2 is
Language as paint on realityLanguage as constructedLanguage as passively acquired
What L2 learning is
Language as passively acquiredConstructivistConstructionist
Task as processingProcessing
Task design (interface design):
LEARNERlanguage info
Task design (interface design):
LEARNERinfo
LEARNER
language
language info
Defining your target (instructors/students)
Students
BackgroundLearning stylesGoalsSocietal demand on SsInstitutional demand
Defining your target (instructors/students)
Students
BackgroundLearning stylesGoalsSocietal demand on SsInstitutional demand
Instructors
Just yourself (MY TEACHING)You and your colleaguesAll of JapanThe world
Framing your content (you do need content)
Lexical content
VocabPhrasesGenresDomains (ESP?)
Pragmatics content
Target functionsRegisters
Framing your content (you do need content)
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
At KUT, we have built our curriculumaround these genres (a.k.a. text types):
DescriptionClassificationComparisonSequenceCause-effect + inferencePro-con -a composite genre
hunter’stools
GENRES REGISTERS MOVES
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
The learning process used in this book
Each of the 6 units in this book follows the same teaching/learning pattern:
INPUT: the learners are exposed to the target vocabulary and phrases required for expression of the ideas which are basic to the genre in the unit. For input, the learners listen to explanations of the genre by the teacher, practice speaking and listening to sentences from the genre, and read various explanations of the genres language and language structure
USAGE PRACTICE: in each unit there are a succession of activities and tasks which allow the learner to practice using the language required for the genre. It is important to emphasize to the learners that the activities and exercises are necessary to prepare the students for the final large task at the end of each unit. The activities and tasks may be performed in several different modes: for example, as in-class activities (individual or group) or as written homework. This flexibility is important for the teacher, allowing for a variety of timings and paces.
AUTHENTIC TASK: the tasks at the end of the units are designed to be non-linguistic tasks, based in the real world. In some chapters the learners are asked to arrange information in certain structures; in other chapters the learners are asked to solve real-world type problems. These tasks may be done individually or in groups of 2, 3 or 4 learners.
EXPRESSION: the language aspect of the authentic tasks lies in the expression of the product of the task. In this book the tasks are written tasks, but they may also be done as pair or group presentations. The presentation approach is explained in detail in the teacher's guide.
hunter’stools
GENRES REGISTERS MOVES
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
The learning process used in this bookEach of the 6 units in this book follows the same teaching/learning pattern:
hunter’stools
GENRES REGISTERS MOVES
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
hunter’stools
GENRES REGISTERS MOVES
Thinking in EnglishKUT Press 2nd ed. 2005A mapping workbook,
companion to CT6 units (6 genres)
Extends CT to 4 quarters
Anchoring in theory
Learning theory
KrashenLongEllisNationStevickRinvolucri
Cognitive theory
BehavioristLacanianVygotskianSituated cognitionConceptual blending
Learn about things like this:
http://en.wikipedia.org/
E.g. Wikipedia on “situated cognition”:
William J. Clancey Situated Cognition (1994) (ISBN 0521448719)
Brown, J.S., Collins, A. & Duguid, S. (1989). 'Situated cognition and the culture of learning.' http://www.exploratorium.edu/IFI/resources/museumeducation/situated.html
Hutchins, E., (1995). Cognition in the wild. MIT Press ISBN 0-26258146-9
Hunter’s genres stem fromMohan's (1986) knowledge structures
Classification Principle Evaluation
Description Process Choice
Classification Principle Evaluation
Description Process Choice
<good
Hunter’s infomaps stem fromMohan's (1986) knowledge structures
Hunter’s infomap links
<big
Description Classification
Degreecomparison
Attributecomparison
Sequence Cause-effect
Is this a task?
1. Read a paragaraph No.
2. Read a paragraph and speak it out loud Yes, weak processing.
3. Read a paragraph and copy it longhand Yes, stronger processing than 2.
4. Listen to spoken English No.
5. Listen to spoken English and repeat it Yes, weak processing.
6. Listen to spoken English and write the verbs Yes, stronger processing than 5.
7. Read an equation and find the value of x. Yes.
8. Read a problem, make it into an equation, and find the value of x.Yes, stronger than 7.
9. Watch a video. No.
10. Watch a video and repeat one character's speech. Yes.
11. Watch a video and write down all the locations. Yes.
12. Memorize a list of the halogens, Cl, Br... Yes, weak processing.
13. Draw a set of atomic models for the halogens Yes, stronger than 12.
Creating tasks
Creating tasks
Choosing authoring software
Mac WindozeWord processing
M$ WordAppleworksOpen OfficePages
MS WordOpen Office
Spreadsheet ExcelAppleworksOpen Office
ExcelOpen Office
Graphics PainterCorelDrawIllustratorPhotoshopPowerPoint
PainterCorelDrawIllustratorPhotoshopPowerPoint
Photos Graphic ConverterPhotoshopiPhoto
Photoshop
Page making IllustratorPages
Illustrator
Killer layout Pagemaker Pagemaker
Presentation PowerPointKeynote
PowerPoint
Choosing authoring software
Cross platform
Usable tools
Shareable files -mailable-are PDFs good?
From the start, don't plagiarize
Copyright?
ISBNs
Creative commons
Get on with it
Graphic/text balance
Have a rule for G/T balance
Change the rule as you go
Watch your learners use your stuff
Be a learner
Testing new materials (instructor and learner feedback)
Observe T/L in action
Video in the back of the room
Listen first, ask later
Give teachers choice: choice speaks loud
Testing new materials (instructor and learner feedback)
Observe T/L in action
Video in the back of the room
Listen first, ask later
Give teachers choice: choice speaks loud
Textbook vs. prints
Textbooks are tidy
But they need annual revision
They DO provide stimulus to GET DONE
ISBNs are good for you
CALL authoring/paper prototyping
Paper is beautiful and quiet:
-just the instructor and the learner and a piece of paper
CALL is much harder to observe (larger T-L distance)
Peripherals: teacher's guide/lexical journals
Keep detailed lesson notes (detailed!)
Write your TG for whom?
Develop a layout for student lexical journals
Defining yourself II: web presence/conferences
Google yourself, your topics
The world will find you if
Persuading reveals your weaknesses (I never thought of that)
Give away your powerpoints
Shelter your creations: ISBNs/Creative Commons
http://jalt.org/groups/Materials_Writers
A good place to start:
When to publish commercially
Introductions to publishers
Local press vs. international
Time lag: editing and trialling
http://www.core.kochi-tech.ac.jp/hunter/(or Google: lawrie hunter kochi)
Presentationslides/ppts
CV
Furtherblather:
{Thank you for your
retention.
