there seems to be a mismatch between what coursebooks include and learners need. if we regard learners as customers and continue to publish books for market purposes , how can we expect them to be satisfied with a ‘one size-fits all’ product? this cartoon shows a man holding a tee-shirt with the slogan “one size fits all”. another says, “we are all unique with individual needs and requirements”. using teacher-produced materials makes a number of valid points because they are relevant to students’ needs that reflect local content, issues and concerns. i have observed in my classrooms that students don’t only struggle to learn english but also to understand the culture. at this point, teachers can make some adaptations, modify the content according to the learners’ needs or bring their own materials to the classroom. on the other hand, i am not against of using coursebooks as they also offer many advantages both teachers and learners.
they help standardize instruction which is very important to ensure that the students in different classes receive similar content. in such a big institution, not using a coursebook cannot be an option as students are tested in the same way. another advantage is that they maintain quality because if a well-developed textbook is used, students are exposed to materials that have been tried and tested. for example,if they are new in the profession, a coursebook together with the teacher’s manual can serve as a medium of initial teacher training. the point is surely rather that using materials that can cater the needs of learners. these needs can be met by coursebooks or teacher-produced materials depending on the unique nature of the classroom. for example, the teacher can create his/her worksheet to supplement the coursebook when it lacks appropriate exercises at this point, the teacher should be a good observer to analyze the needs of the learners. on the contrary; if teachers are in the early stages of their careers and students are tested in the same way, coursebooks should be the primary source for teaching and could be supplemented by teacher-produced materials.
this concept can be presented as a series of steps leading to the greatest retention of knowledge: materials used in education can be categorized by the type of information they contain and which of the senses are required to make use of that information: audio tapes and records (hearing) provide information through the spoken word (and may or may not be used with other types of materials). this section of the manual will help them to realize that many useful instructional materials can be located or, if necessary, produced using low cost materials and supplies in their immediate environment. take a minute and think of all the materials you might need for a given unit. some of these skills include: while locally and specifically designed materials can add a great deal to the presentation of a topic, production of materials takes a long time, so plan well in advance of need. in addition to the variety of audio and visual instructional materials that the teacher can locate or make and use, many other resources in the community are available to teachers.
the chart which follows provides a sampling of the types of instructional materials which can be produced, their potential for classroom application and the types of materials you need to produce them. the best way to be sure that every student’s preferred learning style is addressed is to use a variety of materials within any presentation. as in speaking to a class, the teacher should move slowly and clearly from one part of a visual to another, physically pointing out each figure or object in the visual aid. when materials have been used as part of the instructional process, the materials themselves should be assessed for their relevancy, practicality and usefulness in the lesson or unit. this book provides a great deal of information about the production, use and evaluation of audio and visual aids in education.
posts about teacher-produced materials written by my materials blog by esin yuksel. teacher created materials designs and delivers workshops, coaching and modeling, and motivating keynote presentations in virtual and face-to-face models. all of teacher-made materials for literacy instruction can be used to supplement standard materials that don’t fully meet the present student needs, teaching materials, teaching materials, advantages and disadvantages of teacher-made materials, teacher created materials catalog, teacher created materials free.
teacher-made instructional materials are the teaching resources that are purposely designed by the teacher or by both teacher and pupils mainly to promote meaningful teaching and learning in the classroom (crawford, 2003). this section discusses the ways in which teachers, with limited raw materials and supplies, can produce valuable instructional materials. this section will also teacher-made materials have the advantage of reflecting the specific context and the needs of learners in that context. an advantage of commercial materials is teacher created resources is the leading publisher of educational materials, classroom decorations & teacher supplies for preschool, elementary & middle, teacher created materials jobs, importance of teacher-made resources, teacher created materials inc worksheets, production of instructional materials, student produced materials, teacher created materials, inc answer key, teacher made login, production of instructional materials pdf, created materials examples, production of instructional materials in social studies. what are examples of teacher made resources? why is teacher made materials important? what is the instructional material for production?
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