TSL 3131 Developing and Using

Resources for the Primary ESL

Classroom
Group 5

Ain Fatihah bt Mohd Kasim
Ashrafuqal b. Ahmad
Farah Mudrikah bt Zaimy
Fatin Daratul Ain bt Johari
The importance of careful selection
of teaching materials.
Allwright (1990) argues that 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.
Allwright emphasizes that materials control learning and
teaching. O'Neill emphasizes that they help learning and
teaching.
Materials are the center of instruction.
Curriculum, materials, teaching methods, and evaluation
should all be designed for learners and their needs.
Materials include textbooks, video and audio tapes,
computer software, and visual aids. They influence the
content and the procedures of learning.
Textbooks should have support for learning.
This can take the form of vocabulary lists,
exercises which cover or expand on the
content, visual aids, etc.
A good teaching material allows students to
interact with words, images, and ideas in ways
that develop their abilities in multiple literacy
such as reading, listening, viewing, thinking,
speaking, writing, and technology.
Educators also have a duty of care to ensure
that the teaching and learning materials with
which children and students are presented, or
towards which they are directed, are
appropriate to their developmental growth
and relevant to the achievement of
appropriate learning outcomes.
are directly related to a preschools or schools
curriculum policy and program, based on the
departments framework of standards and
accountability, and include, where relevant,
support for the recreational needs of children
and students
support an inclusive curriculum, thus helping
children and students to gain an awareness of our
pluralistic society and the importance of
respectful relations with others

are relevant for the age of the children or students for
whom they are selected and for their emotional,
intellectual, social and cultural development. This
includes the assurance that children and students will
not be exposed to offensive materials.
provide opportunities for children and students to find,
use, evaluate and present information and to develop
the critical capacities to make discerning choices, so
that they are prepared for exercising their freedom of
access, with discrimination, as informed and skilled
adults
represent a range of views on all issues.
Conclusion
teaching materials should support the learning activities and/or the
evaluation and assessment planned for the course. They also need
to align with the needs, interests and abilities of the learners.
Questions to consider when choosing, developing or assessing
learning materials

Are there sufficient learning resources identified to help learners
achieve the expected learning?
Are the learning materials appropriate to the learners' needs, interests
and abilities?
Do learners have an opportunity to work with primary sources and
authentic (real world) materials?
Are learning materials focused? Do they target the key concepts and
skills to be learned?
Are the learning materials available at a reasonable cost?

Help the teacher to achieve the learning objectives.
Smoothen the lesson.
Pupils are able to enjoy and understand the lesson.
Teacher can determine the suitability of the teaching materials.
Able to boost pupils interest in learning.
encourage the use of a wide range of learning/teaching styles
promote student engagement
encourage group interaction
encourage student creativity
allow student to work independently
promote active learning
promote development of communication skills
References
http://iteslj.org/Articles/Kitao-Materials.html
http://www.ncte.org/positions/statements/m
aterial-selection-ela
http://www.decd.sa.gov.au/policy/files/links/
Choose_use_booklet_FA.pdf
http://gototheexchange.ca/index.php/curricul
um-at-course-level/selecting-learning-
resource-materials