Learning Styles

1. Take the Soloman-Felder Learning Styles Test HERE.
2. Then find out about the results HERE.

3. Compare the approach and cathegories with the previous test. Which fields/aspects/cathegories seem to be covered in more of them?

Choosing a textbook

Task:
Imagine you have just accepted a new job as an English teacher. You need to buy new textbooks for your school - but which? Consider important criteria and decide.

Process:
1. Choose the target group (primary - lower secondary - upper secondary)
2. Consider the needs of the students - teachers - community (including the Ministry, the type of school, the Headmaster, parents...)
3. Browse the resources (textbooks - web: publishing houses, available online materials and examples, comments and forum discussions)

Product:
Into the comment to this blog entry, summarise:

• the target group
• the chosen textbook set
• the reasons and factors which influenced your choice the most
• the positives of the chosen bookset
• possible problems connected with the chosen book set
• the names of the group members

EVALUATING A TEXTBOOK - SUMMARY

1. To Use or Not to Use?
advantages and disadvantages of relying on a coursebook

 learning aid for pupils spoken word exchanges
 organisation, syllabus adjusting work in accordance with Ss' needs
 methodology other communication than words and pictures
 materials interactive learning activities
 time-saver
 practical ideas
 purpose, progression, security
 independent learning
 reference, checking, revising

2. Situational Analysis
A system:
 covering certain topics
 avoiding certain topics (cross-cultural context)
 homework expected
 approach expected
B teacher:
 confident with L - provide missing items
 pronunciation vs. tapes necessary
 own MET ideas vs. rely on a textbook
 time for preparing supplements
C students:
 age - class
 learning abilities (slow - fast)
 reading and writing abilities
 buying own books - price, items (workbook)

3. Evaluation List
A general facts
 cultural setting
 approach to teaching and learning (com. vs. translation) + methodology
 book organisation (linear vs. cyclical) + structure
 L1 role
 price and availability
 link to follow-up textbooks
B T's view
 materials available (tapes, workbook, grammar, video, vocabulary, tests...)
 way of presenting (creative vs. passive, covert vs. overt)
 practice + presenting balance
 instructions
 skills balance
 amount of grammar, vocabulary
C S's view
 visual impression (decorative vs. useful)
 readability (dyslexics)
 attractive topics, heroes
 individual work