Critical Reflection

CRITICAL REFLECTION

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un"erst un"erstan"i an"ing ng of princi principles ples of ateri aterials als select selection ion an" a"apta a"aptatio tion n #$ using using suita suita#l #le e graph graphic ic organ organis iser% er%s&! s&! The The secon secon" " task task is "esi "esign gnin ing g an" an" e'pl e'ploi oiti ting ng teaching an" learning aterials #$ planning an" write a lesson an" fro the lesson, we have to a"apt, "esign an" e'ploit the teaching an" learning aterials for the lesson planne"! The thir" task is "esigning a checklist to evaluate the teaching an" learning aterials for the lesson that ( have plan #efore an" the last part is writing a critical reflection!

There are lot of new things an" knowle"ge ( have learnt throughout the proces process s of writ writin ing g TSL TSL 3111 3111,, Deve Develo lopi ping ng Reso Resourc urces es Cours Coursew ework ork Proje Project ct  Assignent! The first task is re)uiring us to rea" four "ifferent articles an" we nee" to write write graphi graphic c organis organiser%s er%s&& to "eonst "eonstrat rate e our un"erst un"erstan"i an"ing ng on the principles of aterials selection an" a"aptation! Rea"ing the articles have wi"en $ knowle"ge an" enhance $ un"erstan"ing a#out the factors in selection an" evaluation of teaching resources! *owever, rea"ing alone without scri##ling an" highlighting the iportant points will not help in iproving an" eori+ing the i"eas we have "evelop in in"! Thus, the purpose of transferring the inforation into a in" ap is to help us see the ke$ point of the principles of aterials selection an" a"aptation! riting an" jotting it "own ha" helpe" e to perceive an" i"entif$ the strengths an" weaknesses in "eveloping teaching an" learning aterials! -esi"es that, rea"ing through the articles also helps to open $ in" an" an" incr increa ease se the the awar awaren enes ess s of the the ipo iport rtan ance ce of ate ateri rial als s in lang langua uage ge instruction! Allwright %1../& argues that aterials shoul" teach stu"ents to learn, that the$ shoul" #e resource #ooks for i"eas an" activities for instruction an" learning, an" that the$ shoul" give teachers rationales for what the$ "o! Allwright ephasi+es that aterials control learning an" teaching! Therefore, aterials are

the centre of instruction an" one of the ost iportant influences on what goes on in the classroo!

The secon" task is the "esigning of lesson plan for a 0/inute lesson #ase" on the 2SSR s$lla#us an" we have to a"apt, "esign an" e'ploit the teaching an" learning aterials for the lesson planne"! Planning an" "esigning a lesson is not a new area of learning to us as we have #een practicing in planning a lesson for these five seester alrea"$! This task has help to iprove $ wa$ in "esigning lesson plan that eets with the re)uireent nee"e" especiall$ #$ consi"ering the factors of aterials selection an" the stu"ents level an" a#ilities in learning 4nglish su#ject! The process of "esigning an" creating the teaching aterials is one of the #est parts in this secon" task! 5aterials that ( use", for e'aple, picture car"s, poes an" song #$ using Power Point presentation gives so uch positive ipact on the stu"ents perception towar"s learning the topic an" it gives so uch fun an" enjo$ent atosphere in the classroo! ( un"erstan" that teaching aterials will help the teachers to present the lesson effectivel$ an" in an interesting anner! ith these learning aterials as learning ai"s, pupils are a#le to carr$ on their learning activities! Thus, it is ver$ crucial to select the #est an" appropriate learning aterials for the priar$ stu"ents!

The thir" task is "esigning a checklist to evaluate the teaching an" learning aterials! Preparing the checklist is a new scope for e to learn! (t is )uite har" #ecause ( have to reall$ un"erstan" the lesson plan an" relate it with the factors in selection an" evaluation of teaching aterials! There are seven factors that ( consi"er in $ checklist, an" there are levels, content, clarit$, accessi#ilit$, versatilit$, cost effectiveness an" ipact! These factors gave e an overview of the aterials that ( have chosen for the lesson! (n the process of "oing the checklist, ( keep on asking )uestions to $self a#out the seven factors an" tr$ to relate the factors with the lesson that ( have "esign! Through this process, ( reali+e" that aterials are not the ain things that we have to

consi"er, #ut the learners theselves! Thus, ( un"erstan" that it is the teachers responsi#ilit$ to check to see whether all of the eleents of the learning process are working well for learners an" to a"apt the if the$ are not!

 As a conclusion, for "oing this assignent ( have learne" that selecting an" a"apting a aterial is not soething to take lightl$! e nee" to consi"er soe #asic principles in or"er to get the #est aterial that we can! ( also foun" that having the checklist is reall$ helpful! (t help to gui"e an" rein"s e to check an" a"" on not just functionalit$ to the teaching ai"s that ( "evelop #ut also akes it eaningful an" #eneficial to $ lesson!