Adapting Materials

A workshop presented by
Emily Clymer
American University of Afghanistan
April 2019
Our Workshop Agenda
1. Participate in a ‘Demo’ Lesson
2. Reflect on the ‘Demo’ Lesson
3. Analyze & Discuss the Adaptations Made
4. Discuss How & When We Adapt
5. Practice Adapting a Course Material
Now, pretend you’re not a
teacher.
Imagine:
You’re a low-intermediate
level student in my EFL
classroom.
 Today’s Agenda
By the end of our lesson today, we’ll be able to:
- Remember the spelling, meaning, and form of “volcano”-related
vocabulary
- Practice our prediction skills before reading
- Practice our scanning skills while we read
- Analyze common reading questions (test-taking strategy!)
Demo Lesson
Let’s reflect on this lesson:
- What did I enjoy about this lesson?
- Which reading skills (see list on lesson plan) were worked on in this
lesson?
- What activity could ‘work’ in my classroom? And why?
- Which activity might not ‘work’ in my classroom? And why?
Analyzing the Changes Made
Look at the Volcanoes Unit
- What changes did I make to the materials in this lesson?
a. Why do you think I made those changes?
b. Were these changes effective?
- Which part of the materials did I keep the same?
 Highlighting a Few Changes I
Made
Ignored the suggested ‘Warm-Up’ &
Sequencing
Changed a “follow-along”
listening/reading activity into a gap-fill.
Enriched the reading activity with
strategies
Added a little competition
My Rationale
- Teacher’s book suggested too much TTT.
- A mindmap can increase ‘content confidence’
- With little knowledge or interest of volcanoes, flooding
students with content knowledge is a good way to begin
a new theme.
- I know students (no matter their age) love a challenge
and listening for specific words is a challenge.
- I know my students (no matter their age) can benefit
from a reminder of how to approach reading and how to
analyze questions
- I know my students (no matter their age) love to compete
against each other and love to do something ‘different’,
even by moving around.
 Why do we ‘adapt’? Two Perspectives
Maley (2011) suggests we adapt due to:
- degree of language proficiency and confidence
– personal learning experience as learners
– own personality (introvert/extrovert,
open/closed etc)
– preferred teaching style
(directive/consultative, etc)
Mishan & Timmis (2015) suggests we ought to
adapt only for our learners’ needs. Considering
this perspective, we would consider:
- Challenge level
- Students’ Interest level
- Integrated Skills
 How to Adapt? Several Approaches
McDonough (2013) came up with Maley (2011) suggests a Adding to Maley (2011), I
one method: simpler approach: suggest:
1. Add (an activity / stage) - Give it a rest - Make it personal
- Change it (Personalize the content)
2. Delete/Omit (an activity) (omit a part, add, reduce, - Modernize it
extend, rewrite/modify, (Evaluate the content’s
3. Modify/Change (an activity or replace, reorder) relevance)
content) - Do it yourself
4. Simplify (an activity or content)
5. Re-order (activities)
Now, it’s your turn to share! With your
groups, discuss the following & take notes.
Why We Adapt What We Adapt (specifically)
How We Adapt When We Adapt
Ideas of How to Adapt
Addressing Challenge & Interest Level
A lot of Preparation Time Not a lot of Preparation Time
- Lengthen/shorten the text/ listening - Add/Reduce questions for
- Lengthen/shorten the speaking/writing text/listening
- Specify certain language you want - Analyze language in a
students to practice text/listening
- Add an activity (a free-write, a - Create a Dictogloss from a
competitive game) reading/listening text
- Add an extra stage (to further practice, - A mind map
to slowly introduce something) - ‘Describe the photo’
- Use visuals (photos, relia, video) partner-activity
- Create opportunities for students to - Switch the order of activities in
create something (poster, drawing) book
 Now, it’s your turn! Adapt!
The Task
In groups of 3, you’ll have to
create a 45-minute lesson from
the material we provide you.
You decide what to keep, add,
modify, change, extend, etc!
You’ll have to explain to us WHY
you made these decisions.
The Challenge
You’ll have 30 minutes to
brainstorm and plan your lesson
on the board.
Define the level & age of your
students in this lesson. Think of
what materials/resources you
would normally have access to.
Be creative and have fun!
Looking for more ideas or materials?
https://americanenglish.state.gov/
https://www.thoughtco.com/esl-4133095
http://www.colorincolorado.org/
http://www.elllo.org/
References
Maley, A. (2011) Squaring the circle – reconciling materials as constraint with materials
as empowerment. In: Tomlinson, B. (ed). Materials Development in Language Teaching.
(2nd ed) Cambridge: Cambridge University Press. Pp.379-402.
McDonough, J., et al. (2013) Materials and Methods in ELT: A Teacher’s Guide. (3nd ed)
Chichester:Wiley-Blackwell.
Mishan, F. & Timmis, I. (2015) Materials Development for TESOL. Edinburgh: EUP.