Approved by the NCTE Executive Committee April 2014 Instructional materials are essential tools in the English language arts classroom. They allow students to interact with words, images, and ideas in ways that develop their abilities in multiple literacies such as reading, listening, viewing, thinking, speaking, writing, and technology. Because instructional materials are a primary resource for English language arts teachers, they must be selected wisely. The cornerstone of consistent, pedagogically sound selection practices is a clear, written policy for the selection of materials in the English language arts program. Such a policy not only helps teachers to achieve program goals, but also helps schools protect the integrity of programs increasingly under pressure from censors, propagandists, and commercial interests. Because selection policies should reflect local interests and issues and should be consistent with other locally developed policies and curriculum documents, NCTE provides no “boilerplate” to be used as a model by local schools.

Evaluating and selecting EFL teaching material. Second and Foreign Language Learning and. In Second and Foreign Language Learning and Teaching. When do we evaluate materials? Cunningsworth, A Evaluating & Selecting EFL Teaching Materials Heinemann 1984 Dubin and Olshtain Course Design (C7-9). TEXTBOOK EVALUATION: A FRAMEWORK FOR EVALUATING THE. Is an essential component of the EFL classroom. Evaluation of. Of other new teaching materials is. Textbook Selection and Evaluation in EFL. Decisions related to textbook selection and evaluation are. The empirical evaluation of language teaching materials.

However, NCTE strongly recommends that English language arts teachers and school boards use the following guidelines to develop or review policies for inclusion of materials in English language arts programs. Scope of the Policy for Selection of Instructional Materials What do we mean by “instructional materials”? In the past, the answer might have been simply textbooks and workbooks. Timro Ek Muskaan Mp3 Download O Reilly Sql Cookbook Pdf. there. Today, however, the range has broadened considerably, including young adult and graphic novels, informational text, websites, and ever-changing technology. The focus of this document, then, is not on selection in the narrow sense of textbook adoption, but on curriculum and program planning that entails selection of a wide range of materials, both print and digital, that can be used in whole-class study, small-group work, and by individual students in extensive study.

As schools clarify the scope of the policy, they should consider not only purchased materials, but also materials that are provided online as well as those generated by the teacher and even the students (e.g., student writings discussed in class or small groups). Also, the scope of the policy should not unwittingly stifle spontaneity and creativity in teachers by requiring a formal selection process for all materials used for instructional purposes.

Sometimes the most effective learning experiences are those that make use of unanticipated instructional materials: a letter to the editor, a blog or tweet, for instance, or a newly released video version of a literary work read by the class. It is important, too, to distinguish between selection of materials and censorship of materials. (See NCTE’s.) Selection of instructional materials is part of sound program planning. Needless to say, careful selection is a powerful buffer against challenges because it assures that the program planning process was thoughtful and not haphazard.

NCTE has previously published many materials on responding to challenges, recommending that orderly procedures be followed when an objection to instructional materials is made. Criteria Each school should develop its own criteria for selecting materials for inclusion in English language arts programs, but virtually all criteria relate to two general requirements for selections: materials must (1) have a clear connection to established educational objectives and (2) address the needs of the students for whom they are intended. Connection to Educational Objectives Instructional materials in the English language arts program should align with the general philosophy of the school or district, the curriculum goals and objectives of the English language arts program, and the learning outcomes of the particular course or grade level. For instance, some materials may be included because they reflect the school’s philosophy of encouraging critical thinking in relation to controversial situations and points of view. Or materials may be included because they meet the curriculum objective of presenting articulate voices from different eras or diverse cultures.

Or they may be included to address specific learner outcomes, such as understanding how imagery can underscore theme. As an example, Khaled Hossein’s The Kite Runner may serve all of these purposes while Markus Zusak’s The Book Thief may serve only some of them. However, because both of these high quality works have a clear connection to educational objectives of the school, both might be included in the English language arts program. Publishers and policymakers have found it easier than ever to compile national lists of “standards-aligned materials” because of Common Core State Standards (CCSS). While such lists may provide insight and guidance, decision-making about the selection of materials should still be shaped by local goals and objectives. Adoption of such lists may also hinder teacher-generated lessons and materials and rigid adherence to such lists limits the inclusion of timely materials that are often powerful teaching tools for any number of standards. Atheros L1 Drivers Windows 7 Gigabit Ethernet more. Policies should also reflect the understanding that an English language arts program is not one instructional resource, but many; not one curriculum objective, but several.