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"All middle class now?"

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Challenge #3 \ Process and Content Validity \ Part 4

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Challenge #3 \ Process and Content Validity \ Part 4

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Questions selected:

1. Content: Do the materials provide a rich,varied andcomprehensible inputin order to facilitate informal acquisition as well as conscious attention to linguistic and pragmatic features of a text?

2. Appropriacy: Is the material interesting, varied and topical enough to hold the attention of the learners?

3. Balance/integration/challenge: Do the activities allow the learner to go beyond a merely superficial understanding of the texts/discourse and require interpretive and inferential skills that call for higher-order critical thinking?

4. Methodology: Does the coursebook reflect the insights and findings from current theory and research on SLA?

5. Accesibility: Is the learner given clear advice about how the book and its contents could be most effectively exploited?

This criterion was the most difficult one given the myriad of options. We chose the previous because they could encompass some others, besides from reflecting some of our views about what a coursebook/material should include or aim at. Also, reflected some problematics such as perhaps being outdated, not being interesting enough or even not being able (the material) of triggering higher order cognitive processes.

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Challenge #3 \ Pedagogical Validity \ Part 3

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Challenge #3 \ Pedagogical Validity \ Part 3

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Questions selected:

1. Is the teacher encouraged to evaluate each lesson?

2. Are teacher encouraged to present the lessons in different ways?

3. Do they encourage the teacher to add, delete, change and improvise?

4. Is there enough guidance or too much of it?

5. Do they foster teacher receptivity to innovation and experimentation?

The previous questions are related to a sense of importance as well as innovation, creativity and variety. By answering those questions, teacher are aknowledge as designers and creators of new, different or better opportunitites to engage in the learning process. We consider they are important because sometimes teachers get caught up in other bussiness rather than in creating or developing material that is as engaging for them as for students.

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Challenge #3 \ Pedagogical Validity \ Part 2

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Challenge #3 \ Pedagogical Validity \ Part 2

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Questions selected:

1. Is the learner a decision maker or just a receiver of information?

2. Do they (objectives and aimns) cater to the needs, wants , interests and purposes of the learners?

3. Have opportunities been built into the materials for learners to contribute?

4. Do they encourage  positive interdependance by giving each individual a specific role to play in the activity allowing him/her to contribute actively to group interaction?

5. Do the materials allow for the development of creative and critical thinking?

We consider this aspect to bear a crucial impact on learner's self-image and self-esteem throughout the learning process due to the progressive change from teacher-center classrooms to student-centered.

This is a reality not too familiar and we can see that in many schools where the teacher leads, starts, monitors, corrects and many other actions that can be also done by the students so as to (in time) give them more responsability for and accountability of their learning process.

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1) What's the  author's rationale  to develop a framework for the selection of coursebooks?

Given the variety of check-lists and criteria there exists nowadays to evaluate the appropriateness of materials (coursebooks), it is crucial that a complete, broad and comprehensive model -or framework- be presented in order to encompass all the already available information regarding this topic. Bearing this in mind, Ruby (2003) explores published research on the subject of material evaluation and selection in order to design a  framework which could account for different variebles  teachers ought to address when selecting, adapting or even evaluating material. In other words, the existing methods to evaluate materials were scattered and some were even too narrow-scoped to provide a successful and complete picture of how to select and evaluate the "fitness" of materials to a certain class, group, context. As a result, she designed the framwork in order to solve this problem and to provide teacher or anyone related to material selection, design, or evaluation with a comprehensive framework againts which to evaluate materials considering many variables.

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we had to review the pro's and cons and we summarized on a table as follows in a google drive documen

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Evaluating online platforms

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Choosing a platform for our virtual portfolio

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Choosing a platform for our virtual portfolio

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It's a mystery.