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Evaluating ESL, TEFL, TESOL Resources For Use in the Classroom
Resources are a tool that every ESL TEFL TESOL teacher uses every day to enhance the language learning environment, motivate students or assist student understanding. Resources can be basic materials such as worksheets, presentation materials (PowerPoints, etc.) or even online learning via the web. Deciding which resources to incorporate into the TESL TEFL TESOL school or classroom takes some consideration.
When deciding on any resource, it is best to look at the usability of ESL TEFL TESOL resources. We can’t always go by what we like. Will the material be easily understood by teachers? Also, does it have clear instructions for the necessary preparation and incorporation? Sometimes what seems like a great resource can be inappropriate for the teachers who use it.
The resources should help bring out creativity in teachers and students. The best resources will push teachers to expand students’ horizons. In addition, students will be encouraged to explore and expand their learning experience. Resources can be a great way to spark the creativity of a class.
Finally, the age of the students should also be considered when choosing resources. Should we be sure to choose resources based on the physical, psychological and cognitive characteristics of students? In other words, will the resources really appeal to students based on their age? For example, A&E may be a great source for literary texts, but it may be more appropriate to watch PBS Kids. Always keep the age of the students in mind when selecting resources.
When it comes to online educational resources, there are many other considerations. The following is from Becta ICT Advice for Teachers (ictadvice.org.uk/index.php)
How to rate and review websites
The effectiveness of online educational resources depends greatly on the context in which they are used. However, there are also some basic criteria that must be met. Here are some important questions to ask when evaluating online educational resources.
Is the resource authoritative? Is it produced by an authoritative source? Will it support students with different learning styles? How do you use media to respond to people with auditory, visual, kinesthetic, or other preferences? Does it link or refer to appropriate stages of the National Curriculum or examination body? Does the content make its educational purpose explicit? Is the content accurate, up-to-date, reasonably complete, objective and relevant to the learner, and does it use appropriate vocabulary? Is the interface intuitive, with well-organized material and clear navigation? The content is significantly interactive, engaging the student with content or key concepts and not only creating virtual versions of the activity that can be carried out easily and to a better effect without the computer (for example, dice-rolling or simulation of magnetic attraction )? Does the resource provide support and give feedback? Does the resource enhance collaborative learning by encouraging students to discuss problems, share information and ideas and reach group agreement? Is the resource technically stable?
Internet Security
Your school may have an Internet safety policy that suggests some criteria for evaluating material on the Internet. For advice on drawing up such policies, see the DfES Superhighway Safety website.
InclusionOnline resources should be flexible and adaptable to allow students with a wide range of needs to use them. For example, some resources may be configured for different visual requirements or reading ages. The most effective content designed generally has an awareness of the full range of potential users. For more information, see the Becta Inclusion and SEN area.
Choice of sites for teaching and learning
Here is a suggested structure for reviewing web resources. It is quite rigorous, but it is probably necessary for the sites that have to be included in the planning of the curriculum.
- Initial review: Use the links above to select sites with your learning objectives or educational goal (curricular learning or key skills such as communication) in mind. Look at what the site offers in terms of content, structure and support for teaching and learning. Compile an annotated short list of sites.
- 2. Student review in pairs / Experienced student review: ask pairs of students already familiar with the curriculum content to review the sites and complete the evaluation sheet. Alternatively, gather a range of perspectives by asking subject matter experts or ICT experts to review the resources.
- 3. Action research review: Once the resource is in use, do an action research in your classroom, to evaluate its effectiveness.
There are many resources for teachers to choose from and it is always suggested to find a resource directory for ESL TEFL TESOL teachers (totalesl.com/resource.php) based on a variety of school subjects such as ESL/EFL, arts of language, literature. , science, math, history, health, art, etc.
The use and distribution of this article is permitted subject to no modification of the content and information of the original author (About the author) must be included with appropriate hyperlinks / URL references in place.
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