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Features of Adaptation

The document discusses key features of materials adaptation in education. It states that materials adaptation refers to adjusting textbooks to make them more effective and flexible for learners in dynamic classroom environments. Adaptation involves changing materials to suit specific learners, teachers, or situations. Key features of adaptation include making materials learner-centered and develop critical thinking, providing flexibility and choice, incorporating open-ended and aesthetically engaging tasks, ensuring relevance, addressing universal topics while allowing for cultural specificity, combining authentic and non-authentic inputs, and including provocative topics and activities. The goal of adaptation is to effectively engage learners and reduce the gap between research and classroom practice.

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3K views12 pages

Features of Adaptation

The document discusses key features of materials adaptation in education. It states that materials adaptation refers to adjusting textbooks to make them more effective and flexible for learners in dynamic classroom environments. Adaptation involves changing materials to suit specific learners, teachers, or situations. Key features of adaptation include making materials learner-centered and develop critical thinking, providing flexibility and choice, incorporating open-ended and aesthetically engaging tasks, ensuring relevance, addressing universal topics while allowing for cultural specificity, combining authentic and non-authentic inputs, and including provocative topics and activities. The goal of adaptation is to effectively engage learners and reduce the gap between research and classroom practice.

Uploaded by

AUBREY ARUGAY
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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KEY FEATURES OF

MATERIALS
ADAPTATION
MATERIAL ADAPTATION
• Refers to the application of some strategies to make the textbook
more effective and flexible. The process of changing or adjusting the
various parts of a course book is closely related to the reality of
dealing with learners in the dynamic environment of the classroom.

• Materials adaptation involves changing existing materials so that they

become more suitable for specific learners, teachers or situation.


KEY FEATURES OF MATERIALS
ADAPTATION
Learner-centeredness and critical
awareness development

• The materials should put learners at the center of the learning process and make
them input providers .
• Teachers should be facilitators and co-ordinators
• Materials adaptation, should be shared between - materials developers.
• Teachers and learners
Flexibility and choice
• Materials should be flexible
• -should provide choice
• -should enable learners to develop a variety of skills and learning styles
• -encourage them to experience a wide range of tasks and approaches
• -they also become more independent learners.

• Learners themselves become more flexible learners


• -Learners can be encouraged to experience them all
Open-endedness & aesthetic experience
Aesthetic experience originated from (the theory of Aesthetic Response by
Rosenblatt (1995)
- refers to the process of reacting spontaneously when reading literary texts
(typically represents the immediate response to language and literature)
- involves interaction between readers, language and texts
Aesthetic experience and Materials adaptation
-Aesthetic Experience promotes the subjectivity of texts and their various
interpretations
they should, not only be based on right/wrong testing and practice but, rather, they
should also focus on open-ended tasks and texts
Relevance
• to draw a link between the adaptation process and reading
-open-ended materials, have the potential to become relevant to the learners
when they fill those gaps with their ideas, interpretations and discussions.

• It is only at this level that materials become relevant and potentially more
effective for learning development.
Universality
• The materials should be based on
-Universally appealing topics
-culturally provoking
-culturally specific but, at the same time, they are present in all cultures.
• A rich source of this type of topics comes from:
-Literature,
-life experiences,
-Feelings,
-relationships.
Authentic and non-authentic input
• In order to expose the learners to realistic input.

-Materials should be based on authentic texts

• In order to draw the learners’ attention to certain linguistic features

with activities based on texts selected from authentic sources a

-combination of authentic and non-authentic tasks


Provocative topics and tasks
• In order to make learning more engaging and perhaps
also more humanistic
• Materials should include topics and activities that can:
• potentially provoke a reaction,
• Provide an aesthetic experience, whether it be positive
or negative, that is personal and subjective.
Conclusions
• the adaptation process is considered at two levels
- adapting materials with the purpose of making them effective and relevant to
a specific classroom;
-adapting materials with the purpose of changing their objectives, in order to
reduce the distance between research and classroom practice.
• Developing critical awareness of learning and teaching is the main aim of adapting
and evaluating courses;
• learners can become, the main input providers, the teacher’s role is simply that of
facilitator, co-ordinator and monitor.
THANK YOU

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