THEORY

TEXTBOOKS
Before starting with the design of materials, we should analyse different textbooks. Textbooks are the guide the teacher uses to work with the course the whole period she is teaching them. For that, we used Andrew Littlejohn s chart from !the analysis of language teaching materials" inside the Trojan #orse$"

Then, we analysed the units of the book using another part of the chart used before plus another chart from the same article"

WEBSITES
Book websites are di%ided in Companion Sites and Promotional Sites. Companion Sites offer materials that are useful and can be used during the course as an aid, whether Promotional Sites are o%erloaded with promotional products of the publisher. To analyse a site we should consider" Labels and descriptions" if the titles correspond to their descriptions. Acti%e links" if e%ery link and hyperlink works properly, if there are no dead links or errors. &peed" 'f you can access to it (uickly or if the connection goes slow. &ystem compatibility" 'f you can access to the site from any computer with any system. Links to authentic materials" if there are any links that lead to other sites. )ublisher*)roduce acti%ities" the acti%ities that are pro%ided in the site for the students to use. This criterion can be used to analyse any websites, educational or not.

VISUALS
+%ery coursebook has %isuals, whether they are just used for decoration ,just to decorate the page- or for use ,that are specifically used in the text-. To analyse the balance of illustrations that a coursebook has, we analysed" )ages of text .olour /rawings B01 /rawings .olour )hotos B01 )hotos /ecoration 2sed

E-PORTFOLIOS

To see the use and effecti%eness of e*portfolios, we analysed ones from former students. 1e based our analysis in" Degree of Meta-Cogn t on an! Ref"e#t on $T%rn ng a collection nto a reflective portfolio& ' Little or no reflection or mention of standards or goals. A collection of artifacts * A scrapbook or multimedia presentation ( &imple o%erall reflection on the portfolio as a whole. ) Le%el 3 )L2& &tandards or portfolio goals are included. * Le%el 4 )L2& 5eflections on achie%ing each standard or goal )L2& future directions ,learning goals-. + Le%el 6 )L2& 5eflections on the role of each artifact in the portfolio. , Le%el 7 )L2& Feedback from portfolio conferencing and responses from others. 'ncludes self* e%aluation of the portfolio.

Ea-e of .a/ gat ng E"e#tron # Portfo" o ( &imple, linear presentation document. 8o na%igation links ,or may ha%e 9broken9 links) #yperlinks ,i.e., buttons- from table of contents ,T:.to standards ;ay ha%e links to artifacts. * #ypertext links between T:., standards, artifacts, reflections. + Fully hyper*linked document between T:. standards, artifacts, reflections. , 'nteracti%e presentation with animation and intuiti%e na%igation.

U-er C0o #e n .a/ gat ng t0e E"e#tron # Portfo" o ( 8o user choice in na%igation. ) ;inimal user choice in na%igation. * Appropriate and clear user choice in na%igation. + ;aximum and ob%ious user choice in na%igation. , ;aximum and ob%ious user choice in na%igation.

Sea1"e-- ntegrat on of -tan!ar!-2 art fa#t-2 ref"e#t on- n an E"e#tron # Portfo" o ( /ocuments in original, separate files ) /ocuments may be in separate files or merged into a single file. * + , 'ntegrated, engaging, self* running multimedia presentation.

/ocuments are /ocuments are in consolidated into a single directory a single file on a web site. ,)/F-.

A33ro3r ate U-e of M%"t 1e! a ( ) * + ,

4

8o audio<%ideo, or inappropriate use, distracting from content of portfolio

Audio may be included.

Appropriate audio and<or %ideo optional.

Appropriate audio Appropriate and<or %ideo audio and %ideo included. integrated seamlessly into presentation.

/escriptors

E/a"%at on Cr ter a for UAA4- Se#on!ar5 MAT Portfo" oE6#e3t ona" T0oro%g0 A!e7%ate high le%el of well co%ered complete thought ,products relate to minimal polished the standardeffort complete considerable minimal organi=ed effort original thorough effecti%ely and thought minimal well organi=ed clearly presented demonstrates organi=ation %ariety in includes clear products understandings general uni(ue applies what has information substantial but lacks been learned to application to own descripti%e the classroom teaching detail clearly shows shows connections indi%idual>s some detailed personality application to thoughtful demonstrates teaching both depth and supported with breadth ideas highly imaginati%e

Ina!e7%ate missing e%idence or information sloppy or poorly organi=e demonstrate only surface understandings no e%idence of application to teaching

poorly writte or does not include rational statement