If a teacher wanted to create their own classroom materials I would suggest making the material clear and scaffolded...

If a teacher wanted to create their own classroom materials I would suggest making the material clear and scaffolded for the students. This means there is clear numbering of the activities, enough spacing between the tasks as well as clear instructions. Without these components materials won`t be engaging for the learners

There are two fonts that I use in class.

There are two fonts that I use in class. These are: Arial and Comic SANS. These two fonts make the reading experience comfortable for both students and teachers. They are also recommended by the British Dyslexia Association

I think that when using audio or video it is important to include both native and non native speakers.

I think that when using audio or video it is important to include both native and non native speakers. This is very important to familiarise students with different accents since non native speakers outnumber natives speakers.
Based on my own experience teaching exam classes, many EAP and exam coursebooks are starting to include many non native speakers in their recordings and DVDs. The aim is to prepare students for university where they are going to encounter non native teachers and students and where the only medium of communication is English

There are many aspects we should consider when developing new materials.

There are many aspects we should consider when developing new materials. I`m going to divide these aspects into two categories: Form and content.

Form

When it comes to form material developers need to make sure that the activities and instructions are readable . This can be done by using the adequate spacing and font size. The Material should also be inclusive especially for students with dyslexia. The goes through including a coloured background to make it comfortable for the reader.

Content

The content should provide activities or tasks that aim at maximising interaction between the students. It should also promote learner autonomy by helping them notice the language for themselves. Last but not least, material designers should include rubrics or short activities at the end of a lesson to help students reflect on their progress

Here's my last project.

Here's my last project. It's a memory and observation game. I believe that your students will enjoy it! I enjoyed observing the picture and finding hidden items while creating this material.
Anyway, it was great to meet you all. Have a great summer!

https://drive.google.com/file/d/1ByLkKEcH0Nt5g7UqS6qwKuSCexc0nKoA/view?usp=sharing

I hope to become a more efficient materials writer with realistic goals.

I hope to become a more efficient materials writer with realistic goals. I find myself dragging my feet with materials because I feel that they're not there yet, not overly creative or novel or some other unrealistic expectation. I'd like to become more comfortable with the idea of materials not being perfect and use the classroom as an opportunity to refine and tie up loose ends.

I wish I'd been less busy this past month ... I haven't been able to spend as much time as I would have liked on the course. It was fascinating to see how people approach materials design differently and its impact on the final product. This was my first ITDI course and I hope it will be the first of many more.

Hi, everyone!

Hi, everyone!

Some years ago, one of my colleagues shared this idea and, since then, I've been using this game a lot mostly with teenage or adult students of higher levels when teaching idioms or phrases. I've created several lists with idioms or phrases I can use in this game. This is just and indicative one so you can alter it by changing the idioms or phrases according to your class' needs. I hope you enjoy it and look forward to your feedback!
https://drive.google.com/file/d/1yBJmc6HY_BNp2a97GKt09Tkma3g3WzH8/view?usp=sharing