ASSIGNMENT IN

SPEC14
[Preparation and
Evaluation of
Instructional
Materials]

SUBMITTED TO:
MR. WOODROW ROY C.
TUMULAK
Instructor-SPEC14 (MWF 9:00-10:00 AM)
SUBMITTED BY:
JAIKA C. ADALID
BSED III- English

CHAPTER 1:
WHAT IS INSTRUCTIONAL MATERIALS
Instructional Materials are any collection of materials including animate and inanimate objects
and human and non-human resources that a teacher may use in teaching and learning
situations to help achieve desired learning objectives. Instructional materials may aid a student
in concretizing a learning experience so as to make learning more exciting, interesting and
interactive. They are tools used in instructional activities, which include active learning and
assessment.[1] The term encompasses all the materials and physical means an instructor might
use to implement instruction and facilitate students’ achievement of instructional objectives.

IMPORTANCE AND SIGNIFICANT USE OF INSTRUCTIONAL MATERIALS IN

TEACHING AND LEARNING PROCESS
Well, we all know that Teachers at all levels utilize a variety of instructional materials such as
textbooks, presentations and handouts to enhance the quality of their lessons. The quality of
those materials directly impacts the quality of teaching. Knowing how to find the best
instructional materials is a valuable skill for a teacher to have.

The importance of Instructional Materials or Educational resources is to improve students’

knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute
to their overall development and upbringing. It also clarifies important concepts to arouse and
sustain student’s interests, give all students in a class the opportunity to share experiences
necessary for new learning, help make learning more permanent.

NATURE OF PREPARATION AND EVALUATION OF INSTRUCTIONAL

MATERIALS
 According to Ibe (1998), utilization of instructional material in teaching associated with the
function of the teacher as the manager of instructional process is important to the teacher
to arrange the mechanics of the presentation and also plan to make the materials
meaningful to the audience.
 Learning is enhanced commenting on the use of resources in learning, Lewis (1994)
believed in “hear and forget, see and remember, do and understand.”
 This view was supported by Cohen (1996)
 Positive effect of IMs in teaching in schools
 Great deal of cognitive change in the school system could be made possible through
the use of audio-visual such as charts, tape recorder, radio and television programs,
pictures and programmed materials,

CRITERIA IN EVALUATING THE USE OF INSTRUCTIONAL MATERIALS

Criteria’s for evaluating instructional materials is very important to make teaching effective and
meaningful, here are some criteria:

 Content
Aligns with curriculum and standards, and is current, valid and reliable, with real world
examples. Design to meet the interest of the individual learners from various skills levels.
Enhances conceptual understanding and engages higher order thinking skills. Free from bias.
 Equity and Accessibility
Materials are durable, easily stored, transported and are universally accessible. Materials are
easily updated and are adaptable and customizable to match the resources of the school.
 Appropriateness
Materials are appropriate for the subject matter, and also appropriate for the learner’s capacity
or levels of learning.
 Presentation
Comprehensiveness of student and teacher resources; alignment of instructional components;
organization of instructional materials; readability of instructional materials; pacing of content;
ease of use and durability of materials.
 Learning
Motivational strategies; teaching a few "Big Ideas;" explicit instruction; guidance and support;
active participation of students; targeted instructional strategies; targeted assessment
strategies.
 Cost
The materials used for teaching should not be expensive, as long as it eye captivating and
catches the attention of the students then it is an effective instructional materials.

DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS AND THEIR USES

 PRINCIPLES IN MATERIAL DESIGN
Penalflorida (1995) reports her use of the six principles of material design identified by Nunan
(1988):
a) Materials should be clearly linked to the curriculum they serve
b) Materials should be authentic in terms of text and task
c) Materials should stimulate interaction
d) Materials should allow learners to focus on formal aspects of the language
e) Materials should encourage learners to develop learning skills, and skills in learning
 f) Materials should encourage learners to apply their developing skills to the world
beyond the classroom

Principles in the preparation of IM

1. Organization. It reflects and support a particular philosophical orientation. (Teacher-
centered or learner-centered)
2. Sequence. It can improve the effectiveness of formal instruction.
3. Completeness. The extent to which materials supply the learner with the information
and support needed determine how the instructional goal will be attained.
4. Modality. It determines the types of stimuli that will be present during the learning
experience.
ADDIE Instructional Model
1. Analysis. The process of defining what is to be learned.
2. Design. The process of specifying how learning will occur.
3. Development. The process of authoring and producing the materials.
4. Implementation. The process of installing the instruction in the real world.
5. Evaluation. The process of determining the impact of instruction.
Thomas Nagel’s PPPF
 Prepare yourself.
 Prepare your students
 Present the material.
 Follow Up.

TIPS IN MAKING FUNCTIONAL VISUAL AIDS

 The teacher/writer must know whether the materials are suited to the level of the
students and whether they will understand those. Thus, the teacher/writer must provide
for background lessons and check-up activities and exercises to assess students’
understanding.
 Directions, objectives, and main ideas are stated clearly. Internal and final summaries
cover the content.
 Transition between main ideas is smooth and well integrated.
 Writing is not vague and sufficient examples are provided.
 New terms are defined.
 Adequate practice and review assignments reinforce new learning.
 Arrangement of the materials to provide for continuous and cumulative learning where
complex concepts are taken only after prerequisite skills and concepts have been
mastered
 Balancing materials require establishing vertical and horizontal balance or relationships
 The students should be able to discover important concepts and information and relate
new knowledge on their own through the materials.
 The volume or length of the materials should not overwhelm students
  The author must provide students with a broad list of questions (of comparing and
contrasting, drawing, analogies, etc.)

CHAPTER 2:
DESIGNING EFFECTIVE INSTRUCTIONAL MATERIALS
A key feature of effective teaching is the selection of instructional materials that meet
the needs of students and fit the constraints of the teaching and learning environment. There
are many pressures for educators to match the audiovisual stimuli of television, computers, and
electronic games with which students are experienced. The speed of personal computers and
the ease of authoring systems permit instructors to design and customize computer-based
audiovisual presentations and to develop computer-based assignments for their students. The
tremendous increases in rates of information transfer, access to the Internet, and posting of
materials on the World Wide Web give instructors and students an almost limitless supply of
resource material. In addition, the ease of electronic communications between an instructor
and students, and among students, provides new opportunities for sharing questions, answers,
and discussions during a course. At the same time, there remains a major role for student use
of textbooks and for instructional use of demonstrations, films, videos, slides, and overhead
transparencies.
Carefully scripted presentations and activities run the risk of emphasizing teacher
delivery rather than student learning. Carefully planned and prepared instructional resources
sometimes tempt instructors to race ahead and to cover more. The rapid-fire presentations
combined with audiovisual overload can tempt students to remain intellectually passive. One
way to avoid this is to intersperse activities which assess student understanding and encourage
reflection and critical thinking. Another possibility is to reduce the pace of the class session, by
pausing periodically to invite questions.

BASIC ELEMENTS IN INSTRUCTIONAL DESIGNING

Instructional design is the systematic process of designing, developing, evaluating and
managing the entire instructional process to ensure effective and efficient learning. It is based
on what we know about instructional and learning theories, systems design, information
systems and management (Morrison, Kemp & Ross, 2001). The basic elements of instructional
design include:
 Analyze learner and organization needs
 Determine instructional goals and objective
 Construct a method for evaluating learner achievement
 Design and select instructional strategies
 Implement the training
 Evaluate the training
TRADITIONAL RESOURCES IN THE PREPARATION OF IMs
Traditional resources include any textbooks and workbooks used in the classroom. For example,
language arts classrooms almost always have literature textbooks, writing textbooks, and even
vocabulary and spelling workbooks. In addition to these, traditional resources also include any
supplemental reading material, like novels or poems outside of the textbook.
These materials can really help to introduce new concepts to your students. For example, when
learning the concept of theme, a literature textbook can provide numerous reading materials
all displaying theme in different types of literature. In the same way, workbooks can give some
useful basic practice activities for a new vocabulary words or even writing activities that might
be difficult for students. Then, when mastery is shown on a basic level, a teacher can introduce
more challenging material related to that concept.
To evaluate these traditional resources, the most important aspect is to make sure you choose
material within the resource that appropriately relates to your learning objective. Most
textbooks and workbooks have already been designed to align with certain educational
standards and are therefore very reliable in regards to addressing classroom goals. Still, it is
important to be sure to choose material within the textbooks that matches your specific
learning objective.
GRAPHIC ORGANIZERS
A second type of instructional material is the graphic organizer, which is any type of
visual representation of information. Diagrams, charts, tables, flow charts, and graphs are all
examples of graphic organizers. For instance, in a math classroom, it is essential to use graphs
on a coordinate plane when learning about the equation of a line so that students can actually
see how a line is graphed. In language arts, Venn diagrams and plot diagrams are clear
instructional tools to use when comparing or analyzing events in a piece of literature. All of
these graphic organizers allow students to physically see relationships between ideas. This is
imperative for learning, especially for students who are more visually oriented. Seeing a clear
relationship is always easier than an abstract idea in your mind.
In fact, having students create their own graphic organizers can be a great way to
incorporate active learning. For instance, you can have students read a short story or even an
informational article and then create their own visual representation of the information. This
pushes students to internalize and apply the information, which requires more thought than
simple recall.
To evaluate your graphic organizers, the most important aspect is to make sure they
support learning and are not merely creative distractions. Some materials can be very fun and
interesting, but if they do not support learning, they should not be included in your lesson. For
instance, a Venn diagram on two characters in the novel, A Tale of Two Cities, can be a nice
visual, but this is a higher-level novel and needs a more in depth type of graphic organizer. At
this level, a Venn diagram is just too simple.

TEACHER-MADE RESOURCES
 A last type of instructional material comprises any teacher-made resources. These
include anything the teacher creates, like handouts, worksheets, tests, quizzes, and projects.
Many of these are used for assessment in the classroom, which is determining the level of
learning on any given topic. For instance, different handouts or worksheets can be used
throughout a unit to see which students are getting it and which students are struggling.
Evaluating these materials is very important. Everything a teacher creates must be a
true assessment of the learning objectives. For instance, a test on a more advanced novel needs
to show how a student can apply the concepts of theme, character development, conflict, and
other literary ideas covered in that unit. In this case, simple recall of plot events should take a
lesser role in any teacher-created assessments.

TEACHING STRATEGIES: SELECTING INSTRUCTIONAL MATERIALS

One of the many jobs teachers have is selecting instructional materials that will fit each
students’ reading performance. Teachers have a myriad of materials available for their teaching
strategies, including basal readers, trade books, chapter books, poetry, and technological
materials, just to name a few. It is essential that teachers find a text that fits the reader as well
as advances his or her strengths. The key is to find materials that match the reader. Here we
will take a look at some of the basic types of materials that can be selected.
a.) Teaching Strategies Using Chapter Books
Chapter books tell stories that captivate the reader’s imagination. Unfortunately, they
do not come with a teacher’s manual, but sometimes the publisher will indicate the
reading level. Chapter books are often used in discussion groups so that students can
share their experiences. This helps students to create a shared understanding of the
world.
b.) Teaching Strategies Using Basal Reader
Basal readers are stories that are arranged by grade level and come with an instruction
manual and workbooks for the students. Some basal readers even include excerpts from
classic literature that are designed for that specific grade level. One advantage of using
basal readers is that the difficulty level of the story has already been calculated for you.
Using a basal reader at the level of your students is a great way to help you identify a
text that will fit each reader.
c.) Predictable Books
Predictable books use colorful illustrations and repeated language patterns to draw
students in to read time and time again. This reader-based approach uses rhythm and
rhyme to hook students and is usually a staple in every elementary classroom.

INSTRUCTIONAL MATERIALS IN LANGUAGE TEACHING

 Graphic Organizers
 Time Sequence
 The Vocabulary Term and Phrase