Analysis Of English

Instructional Materials
Utilized In The New
Normal
PREPARED BY:
KIM B. BARTOLO, LPT
MA-ENGLISH 1
Introduction
INTRODUCTION
 The New Normal has brought new challenges in
the education system and many of the
instructional materials that were once utilized in
the traditional Face-To-Face classes had to be
revised and redeveloped in order to cope with
the new shift in education. As we traverse through
this shift we have encountered numerous new
Instructional Materials that most, if not all, seem
underdeveloped due to the rush to be prepared
before the opening of classs last October 5, 2020.
This analysis will tackle the essesntial
parts of modules developed in the
1st quarter of the School Year and
look into the positives and
whatneeds to be improved.
Methodology
Methodology

 Thepresenter has analyzed a Grade 7 English

module used in the 1st quarter of the school
Year by teachrs in the Department of
Education. A rubric constructed by the
University of Central Florida for distributive
learning was used as basis for the analysis.
Findings of the analysis
Objectives
 Upon reading of the module the presenter
has come up with the following findings.
Objectives of the Grade 7 Q1 Module 3
were alligned with Bloom’s Taxonomy and
specifically target the Cognitive domain
and further target the knowledge,
application, and synthesis sub-domains..
All objectives are measurable and
feasible.
Module Activities
 Module activities are varied and
promote interaction. All are alligned
with the objectives listed in the
module, however activities are too
many and should be limited to only 4
to 5 activities to lessen the burden of
mental health issues due to
prolonged screen time or mental
strain.
Assessment Strategy

 Assessment strategies are alligned with the

objectives. Directions are clear and grading
policy is visinle. No rubrics are included since
no performance tasks or essays were in the
module. Self assessments are also present in
the form of student to content interaction.
Accessibility
 The module analyzed was properly
formatted. Images contain alternate text
with in the examples. Soft and printed
copies of the module are available and
both Docs and PDF formats are
accessible. The module also has an
alternate video shown on DepED’s
Youtube channel.
 Math formulas were absent but this can
be justified by the fact that the module
evaluated was a module for 7th grade
English. Extended time for quizzes and
exams in consideration for learners with
special needs may vary depending on the
teacher.
Copyright

 The module has adhered to the

copyright laws imposed in the
country and on international laws.
References were cited and
acknowledgement of the owners of
some content included in the module
were cited and acknowledged.
Conclusion
Conclusion
 The Department of Education may be in its
beginning stages in this new shift in education
and some other modules may be erroneous in
content or formatting however there is always
room for improvement and if Face to Face
instruction may still not be reimplemented on
the next School Year, refinement of the
modules should be done to ensure quality
education in the Philippines.
THANK YOU!