LESSON1: THE NATURE OF INSTRUCTIONAL MATERIALS

A. The nature of Instructional Materials

Instructional materials refer to those alternative channels of communication, which a
classroom teacher can use to concretize a concept during teaching & learning process. In using
Instructional materials teachers and students do not only extend the range of sense organs we use
but also extend the range of materials used for convening the same message through the same
organ.
Instructional materials therefore constitute the media of exchange through which a message
transaction is facilitated between a source and a receiver. In addition to extending the range of
materials that can be used to convey the same instructional message to learners instructional
materials also facilitate the ‘process’ nature of communication.
Instructional materials provide the core information that students will experience, learn, and
apply during a course. They hold the power to either engage or demotivate students. This is
especially true for online courses, which rely on a thoughtful and complete collection of instructional
materials that students will access, explore, absorb, and reference as they proceed in a course.

The Roles of Instructional Materials

Instructional materials play an important role in teaching and learning. They provide a way
for teachers to present information to students in a variety of formats and help students learn and
retain information. They can be used to support and supplement the content of a lesson, help
students learn new concepts, and provide practice opportunities.
When selecting instructional materials, it is important to consider the age and ability level of
students, as well as the goals of the lesson. There are many different types of instructional materials
that can be used in the classroom (ex. textbooks, workbooks, manipulative materials, games,
software programs, and websites). IMs can be used in a wide variety of settings, including schools,
workplaces, and homes.
Here are some Roles of IM’s:
- promote meaningful communication and effective learning
- to ensure better retention
- help to overcome the limited classroom by making the inaccessible accessible
- promote common experience upon which late learning can be developed
- encourage participate
Teaching materials come in many shapes and sizes, but they all have in common the ability
to support learning. The purpose and importance of teaching and learning materials is to make
lessons interesting, learning easy and enable teachers to easily express concepts.
•Learning Support
Learning materials can significantly increase learners’ achievement by supporting learning.
For example, an educational video may provide a learner with new insights and an appealing
worksheet may provide the learner with new opportunities to practice a new skill gained in class.
This process aids in the learning process by allowing the learner to explore the knowledge
independently as well as providing repetition. Learning materials, regardless of what kind, all have
some function in student learning.
•Lesson Structure
Teaching and learning materials can also add important structure to lesson planning and the
delivery of instruction. Learning materials act as a guide for both the teacher and the learner. They
can provide a valuable routine in the teaching and learning process. For example, by providing a
summarizing poster or video after each topic.
•Differentiation of Instruction
In addition to supporting learning more generally, teaching and learning materials can assist
teachers in the differentiation of instruction. Differentiation of instruction is the tailoring of lessons
and instruction to the different learning styles and capacities within your classroom. Learning
materials such as worksheets, videos, group activity instructions, or any other, all allow teachers to
modify them to best activate each individual learner's needs or learning style, for example by using
different media.

Benefits of Instructional Materials

Instructional materials play an important role in teaching and learning. They can be used to
support and supplement the content of a lesson, help students learn new concepts, and provide
practice opportunities.
Here are the five most important reasons why instructional materials are essential:
1. Instructional materials provide a structure for learning
2. Instructional materials can help make content more engaging
3. Good instructional materials will capture students’ attention and help them to better understand
and retain the information presented.
4. Can save time for both teachers and students.
5. Instructional resources level the playing field among learners.
Instructional materials facilitate interaction between teachers and students so that learning
activities more affective and efficient.
Here are the Benefits of Instructional Material
To the learners
1. Actively participate in the class.
2. Students' retention and understanding of the material are improved.
3. Boost student enthusiasm
4. Increasing the learner's self-assurance and self-realization
5. Encourages students/learners to have a good mindset.
To the teachers
1. It relieves teachers’ burdens of developing educational materials.
2. Make learning communication more effective.
3. They are no longer reliant on textbooks in their classes.
4. They switch from being an instructor to being a facilitator.
5. Enhances their ability to incorporate technology into their strategy.
To the teaching-learning process
1. Assisting in the delivery of subject materials
2. The process of learning becomes more participatory.
3. Gives you a hands-on learning experience.
4. More learning retention
5. Enhances cooperative learning

Principle of Instructional Material

In terms of material development, we need to consider two key questions, namely what
should be provided for learners as materials & how to give them to learners. Materials designers
may say that the key to material development is intuition or tacit knowledge which they know what
work & what won’t work based on their experiences. Although this seems to be good for developing
materials, another point which needs to be aware of is subjective, especially from conservative
teachers who generally might not want to change. Therefore, it had better to listen to teachers and
learners’ voices to see what they’re interested in and what are their opinions toward materials.
Principle of Material Development by Brian Tomlinson
1. Materials should achieve impact.
•Which means they should have attractive presentation and appealing content to target learners.
2. Materials should help learners to feel at ease.
•Which means texts & illustration in materials should make learners feel comfortable, relaxed and
being supported.
3. Materials should help learners to develop confidence.
• Which means they should make learners feel successful and push learners to develop their skills.
4. What is being taught should be perceived by learners as relevant and useful.
•Which means materials should convince learners that teaching points are useful whereby teachers
need to find what the learners are interested in.
5. Materials should require & facilitate learners’ self-investment.
•Which means they should encourage learners to invest their interests, efforts, and attentions.
6. Learners must be ready to acquire the points being taught.
•Which means using materials to prepare learners to focus on features of target language which they
haven’t learnt yet, so they might be attentive to learn these features.
7. Materials should expose learners to language in authentic use.
•Which means they should provide learners with advice and instructions for their activities, spoken
language and written text.
8. The learners’ attention should be drawn to linguistic features of the input.
•Which means materials should include grammar and how the language is actually used.
9. Materials should provide learners with opportunities to use target language to achieve
communication process.
10. Materials should take in account that learners differ in learning style.
• Which means they should provide a variety of activities and should support all learning styles, such
as, visual learners, auditory learners, kinesthetic learners, studio learners, experiential learners,
analytic learners, global learners, dependent learners, and independent learners.
11. Materials should take into account that learners differ in affective attitudes.
• Which means they should provide different types of text and activities, as well as should be aware
of cultural sensitivities of target learners.
12. Materials should permit a silent period at the beginning of instruction.
•Which means they should not force learners to speak until they are ready.
13. Materials should maximize learning potential by encouraging intellectual, aesthetic &
emotional involvement which stimulates both right and left-brain activities.
14. Materials should not rely too much on controlled practice.
•Which means they should focus on language use.
15. Materials should provide opportunities for outcome feedback, especially feedback on the
effectiveness of use of language rather than accuracy of language.
Another Principle of Instructional Material
1. All instructional materials are aids to instruction. They do not replace the teacher.
2. Choose the instructional material that best suits your instructional objectives.
3. If possible, use variety of tools.
4. Check out your instructional material before class starts to be sure it is working properly.
5. For result, abide by the general utilization guide on the use of media.

Types of Instructional Materials

Instructional materials play a crucial role in education by offering diverse resources and tools
that enhance teaching and learning. These resources help empowering educators to make
instructional content more engaging and relatable, convey knowledge effectively, provide practice,
facilitate the learning of new concepts, and reinforce lessons. Choosing instructional materials
depends on factors like subject matter, students' age and capability levels, teaching goals, and
available resources. Effective selection and use of these materials can improve student engagement
and provide a tailored learning experience. That’s why it's important for teachers to be well-versed in
these materials and use them effectively to support their discussion. Educators often combine
various materials to accommodate diverse learning preferences and ensure students can learn
through different approaches.
The following are examples of Instructional Materials:
1. Printed
Printed instructional materials are educational resources that are created in tangible, printed
formats. They are frequently ordered and organized, and they offer contents, exercises, and
information to enhance teaching and learning. They are basic resources for educators and learners
and are frequently utilized in conventional classroom environments. They are utilized in continue to
play a significant role in education because of their dependability, accessibility, and value for
learners who might prefer hard copy resources or physical materials.
A. Textbook - A textbook is an educational tool that is used in the teaching-learning process that
gives students the fundamentals of a subject or topic being covered in class. It has information and
lessons about the topic the students are studying. It gives you a chronologically balanced
presentation of all the plans and lessons required to thoroughly cover a subject.
B. Workbook - A workbook contains exercises or problems related to the lessons which provide
learners the chance to practice what they are learning in class by answering multiple questions or
various problems. It usually has elements to enhance learning and reinforce understanding in the
classroom and ensures that students achieve the goals set forth for a specific course or subject.
C. Handout - Handouts are like sheets of paper that teachers distribute to their students in order to
give them more information about the subject matter. These papers contain vital and helpful
information, such as notes, guidelines, or activities. Typically, handouts are distributed during a
discussion to help students follow along and comprehend the lesson being covered by the teacher.

2. Audio
Audio instructional materials are educational resources that employ sound to enhance
learning and convey information. They contain everything that is audible, such as talks, music, or
spoken words intended for educational purposes. These resources are beneficial for students who
learn best by listening since they stimulate the sense of hearing. Because of their mobility and
flexibility, they enable learning while on the move. And by giving context and accurate pronunciation,
they can be especially useful for enhancing listening comprehension and language learning.
A. Podcasts or Lecture Recordings – Podcasts/lecture recordings are collections of versatile,
adaptable, & accessible audio recordings, or "episodes," that have been compiled for students.
These audio resources offer an interesting & different approach to study & explore variety of topics.
Contain explanations, conversations, interviews, and in-depth examinations of particular subjects.
B. Music/Song - Music or songs are basically poems that have a lot of meaning contained into few
words that can be used as a valuable teaching and learning tool. These resources frequently contain
melodies and lyrics to not only educate or reinforce academic matters but also to increase learner
engagement by helping students retain key details through memorable lyrics and catchy tunes.

3. Visual
- are visual materials, such as pictures, charts, diagrams, etc., and is typically used to help an
audience understand and remember information in a presentation. It can also be used to maintain an
audience's attention, inspire listeners to action, clarify the organization of a presentation, or make a
presentation more persuasive.
A. Diagram - is a visual method of representing information, concepts, and relationships. It allows
individuals to take complex information and present it in a simplified, visual format that is easy to
understand. By using symbols, shapes, and lines to represent different components, the main
purpose of diagram is to clarify and communicate information in a way that is more intuitive and
memorable than text-based information.
B. Infographic - is a visual way to communicate information through graphic elements. Their
purpose is to communicate concepts in a way that both captures attention and aids comprehension
of information. The more visually appealing an infographic can be, the more effective it is. These
visuals also help readers understand the information and remember the concepts the infographic
communicates.
C. Flashcard - is one of the most common study methods, and it is the one many students are most
familiar with. Flashcards help students to engage in active recall or a process wherein students
actively engage in learning by stimulating our memories and creating lasting connections to the
material.

4. Audio Visual
- Visual Technology / Audio Visual enables teachers to create presentations that incorporate
real-life examples, videos, and other multimedia elements. This provides a more engaging and
interactive learning experience for students while reducing the time spent on preparing lesson plans
for teachers.
A. Slide Presentation - presentations are used in many different fields due to their ability to
organize and structure information, create a consistent format, and provide the audience with
visuals.
B. YouTube - The accessibility of free, high-quality, and instructional internet films, available on
websites such as YouTube, video-assisted learning has quickly gained popularity by providing
students with an engaging means of gaining insight into and understanding previously inaccessible
or difficult ideas and topics, it may be beneficial for instructors and entertaining for students.

5. Electronic / Technology
- Electronic instructional materials (EIMs) are any type of instructional materials that are
delivered electronically. Offer a number of advantages over traditional print-based instructional
materials. They can be more engaging and interactive, they can provide students with access to a
wider range of resources, and they can be accessed from anywhere with an internet connection.
A. Apps - An educational app is a software application specifically designed to provide educational
content, interactive learning experiences, and tools to facilitate learning on mobile devices like
smartphones and tablets. These apps aim to enhance learning by offering a wide range of
educational materials, exercises, quizzes, videos, and more.
B. E-book - An electronic book, commonly referred to as an e-book, is a digital format of a book
designed for reading on electronic devices such as computers, tablets, or smartphones. In contrast
to the traditional printed book, an e-book allows readers to access the same textual and often visual
content on a screen, foregoing the need for a physical printed copy.

Factors Affecting Materials Preparation

 Instructional materials are essential since they help the teacher and learners avoid
overemphasis on recitation and rote learning that can easily dominate a lesson. Resource materials
allow learners to have practical experiences which help them to develop skills and concepts and to
work in a variety of ways.
Lessons will often be accompanied by instructional materials such as slide decks, videos,
handouts, and worksheets. Used well, these materials are integral to the session, and to be
effective, they need the same careful level of planning and design as the rest of our lesson. Creating
high-quality materials takes time so it is necessary to understand the use of instructional materials
and the IM itself in order to outline the general best practices.
Factors Affecting Materials Preparation:
1. Understanding Educational Functionality
Since educational communication and technology is a new area of importance in education,
it is a lightly technical field, and to understand how it can affect the instructional delivery, one must
first understand the operational functionality of the resource kits.
2. Teachers’ Knowledge
This has a great impact on the effective application of teaching aids or instructional
materials, this is because the teacher uses need to understand the sequential presentation of the
instructional gadgets to suit the interests of the learners and its appropriateness with the instructional
tasks.
3.Student Population
Part of the application of teaching aids or instructional materials process is the target
population for whom the materials are to be used and the setting or vicinity where the learning
should take place.
4. Time
It is also a serious problem or factor that delay the effective use of instructional materials to
ineffective instructional delivery in the class, because in most cases the time that is allotted for a
subject on the timetable might not be enough for the teachers to present his contents alongside with
effective use of the materials which will affect the wholesome delivery of the content.
5. Lack of supply of materials
This factor seems to be the handicap why most educational institutions are unable to acquire
relevant teaching equipment and materials. In line with this, students and teachers will lack on the
opportunity to learn and use new techniques in the field.
6. Lack of Funds
There are sophisticated teaching aids or instructional materials that can make learning
easier and faster such as computer-aided program, but lack of funds has.
7. Poor handling of Materials
Materials available for effective instructional delivery are poorly manhandled by both the
teachers and some school authority.
8. Non-availability of Resource Room
 Schools are affected by the non-availability of resource room for the proper keeping of both
the locally manufactured and the commercially purchased teaching aids, thereby limiting its use as
at the time needed.
9. Sufficiency of Printed and Audio-Visual Materials
Another pressed issue about teaching aids or instructional materials for use is that the
materials are grossly lacking in the schools. There was scarcity of both printed and audio-visual
materials in most of the instructional materials, neither printed nor audio-visual materials were
available in sufficient quantity or quality.
10. Poor Condition
Few institutions indicate the availability of these materials but were in rather poor condition.
11. Understanding
It requires matching the materials to the learners’ abilities and prior knowledge. If the
students do not understand the materials, frustration sets in and makes it more difficult. The teacher
should know the materials if it is suited to the level of understanding of the students.
12. Structuring/Clarifying
It involves organizing the material so that it is clear to the students:
- Directions, objectives, and main ideas are stated clearly.
- Internal and final summaries cover the content.
- Transition between main ideas is smooth and well-integrated.
- Sufficient examples are provided.
- New terms are defined.
- Adequate practice and review assignments reinforce new learning.
13. Elaborating
Ensures that students learn better through a variety of ways. The idea is to provide in the
textbook opportunities for students to transform information to one form to another, and to apply
information to new knowledge - by using various techniques such as comparing & contrasting,
drawing inferences, paraphrasing, summarizing, and predicting.

B. To Consider In Writing Instructional Materials

There are several factors to consider in writing instructional materials to ensure that learning
is effective. Ornstein provides us with nine: understanding, structuring or clarifying, sequencing,
balancing, explaining, pacing, reviewing, elaborating, and transfer of learning.
1. Understanding
Understanding requires matching the materials to the learners’ abilities and prior knowledge.
If students do not understand the materials, frustration sets in, making learning more difficult. 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 background lessons and check-up
activities and exercises to assess students’ understanding. This is especially important for younger
and slower students and when introducing new concepts.
2. Structuring or Clarifying
Structuring /Clarifying involves organizing the material so that it is clear to the students. It is
especially important when new subject matter is introduced, and when it is being linked to the
previous lessons.
1. Directions, objectives, main ideas are stated clearly. Internal & final summaries cover the content.
2. Transition between main ideas is smooth and well-integrated.
3. Writing is not vague.
4. Sufficient examples are provided.
5. New terms are defined
6. Adequate practice and review assignments reinforce new learning
3. Sequencing
Sequencing refers to the 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. There are four basic ways of sequencing a material:
1. Simple to complex
2. Parts to whole
3. Whole to parts
4. Chronological arrangements

4. Balancing
Balancing materials require establishing vertical and horizontal balance or relationships.
Vertical relationships refer to a building of content and experiences in the lesson, unit, and course
level. Fourth-grade language concepts build on third-grade concepts; the second unit plan builds on
the first, etc. Horizontal relationships establish a multidisciplinary and unified view of different
subjects; for example, the content of the social studies course is related to English and science.
5. Explaining
Explaining refers to the way headings, terms, illustrations, and summary exercises are
integrated with the content. Does the example illustrate major concepts? Are the major ideas
identified in the chapter objectives and overview? Do the headings outline a logical development of
content? Do the materials show relationships among topics, events, facts to present an in-depth
view of major concepts? The students should be able to discover important concepts and
information and relate new knowledge on their own through the materials.
6. Pacing
Pacing refers to how much and how quickly the lessons in the textbooks are presented. The
volume or length of the materials should not overwhelm students, but there must be enough to have
an effect. As students get older, the number of materials can increase, the presentation can be
longer and more complex, and the breadth and depth can be expanded.
7. Reviewing
 Reviewing refers to the extent to which the material allows students to link new ideas to old
concepts in the form of a review. High-achieving and older students can tolerate more rapid pacing
than low-achieving and younger students, thus less proficient learners would need more review or
linking than the more proficient ones.
8. Elaborating
Elaborating ensures that students learn better through a variety of ways. The idea is to
provide in the textbook opportunities for students to transform information from one form to another,
and to apply new information to new knowledge – by using various techniques such as comparing
and contrasting, drawing inferences, paraphrasing, summarizing, and predicting. A series of
elaboration strategies help students learn new materials. The author must provide students with a
broad list of questions (of comparing and contrasting, drawing, analogies, etc.
9. Transfer of Learning
Transfer of Learning may be done in a number of ways. Transfer of learning may be
concept-related, inquiry-related, learner, or utilization-related. The first two organizers seem to work
best with intrinsically motivated students and the second two best with a student who needs to be
extrinsically motivated. Since most students need some extrinsic motivation, learner-related and
utilization-related materials will be more effective with the majority of students.
• Concept-related- drawing heavily on structure of knowledge, the concepts, principles, or the
theories of the subject.
• Inquiry-related- derived from critical thinking skills & procedures employed by learning theorists or
scholars in the field.
• Learner-related- related to the needs, interest or experiences of the students.
• Utilization-related- show how people can use or proceed with them in real life situations.