Principles in Materials Design (Nunan, 1998)

Materials should be clearly linked to the curriculum they serve.

Curriculum cycle:
• PIE
• P= ISWW
• I= InsMonWri
• E= TesEvalPlan

DESIGN, DEVOLPMENT, AND DISSEMINATION OF MATERIALS (DARS)

1. Design Phase
a. Accumulated experience - reviews or surveys existing materials. Gives info on the demands
b. Rationale for the design - identifies shortcoming of existing material so that it is not repeated
c. Conceptual Framework - combines major and minor concepts on lang. learn, theories, design

Major concepts - overall principles of second/foreign language learning and teaching will affect.

Minor concepts (OSMO)

❖ Organization of languages skills to be taught:
❖ Selection, graduation and arrangement of content:
❖ Methodology associated with the acquisition of these skills:
❖ Organization for the development and dissemination of the materials.

2. Detailed writing of the specification for the new materials- (GoSuTeFoTe)

❖ Goals of the materials
❖ Subject matter, language content to be covered, and the skills to be acquired through the content:
❖ Technique and modes of presentation, practice, use and management associated with the learning
of the content
❖ Format of the materials including how learning units are divided
❖ Technical details for the writing of the materials

3. Development Phase
a. Writing the experimental materials
b. Internal evaluation of materials
4. Dissemination Phase
a. Extensive use of the new IM
b. Field evaluation of the IM

Guidelines for Developing Materials

The following guidelines were based on the final report of the 5 th sub-regional workshop on the
development of basic literacy learning materials for ‘un-reached’ population in South Asia (1998)
1. Needs Assessment- Surveys and identifies the concerns of the target learners because the objectives of
the materials should be carefully drafted based on the interests, problems, and need of the target
learners
2. Development of curriculum grid- Helps materials developers and teachers to know learners’ needs and
to decide on the content and the level of materials to be produced.
a. Goals of national literacy program
b. Core content based on national concerns
c. locally relevant content based on the identified needs of the learners
d. Prescribed levels in the three Rs
e. levels of literacy skills of learners
3. Selection of themes
4. Setting up objectives
5. Deciding on the format
a. Considerations
❖ Age group
❖ Location in which the IM is to be used
❖ Literacy level of target clientele
❖ Cost of development and use of the materials
❖ Ability of the teachers to utilize the material
❖ Type of role that the materials plays ( i.e. motivational, instructional, awareness,
building, informative, etc.)
b. Various formats
1. Written (e.g. booklet, flashcards, flip charts, posters, comics, games, wall papers)
2. Electronic media (e.g. audio tapes like songs, dramas, talks, speeches, announcement,
broadcast: video presentation: radio and television program, etc.)
3. Interactive formats (e.g. CD courseware, web-based courses, online hyperlinks)
6. Selection and arrangement of content
7. Titles and captions
8. Scriptwriting
1. Script expressions, inclusive language
2. Short sentences
3. Illustration
4. Local language flavour
5. Reading flow
6. Attractive layout
9. Illustrations (balanced and inclusive)
10. Editing

ACTIVITY 7: Let Us Check!

After understanding the principles, phase and guidelines for material development, be able to do the
following items:
1. Explain the curriculum cycle.
2. Illustrate in diagram the phases of materials development.
3. Discuss the significance of conducting needs assessment when developing instructional materials.
4. Explain at least three guidelines when developing instructional materials.