Introduction To Materials Development

Introduction to
Materials Development
Presented: Mary Honey T. Quilab
Outline
01 Materials and Materials
Development
02 Materials
Roles of Instructional
03
Trends and Issues in Materials Development
04 Principles in Materials
Development
Outline
05 Preparation
Factors Affecting Materials
06 Framework of Materials and

Methods
07 Guidelines and Procedures of
Materials and
Instructional
Materials
Definition
Especially designed classroom tools

which contain instructions to learners
and teachers, and which specify

each increment of learning
Instructional
Materials
Definition
Serve as the basis for much of the
language input learners receive and
the language practice that occurs in
the classroom
Instructional
Materials
Definition
An important element within the
curriculum and often the most
tangible and visible aspect of it

Instructional
Materials
Definition
Provide a detailed specification of
content, even in the absence of the
syllabus
Instructional
Materials
Definition
Define the goals of the syllabus, and
the roles of the teachers and the
learners
process
within the instructional
A
Definition
Studies the principles and
procedures of the design,

implementation and evaluation of
language teaching materials
A
Definition
Involves production, evaluation, and
adaptation of language teaching

materials
Roles of Instructional
Materials
Roles of Instructional Materials
Resource for presentation

materials
Source of activities for learner practice and communicative

interaction
Source of stimulation and ideas for classroom activities
Syllabus
Reference for learners
on different language
<
Support for less experienced teachers
topics
Trends and Issues in Materials

Development
ᄆ
Teachers would put together a book

from their successful
classroom materials and submit it to a

publisher.
VS
PAST
PRESENT
Publishers commission books from professional
writers.

Published materials were driven by the writers'
experience, imagination and intuitions.
VS
PAST
PRESENT
Published materials
are driven by the publisher's perceptions of what they
can
successfully sell.
⚫ Uncertain global
market Artificial texts
and tasks English for its own sake
VS
PAST
PRESENT
Market-led Authenticity gets
more focused
• English for specific purpose
. Little design
Single-volume
titles
Culture and methodology of origin

VS
Design rich Multicomponent/ multimedia
• International or
local culture
PAST
PRESENT
⚫ UK/US publisher
dominance
• Sell what is
published
Author-and
academic-
centered
VS
Rise in local publishing Specific fragmental
markets Indigenous learning situation
PAST
PRESENT
Basic Principles of Materials

Development
Basic Principles of Materials Development
C
Materials should achieve impact.
Materials should help learners feel at

ease.
Materials should help learners

develop confidence.
Materials should require and facilitate

learner-investment.
What is being taught should be perceived by learners as useful

and relevant.
Learners must be ready to acquire

O
the points being taught.
Materials should expose the learners to language in authentic

use.
The learners' attention should be drawn
to linguistic features of the input.

Materials should provide the learners with opportunities to use the

target language.
Materials should take into account that the positive effects of instruction
are
usually delayed.
Materials should take into account that learners differ in learning

styles.
Materials should take into account that learners differ in affective attitudes.
Materials should permit a silent period at the beginning of the

instruction.
C
Materials should involve intellectual, aesthetic, and emotional activities.
Materials should not rely too much on controlled practice.
Materials should provide

opportunities for outcome feedback.
Factors Affecting Materials

Preparation
Factors Affecting Materials Preparation
K
The curriculum, syllabus, and learning competencies
Learners' learning styles, aptitudes, proficiency
Pedagogical principles held

by the teachers
Societal demands
Frameworks of
Materials and Methods
Framework of Materials and Methods
CONTEXT
LEARNERS
EDUCATIONAL SETTING
IMPLEMENTATION OF GOALS
SYLLABUS CONSTRUCTION
MATERIALS,
CLASSROOM METHODS
01-earner Factors
Age and interests
Level of proficiency in English
Aptitude and attitudes in learning Motivation and personality
⚫ Learning styles
Academic and educational level
Educational Setting2
Role of English in the country and in the school
Available resources and support personnel
Number of pupils
Physical and social environment
Types of test and procedures for monitoring Management and
administration
Contextual
Factors
X
Å
X
X
An expression of opinion on the nature of
language and learning
A guide for teacher and learner

• A statement of what is to be learnt
Syllabus
01Structural or Formal
Syllabus
• A collection of forms and structures, usually grammatical, of the
language being taught
Types of Syllabus
02 Notional or Functional Syllabus
• A collection of the functions that are
performed when language is used or the notions that a language is used

to
express
Types of Syllabus
03Situational Syllabus
A collection of real or imaginary
situations in which language occurs or is used.
Involves several participants who are
engaged in some activity
Involves a number of functions,
combined into a plausible segment of discourse
Aims to teach the language that occurs in the specific situations
Types of Syllabus
04Skill-based Syllabus
A collection of specific abilities that may play a part using language
Groups linguistic competencies together into generalized types of behavior
05ask-based Syllabus
A series of complex and purposeful
tasks
Activities with a purpose other than language learning

Integrate language and other skills in specific settings of the
language
Types of Syllabus
Content-based Syllabus
06Co
Concerned with the teaching of
information through the use of the target language
Factors to Consider in Writing IMs

‫וד‬
01 Understanding
03 Sequencing
02 Structuring / Clarifying
04
Balancing
Factors to Consider in Writing IMs
05 Explaining
07 Reviewing
‫וד‬
06 Pacing
09
Transfer of learning
08
Elaborating
Design, Development &

Dissemination of Materials
Design, Development & Dissemination of Materials
Design Phase
Accumulated experience Rationale for the design
Conceptual framework
Detailed Writing of the Specification
Goals of the materials
Subject matter
Modes of presentation Format of the materials Technical details
Dissemination Phase
Extensive use of the new

IM
Field evaluation of the IM
Developmental Phase
Writing the experimental materials
Internal evaluation of materials
Controlled tryout
Guidelines for Developing

Materials
Guidelines for Developing Materials
Needs Assessment
Development of Curriculum Grid
01
02
Setting Up Objectives
04
03
Selection of Themes
Deciding on the Format
Scriptwriting
05
06
90
Selection and
Arrangement of Content
08
07
Titles and Captions

Illustrations 09
10
Editing
Thank you!

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Introduction to

06 Framework of Materials and

Especially designed classroom tools

and teachers, and which specify

Serve as the basis for much of the

language input learners receive and

the language practice that occurs in

tangible and visible aspect of it

Provide a detailed specification of

content, even in the absence of the

Define the goals of the syllabus, and

the roles of the teachers and the

Studies the principles and

procedures of the design,

language teaching materials

Involves production, evaluation, and

adaptation of language teaching

Resource for presentation

Source of activities for learner practice and communicative

Trends and Issues in Materials

Teachers would put together a book

classroom materials and submit it to a

Trends and Issues in Materials Development

Trends and Issues in Materials Development

and tasks English for its own sake

Trends and Issues in Materials Development

Culture and methodology of origin

Basic Principles of Materials

Materials should help learners feel at

Materials should help learners

Materials should require and facilitate

Basic Principles of Materials Development

What is being taught should be perceived by learners as useful

Learners must be ready to acquire

Materials should expose the learners to language in authentic

The learners' attention should be drawn

to linguistic features of the input.

Materials should provide the learners with opportunities to use the

Materials should take into account that learners differ in learning

Basic Principles of Materials Development

Materials should permit a silent period at the beginning of the

Materials should not rely too much on controlled practice.

Materials should provide

Factors Affecting Materials

Pedagogical principles held

A guide for teacher and learner

performed when language is used or the notions that a language is used

Activities with a purpose other than language learning

Factors to Consider in Writing IMs

Factors to Consider in Writing IMs

Design, Development &

Extensive use of the new

Guidelines for Developing

Guidelines for Developing Materials

Deciding on the Format

Titles and Captions

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