Preparation and Evaluation of

Instructional Materials

Richard R. Parato
INTRUCTIONAL MATERIALS (Ims for Teaching Language)

 Instructional materials may be operationally defined as especially

designed classroom tools which contain instructions to learners and
teachers, and which specify each increment of learning: the content
to be learned, the techniques of presentation; practice and use of
that content; and the modes of teaching associated with those
techniques.
 Instructional materials generally serve as the basis for much of the
language input learners receive and the language practice that
occurs in the classroom.(Richards)
 Ims are an important element within the curriculum and are often
the most tangible and visible aspect of it. (Nunan)
 They can provide a detailed specification of content, even in the
absence of the syallabus (Richards and Rodgers)
 They can define the goals of the syllabus, and the roles of the
teachers and the learner within the instructional process. (Wright)

ROLE OF INSTRUCTIONAL MATERIALS (Cunningsworth)

 Resource for presentation materials
 Resource of activities for learner practice and communicative
interaction
 Reference source for learners on grammar, vocabulary, pronunciation
 Source of stimulation and ideas for classroom activities
 Syllabus (where they reflect learning objectives which have already
been determined)
 Support for less experienced teachers who have yet to gain in
confidence in the language classroom.
BASIC PRINCIPLES IN MATERIALS DEVELOPMENT (Tomlinson)

• Materials should achieve impact.

• Materials should help learners feel at ease.
• Materials should help learners to develop confidence.
• What is being taught should be perceived by learners as relevant
and useful.
• Materials should require and facilitate learner self-investment.
• Learners must be ready to acquire 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 to achieve communicative competence.
 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 leaners differ in affective
attitudes.
 Materials should permit a silent period at the beginning of
instruction.
 Materials should maximize learning potential by encouraging
intellectual, aesthetic and emotional involvement which stimulates
both right and left brain activities.
 Materials should not rely too much on controlled practice.
 Materials should provide opportunities for outcome feedback.
TYPES OF INSTRUCTIONAL MATERIALS

1. TEXTBOOK
 Main reference for the entire course
 Usually chosen by the school
 Reflects the minimum learning competencies for specific levels
 Arranged in units or chapters which can be labeled according to
themes, topics, skills, grammar structure or functions depending on
the syllabus type followed.
 Contains readings, teaching points, drills, activities, and tasks for
every day lessons
2. WORKBOOK/SKILLBOOK
 Usually accompanies the textbook
 Provides exercises and drills on specific skills in listening,
speaking, reading and writing
 Presents reinforcement and remedial activities to support lessons in
the textbooks
3. TEACHER’S BOOK/TEACHER’S MANUAL/TEACHER’S
GUIDE
 Contains a detailed rationale for textbook
 Explain the scope and the sequence for the lessons
 Includes introductory notes on how to use the textbooks, specific
objectives for each lessons and suggested strategies for teaching the
lessons
 Provides guidance in planning the lessons from materials to
suggested activities.
4. WORK TEXT
 Combines the features of the textbooks and workbooks
 Provides teaching points like those in the textbook
 Reinforces the teaching points with many drills and exercises just
like those that contain an A-Z or practical suggestions for teaching.
5. MODULE AND SELF-LEARNING KIT (SLK)
 More interactive than the other types of written Ims that appear in
the workbook
 Develops independent study through self-paced instruction
 Contains post-test, pre-test, lesson inputs, exercises and drills-
provisions for self-paced learning
6. REFERENCE BOOK
 Provides general information on various topics
 Includes encyclopedia, dictionary, atlas, manuals

7. MULTIMEDIA INSTRUCTIONAL MATERIALS

 Audio and Visual materials accessible through various media like
radio, television and the computer
 Also includes interactive courseware on various topics
FACTORS AFFECTING MATERIALS PREPARATION

1. The curriculum, syllabus, and learning competencies

2. Learners’ learning styles, aptitudes, proficiency
3. Pedagogical principles held by the teacher
4. Societal demands
FRAMEWORKS OF MATERIALS AND METHODS

LEARNERS
IMPLEMENTA
CONTEXT TION OF
EDUCATIONAL GOALS
SETTING
SYLLABUS
CONSTRUCTION

 MATERIALS,
CLASSROOM
METHODS
 (lessons, tests)
CONTEXTUAL ACTORS

1. Learner factors-age, interests, level of proficiency in English,

aptitude, mother tongue, academic and educational level, attitudes in
learning, motivation, reasons for learning, preferred learning styles,
and personality.

2. Setting- role of English in the country, role of English in the school,

management and administration, resources available, support
personnel, the number of pupils, time available for the program,
physical environment, the socio-cultural environment, types of tests to
be used, and procedures for monitoring and evaluating.
SYLLABUS

 An expression of opinion on the nature of language and learning

 It acts as a guide for both teacher and learner by providing some
goals to be attained
 Can be described as a statement of what is to be learnt
 It reflects language and linguistic performance
TYPES OF SYLLABUS

1. STRUCTURAL (FORMAL) SYLLABUS

 The content of language teaching is a collection of the forms and
structures, usually grammatical, of the language being taught
 Examples include nouns, verbs, adjectives, statements, questions,
subordinate clauses

2. NOTIONAL/FUNCTIONAL SYLLABUS
 The content of the language teaching is a collection of the functions
that are performed when language is used, or of the notions that a
language is used to express.
 Examples of the functions include: informing, agreeing,
apologizing, requesting, examples of notions include age, size,
color, comparison, time
3. SITUATIONAL SYLLABUS
 The content of the language teaching is a collection of real or
imaginary situations in which language occurs or is used. A
situation usually involves several participants who are engaged in
some activity in a specific meeting.
 The language occurring in the situation involves a number of
functions, combined into a plausible segment of discourse.
 The primary purpose of a situational language-teaching syllabus is
to teach the language that occurs in the specific situations.
 Examples of the situations include: seeing the dentist, complaining
to the landlord, buying a book, meeting a new student
4. SKILL-BASED SYLLABUS
 The content of the language teaching is a collection of specific
abilities that may play a part using language.
 Skills are things that people must be able to do to be competent in a
language, relatively independent of the situation or setting in which
the language use can occur. While the situational syllabi group
functions together into specific settings of the language use, skill-
based syllabi group linguistic competencies (pronunciation,
vocabulary, grammar, and discourse) together into generalized
types of behavior, such as listening to spoken language for main
idea, writing, well-formed paragraphs, giving effective oral
presentations.
5. TASK-BASED SYLLABUS
 The content of the teaching is a series of complex and purposeful
tasks that the student wants or need to perform with the language
they are learning.
 The tasks are defined as activities with a purpose other than
language learning, but, as in the content-based syllabus, the
performance of the tasks is approached in a way intended to
develop second language ability.
 Tasks integrate language skills in specific settings of the language.
6. CONTENT-BASED SYLLABUS
 The primary purpose of content-based language teaching is
concerned with information, while task-based language teaching is
concerned with communicative and cognitive processes.
 An example of content-based language teaching is a science class
taught in the language the students need or want to learn, possibly
with linguistic adjustment to make.
FACTORS TO CONSIDER IN WRITING Ims
(Ornstein)
 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 now
whether the materials are suited to the level of the
students and whether they will understand those. This,
the teacher/writer must provide for 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.
 Structuring/clarifying involves organizing the materials 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.
 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.
 Sufficient examples are provided.
 New terms are defined.
 Adequate practice and review assignments reinforce new
learning.
• 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 materials:
• Simple to complex
• Parts to whole
• Whole to parts
• Chronological arrangements
 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.
 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 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
 Pacing refers to how much and how quickly the lessons
in the textbooks are presented. The volume or length of
the materials should not overwhelmed students, but
there must be enough to have an effect. As students get
older, the amount of materials can increase, the
presentation can be longer and more complex and the
breadth and depth can be expanded.
 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.
 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 new information to
new knowledge- by using various techniques such as
comparing, 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).
 Transfer of learning may be done in a number of ways,
maybe concept-related, Inquiry-related, learner or
utilization-related. The first two organizers seem to
work best with intrinsically motivated students. Since
most students need some extrinsic motivation, learner-
related and utilization-related materials will be more
effective with majority of students.