Group 1 – CED-08-

601A
SS119 – Production of
Social Studies
PRESENTERS:
OLIVEROS, REINER JOSEPH B.
FERRAN, CAMILLE
SUBERE, CLARISSE APRIL
DEMAPE, JOHNIEL
BENEGAS, MARK DARREN
DE GUZMAN, LYKA
PREGONER, MARINICA
ANDO, SOPHIA
GERTES, ROSSA
LOJO, JAEMYLL
INSTRUCTIONAL
MATERIALS
 What is Instructional

2
Material?
● refer to the human and non-human
materials and facilities that can be used
to ease, encourage, improved and
promote teaching and learning activities.

● defined as resources that organize and

support instruction

What is Instructional Material?

 The role and design of instructional

2
materials
● Teaching materials are a key component in most language programs
that the teachers use
● Inexperienced teachers, materials may also serve as a form of
teacher training
● the materials may take the of:
● a. Printed materials such as books, workbooks, worksheet..
● b. Non printed materials such as cassette or audio,
● c. Materials that comprise both print and nonprint sources such as
self-access materials and materials on the internet.

The role and design of instructional materials

 The role and design of instructional

2
●
materials
Cunnings worth (1995, 7) summarizes the role of materials (particularly
course books) in language teaching as:
● A resource for presentation materials (spoken and written)
● A source of activities for learner practice and communicative interaction
● A reference source for learner on grammar, vocabulary, pronunciation,
and
● A source of stimulation and ideas for classroom
● A syllabus (where they reflect learning objectives that have already been
determined)
● A support for less experienced teachers who have yet to gain in
confidence

The role and design of instructional materials

 The role and design of instructional

2
materials
● Dudley-Evans and St. John (1998, 170-171) suggest
that for teachers of ESP courses, materials serve the
following functions:

● As a source of language
● As a learning support
● For motivation and stimulation
● For reference

The role and design of instructional materials

 Principles of Materials

4
Development
1.“Materials should achieve impact.”
2.“Materials should help learners to feel at ease.”
3.“Materials should help learners to develop confidence.”
4.“What is being taught should be perceived by learners as relevant and useful.”
5. “Materials should require & facilitate learners self-investment.”
6. “Learners must be ready to acquire the points being taught.”
7. “Materials should expose learners to language in authentic use.”
8. “The learners’ attention should be drawn to linguistic features of the input.”
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.”

Principles of Materials Development

Uses and importance of instructional

1
materials
The importance of Instructional Materials or Educational
resources is to improve students’ knowledge, abilities, and
skills, to monitor their assimilation of information, and to
contribute to their overall development and upbringing. It also
clarifies important concepts to arouse and sustain student’s
interests, give all students in a class the opportunity to share
experiences necessary for new learning, help make learning
more permanent.

Uses and Importance of Instructional Materials

Uses and importance of instructional

1
materials • Provides Facts and Information
•Engages and Teaches Learners
• Teaching Concepts
• Evaluates Knowledge
• Importance of Traditional Instructional Materials
• Importance of Modern Instructional Materials
• Effectively Using Instructional Materials
• Disadvantages to Instructional Materials

Uses and Importance of Instructional Materials

Benefits of instructional

3
materials
1.It helps student Retain information easily.

2.It makes learning real.

Teachers
3.For Present and Future References.

Students 4.It brings real life experience to classroom Situation.

5.It makes learning fun.

Introduction Part 3
 CATEGORIES OF

3
What different types of educational materials are there?
INSTRUCTIONAL
There are various types of educational materials.

MATERIALS
Printing is done on textbooks, booklets, handouts, study aids, and manuals.
Podcasts, cassettes, and microphones

Visuals include charts, real objects, photographs, and transparencies.

Audiovisuals include slides, tapes, films, filmstrips, television, video, and
multimedia.
Electronic interactives include computers, graphing calculators, and tablets.
Introduction Part 3
 CATEGORIES OF

3
INSTRUCTIONAL
Some of the most common types of instructional tools are traditional resources, visual
organizers, and teacher-created resources.
Traditional resources include textbooks and workbooks.

MATERIALS
These are important techniques for teaching new concepts to children who may struggle
with them.

One might put a question to on "What are some instances of educational resources?"

Printed materials, for example, Textbooks, as well as nonbook resources such as those
listed, are included in instructional resources, as are facilities (space), time, and human
resources.

Introduction Part 3
 Overview of the
models for facilitating
of learning
 Instructional system

5
Instructional systems can be defined as a specific arrangement or
organization of appropriate human and material resources, methods, and tools to
help a student in achieving the learning and instructional objectives through a
chain of transformations (Dick, Carey, and Carey 54).

An instructional system can be defined as “deliberately designed instructional

materials that are intended to function interrelatedly to achieve predetermined
learning outcomes” (Harris and Harrison, 1988, p. 6). Additionally, Smith and
Ragan (2005) define instruction as “the intentional facilitation of learning toward
identified learning goals” (p.4).

Instructional System
Instructional system

5
Robert Glaser describes an instructional
system in 1962 (p.1-30) that is comprised of five
components:

•Instructional Goals (system objectives)

•Entering Behavior (system input)
•Instructional Procedures (system operator)
•Performance Assessments (output monitor).
•Research and Development Logistics (analysis
and evaluation)

Instructional System
 Instructional design

5
Instructional design model provides guidelines to organize

model
appropriate pedagogical scenarios to achieve instructional goals.

Here are the three most commonly used instructional design models.

ADDIE Model
1. Analysis
2. Design
3. Development
4. Implementation
5. Evaluation
Instructional design model
 Instructional design

5
Gagne’s Nine Events of Instruction

1.
2.
model
Gain the attention of the students with a good introduction.
Inform students of the objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job
Instructional
Instructional
design
System
model
 Instructional design

5
ASSURE Model

model
The steps in the ASSURE model are:

1. Analysis
2. Statement of the Objectives
3. Selection of Media
4. Utilize technology, media & materials
5. Require Learners Performance
6. Evaluate & revise

Instructional
Instructional
design
System
model
Educational model

5 Educational Model
Educational model

5
An educational model consists of a compilation or
synthesis of different theories and pedagogical approaches,
which guide teachers in the preparation of study programs and
in the systematization of the teaching and learning process.

By knowing an educational model, the teacher can learn

how to develop and operate a study plan, taking into account
the elements that will be decisive in didactic planning.
Therefore, it is considered that the greater knowledge of the
educational model by the teacher will generate better results in
the classroom.

Code of Ethics
Educational Model
Part 6
 Educational model

5
The traditional educational model focuses on the development of a study
program, without too many additional elements since social needs and the
intervention of specialists, among other factors, are not explicitly taken into
account.

Broadly speaking, the traditional educational model can be used to build on it a

modern one, adapted to the needs of students and teachers, as well as the
technological and educational resources that we have today, or it can be
completely ignored and work on a blank canvas for absolute innovation. The
second case is much more difficult to achieve, and not necessarily better.

Code of Ethics
Educational Model
Part 6
Model for Facilitating
Pupil Learning
What is teaching model?

5
- “Model of teaching can be defined as instructional
design which describes the process of specifying and
producing particular environmental situations which
cause the students to interact in such a way that a
specific change occurs in their behavior”.
- A model of teaching is a plan or pattern that can be
used to shape curriculums (long-term courses of
studies), to design instructional materials, and to guide
instruction in the classroom and other settings based on
Joyce and Weil (1980).

What is Teaching Model?

 What is teaching model?

5
Concept of teaching model
- helps students to understand and learn concepts by identifying attributes or key
features through a process of analysis, comparison, and contrasting of examples.
- to produce effective teaching
- Teaching models are just instructional designs. They describe the process of
specifying and producing particular environmental situations which cause the
student to interact in such a way that specific change occurs in his behavior.

What is Teaching Model?

What is teaching model?

5
Function of Teaching Model

- It specifies ways of teaching and learning that are

intended to achieve certain kinds of goals.

- Teaching model is a pattern or plan which can be used

to shape a curriculum or course, to select instructional
materials and to guide a teacher’s actions.

What is Teaching Model?

What is teaching model?

5 What is Teaching Model?

 Model of teaching

5
Model of Teaching

- A model of teaching consists of guidelines for

designing educational activities and environments. Model
of teaching is a plan that can also be utilized to shape
courses of studies, to design instructional material and to
guide instruction. JOYCE AND WEIL (1972)

Model of teaching
 Types of teaching model

5
•Information processing model – refer to the way people handle stimuli
from the environment, organize data, sense problem, generate concepts
and solution to problems and use verbal and nonverbal symbols.
•Behavioral models – stress changing the external behavior of the learners
and describe them in them of visible behavior rather than underlying
behavior.
•Social models – stress the relationship of the individual to other person
and to society
•Personal models – assist the individual in the development of selfhood,
they focus on the emotional life an individual

Types of Teaching Model

 Five Strategies Teachers

5 Use to Facilitate
1. Choice
Learning
2. Variation
3. Connection
4. Conversation
5. Resources

Five Strategies Teachers Use to Facilitate Learning

 10 Tools Used to

5 Facilitate Learning
Strategies
1. Facilitate class, group, and one-on-one discussions and
debates.
2. Allow students to call on one another for answers, rather than
the instructor.
3. Ask questions that don't have one single answer. Leave it
open-ended.
10 Tools Used to Facilitate Learning Strategies
 10 Tools Used to Facilitate Learning

5
4. Strategies
Roleplay different scenarios or play games to illustrate lessons.
5. Create multimedia presentations, utilizing technology your students use at
home.
6. Record and post lessons and resources online for students to reference later.
7. Use guest teachers and speakers to show a different perspective.
8. Supplement lessons with virtual field trips or projects that involve field research.
9. Collaborate with other teachers to teach related lessons in different subjects.
10. Have students explain what they learned to someone who doesn't know the
material.

10 Tools Used to Facilitate Learning Strategies

Facilitating Student Learning

5
1. Create an appropriate motivational context, which includes meaningful
activities, clear expectations about what is required of them and how they will be
assessed, and a supportive learning environment in which students are able to
explore and fail.
2. Build a well-structured knowledge base by engaging students' prior knowledge
so that they can assimilate new information in an organized way that relates to
their existing knowledge.
3. Encourage active learning that includes communication and social interaction.
Students should be encouraged to share, question, reflect on and challenge ideas
to develop and advance their understanding.
4. Students learn better when they are aware of their own learning processes, the
strategies they use, and continually monitor and reflect on their understanding.
Facilitating Student Learning
 Active learning in

5
transmission of contentlectures
- Lectures do not have to be planned as a one-way
from the teacher to the students, as
this is a recognized unproductive learning strategy. Active
learning and teacher-student, student-student interactions can
be included in lectures to assist engage students and provide
feedback to teachers on their grasp of subject information and
concepts.

Active learning in lectures

 Tutorials and small group

5
- teaching
Many professors believe that tutorials and other small
group classes are the best places for students to talk and
share their ideas, investigate the relevance of knowledge to
their personal experiences, apply knowledge, role play, and
solve problems. Small group lessons are particularly
beneficial since they allow students to form stronger bonds
with academic staff and their peers, as well as gain
confidence and have fun.
Tutorials and Small Group Teaching
 Online teaching and learning

5
- The Online Learning and Teaching Model is made up
of seven elements that support the various types of
engagement and connectedness mentioned above and
are meant to foster a holistic student experience that
includes both discipline-specific graduate outcomes
and broader social and emotional development.

Online Teaching and Learning

 Online teaching and learning

5
Features of this model are:
•Small group support
•Teacher presence
•Interaction with workplaces
•Interaction between students
•Personalized support
•Interactive resources
•e-assessment’
Experienced academics discuss strategies for engaging and
motivating students and creating teacher presence.
Online Teaching and Learning
 Online teaching and learning

5
Teacher presence has three main elements, which are:
•Designing, preparing and planning the learning environment;
•Being visible and accessible – establishing a social presence and online persona;
and
•Being involved in the learning process – acting as a guide, teacher or facilitator.

Learning Technologies for the following learning and teaching activities:

•Communication
•Enriching resources provide information and personalize presentation
•Collaboration and assessment, and
•Reflection

Online Teaching and Learning

Bloom’s Taxonomy of
Objectives
Bloom’s Taxonomy of

5
Objectives
Bloom’s taxonomy is a hierarchical
framework for categorizing educational
learning objectives according to their
complexity. It was created by Benjamin
Bloom in 1956 who was an American
psychiatrist.

The first volume of the taxonomy,

Handbook I: Cognitive was published in
1956, and in 1964 the second volume
Handbook II: Affective was published. A
revised version of the taxonomy for the
cognitive domain was created in 2001.

Bloom’s Taxonomy of Objectives

loom's Taxonomy Levels of Learning:

5
● Cognitive (knowledge)

Cognitive Domain: intellectual skills and abilities required for learning, thinking critically and
problem solving.

There are six Subdomains Cognitive:

1.Knowledge: Recall data or information.

2.Comprehension: Understand the meaning, translation, interpolation, and interpretation of

instructions and problems. State a problem in one's own words.

3.Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what
was learned in the classroom into novel situations in the workplace.

Bloom's Taxonomy Levels of Learning

Bloom's Taxonomy Levels of

5
Learning:
4.Analysis: Separates material or concepts into component
parts so that its organizational structure may be understood.
Distinguishes between facts and inferences.

5.Synthesis: Builds a structure or pattern from diverse

elements. Put parts together to form a whole, with emphasis
on creating a new meaning or structure.

6.Evaluation: Make judgments about the value of ideas or

materials.

Bloom's Taxonomy Levels of Learning

loom's Taxonomy Levels of Learning:

5
● Affective (Attitude)

Affective Domain: emotional response concerning one's attitudes, values and appreciation for
motivation in learning.

There are Five Subdomains Affective:

1.Receiving: Being willing to listen and be aware to receive knowledge

2.Responding: Actively participating and engaging to transfer knowledge
3.Valuing: Finds value and worth in one's learning and is motivated to continue
4.Organization: Integrating and comparing values, ordering them according to priorities
5.Characterization: Value that will control the outcome and behavior

Bloom's Taxonomy Levels of Learning

loom's Taxonomy Levels of Learning:

5
● Psychomotor (Skills)

Psychomotor Domain: ability to use motor skills that includes physical movement, reflex and
coordination to develop techniques in excretion, in accuracy and time.

There are seven Subdomains of Psychomotor

1.Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from
sensory stimulation, through cue selection, to translation.

2.Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person's response to different situations (sometimes called mindsets)

Bloom's Taxonomy Levels of Learning

loom's Taxonomy Levels of Learning:

5
3.Guided Response: The early stages in learning a complex skill that includes imitation and trial and
error. Adequacy of performance is achieved by practicing.

4.Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be performed with some confidence and
proficiency.

5.Complex Overt Response (Expert): The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated
performance, requiring a minimum of energy. This category includes performing without hesitation,
and automatic performance. For example, players are often utter sounds of satisfaction or expletives
as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what
the result will produce.

Bloom's Taxonomy Levels of Learning

 Bloom's Taxonomy Levels of

5
Learning:
6. Adaptation: Skills are well developed and the
individual can modify movement patterns to fit special
requirements.

7. Origination: Creating new movement patterns to fit a

particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly
developed skills.
Bloom's Taxonomy Levels of Learning
Designing – Selecting
– Implementing
Learning Activities
 Designing – Selecting –

5
Implementing Learning Activities
Step 1: Analyzing needs for implementing an active learning strategy
Before deciding on an active learning strategy, analyze the need. Ask
yourself:
Step 2: Identify topic and questions
The first step is to identify the topics you wish to apply active learning
strategies. Additionally, identify the overarching questions about this topic.
Step 3: Identify learning objectives & outcomes
Next, define the learning objectives and outcomes for each topic:

Designing – Selecting – Implementing Learning

Activities
 Designing – Selecting –

5
Implementing Learning Activities
Step 4: Plan and design the activity
Now that you have clearly identified learning objectives and outcomes, you
can begin to plan and design.
Step 5: Identify sequence of learning events
Next, plan the sequence of learning events that will best meet the learning
objectives and outcomes. Active learning does not have to replace traditional
lecturing; instead, it may be interspersed with the ways you usually conduct
the class.

Designing – Selecting – Implementing Learning

Activities
 Designing – Selecting –

5
Implementing Learning Activities
For example, you could lecture for 10-15 minutes, carry out an active
learning activity, and, then, return to lecturing. Or, one week you could
lecture, but assign an active learning activity for homework; then, the next
week, you could flip your class and carry out active learning exercises with
students already familiar with the lecture material during class time. There
are many ways to sequence the learning events. Your job is to carefully think
through the planning and delivery of these events to support your learners.

Designing – Selecting – Implementing Learning

Activities
 Designing – Selecting –

5
Implementing Learning Activities
Step 6: Evaluate and assess
You should analyze the effectiveness of the active learning
activity and assess whether or not it aided student understanding
and met the associated learning objectives. Please see the next
section for specific information on how to complete this
evaluation and assessments.

Designing – Selecting – Implementing Learning

Activities
 Planning learning activities

5
When planning learning activities, you should consider the types of activities
that students will need to engage in, and to demonstrate the intended learning
outcome/s. The activities should provide experiences that will enable students to
engage, practice and gain feedback on specific outcome/s. Also, how much time
the activities would take. Identify strategies to check on understanding, and
build in time for explanation, discussion or to reflect on learning.

Diana Laurillard (2012) classified learning activities into six types:

acquisition, inquiry discussion, practice, collaboration and production.

Planning Learning Activities

Summary / Info Summary / Info Summary / Info
Fact ~ Fact ~ Facts Fact ~ Fact ~ Facts Fact ~ Fact ~ Facts

that‘s-a
 Thank you
Reporters:

OLIVEROS, REINER JOSEPH B.

FERRAN, CAMILLE

For
SUBERE, CLARISSE APRIL Sign In
DEMAPE, JOHNIEL
BENEGAS, MARK DARREN
DE GUZMAN, LYKA
Sign Out

listening!
PREGONER, MARINICA
ANDO, SOPHIA
GERTES, ROSSA
LOJO, JAEMYLL

Subject: SS119 – Production of Social Studies Instructional

Materials
100% Done 19+ What is Instructional Material?
Professor: Sir. Samuel Balbin

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