Instructional Materials Development

(EdMgt 215)
RONALD CANDY S. LASATEN, PhD
Professor III
rslasaten@mmsu.edu.ph
Factors Affecting Materials Preparation
• The curriculum, syllabus and learning outcomes
• Learners’ learning styles, aptitudes, proficiency
• Pedagogical principles held by the teachers
• Societal demands
Factors to Consider in Writing IMs
• Understanding – matching the materials to the learners’
abilities and prior knowledge.
- consider the level of the students
- consider background lessons and check up activities/
exercises
- younger and slower students and when introducing new concepts
Factors to Consider in Writing IMs
• Structuring / Clarifying – organizing the materials so that it is clear to students
- directions, objections, and main ideas are clearly stated
- 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
- important when new subject matter is introduced
Factors to Consider in Writing IMs
• Sequencing– arrangement of the materials to provide for
continuous and cumulative learning where complex concepts are
taken only after prerequisite skills/concepts have been mastered
- simple to complex
- parts to whole
- whole to parts
- chronological arrangements
 Factors to Consider in Writing IMs
• Balancing– establishes vertical and horizontal balance or
relationships.

- Vertical relationships - building of contexts and experiences in the

lesson/unit/course level.
- Horizontal relationships – establishes a multidisciplinary and unified
view of different subjects
 Factors to Consider in Writing IMs
• Explaining– refers to the way headings, terms, illustration and
summary exercises are integrated with the content.

- The students should be able to discover important concepts and

information and relate new knowledge on their own through the
materials.
 Factors to Consider in Writing IMs
• Pacing - refers to how much and how quickly the lessons are
presented
- volume and length of the materials enough to have an effect

- the older the student - amount of materials can increase

- the presentation can be longer and more complex
- breadth and dept can be expanded
 Factors to Consider in Writing IMs
• Reviewing – extent to which the materials 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 proficient ones.
 Factors to Consider in Writing IMs
• Elaborating - students learn better through a variety of ways

A series of elaboration strategies help students learn new materials

- Comparing and contrasting
- Drawing inferences
- Paraphrasing
- Summarizing
- Predicting
 Factors to Consider in Writing IMs
• Transferring of Learning
- Concept-related - drawing heavily on structure of knowledge, the concepts,
principles and theories of the subject
- Inquiry-related - derived from critical thinking skills and 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.
 Trends and Issues in Material Development
- Technology Integration
- Localized and Contextualized Materials
- Use of Authentic Materials
- Student-centered Learning Activities
 Trends and Issues in Material Development
- Interactive Learning
- Differentiated Instruction
- 21st Century Skills and Higher-order Thinking Skills
- Learning Styles and Multiple Intelligences
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